Trends of the Incidence and Prevalence of Metabolic Syndrome Among Participants of the Specific Health Check and Guidance System in Japan

A specific nationwide health check-up and guidance system (Tokutei-Kenshin) was initiated in April 2008 to detect metabolic syndrome (MetS) and if confirmed, to provide individual instruction to modify lifestyle and the necessary treatment. However, trends of the incidence and prevalence of MetS are not yet available. Data of the Tokutei-Kensin from 2008 to 2014 were used in this study. The total number of participants was 3,809,853. Among them, we identified 933,490 individuals who have screened at least twice during the study period. The mean number of visits was 3.4 times per person. Incidence of MetS was defined as those who were MetS (-) at the first screening and developed MetS next year. Persistent prevalence of MetS was defined as those who were MetS (+) at both the first and next year screening. We obtained five 1-year incidence and persistent prevalence of MetS during the study period. The average 1-year incidence of MetS was 5.7% (6.6%, 2.7%) and the average prevalence of MetS was 10.1% (16.1%, 6.2%) in the total (men, women) participants, respectively. The average persistent prevalence of MetS was 47.3% (49.6%, 43.3%) in the total (men, women) participants, respectively. Both incidence and prevalence of MetS were higher in men than that in women. Compared to those of age less than 65 years old, elderly participants had a higher incidence and prevalence of MetS. During the study period of 2008 to 2014, there were no apparent changes in the incidence, prevalence, and persistent prevalence of MetS.

Effectiveness of the WebQuest Strategy-Based Educational Platform and Learning Environment in Acquiring Biological Concepts and Systemic Thinking in the Biology Course among Pre-Service Teachers

This study aims at uncovering the effectiveness of the WebQuest strategy-based learning environment in the teaching of biological concepts and imparting of systemic thinking. The participants of the study, 64 pre-service teachers (students) for the 2020–2021 academic year, were divided randomly into experimental and control groups. WhatsApp groups were used to communicate with the students. To achieve the study’s objectives, a teacher’s manual for biological concepts was prepared following the WebQuest Model; the WebQuests were created using the Zunal computer programmes. Both biological concepts and systemic thinking assessments were prepared and the study tools were tested for accuracy and reliability. To answer the research questions, data were analysed using ANCOVA and MANCOVA. There were significant differences between the average performances of the two study groups on the scale of the acquisition of biological concepts in favour of the experimental group. Additionally, there were significant differences between the average performances of the groups on a scale of systemic thinking in favour of the experimental group. The results encouraged the educational supervisors to hold training courses and workshops for science teachers, training them in the use of the WebQuest strategy in science teaching and urging its implementation in teaching – through individual instruction and publications. The Ministry of Education must play a role in designing and writing the science curricula and provide a guide for the teachers explaining the ways to employ the WebQuest strategy in the process of teaching science.

Challenges of Active Learning in a View of Integrated Engineering Education

The fourth industrial revolution has triggered a notable shift in engineering education, bringing the need to create new professionals. In this context, the active learning approach appears to be more important than ever. Nevertheless, to date quite lot of challenges related to active learning have been accumulated. Diversity of backgrounds and knowledge levels of students presented together in the same learning environment can become a source of dissatisfaction and failure for several groups of learners. To explore the reasons for these phenomena, the conduct of different categories of learners is examined and compared in terms of individual engagement and success in education. It is found that the student-centered approach is not necessarily the best method of teaching and learning when applied to students with great differentiation. A number of other conditions are required for success, namely, working in small groups, drawing on learner’s abilities, individual instruction methods, etc. These conditions are analyzed in detail in this study. The need for a rigorous and systematic orientation of learners in a multidimensional educational environment is proposed as a prospective form and an integral part of the university staff activity.

English Language Learner Instruction in Middle School Mainstream Classrooms

In a southeastern state, Grade 7 and 8 middle school general education teachers were not implementing cultural and individual instructional strategies consistently to support the academic achievement of the growing population of English Language Learners (ELLs). The purpose and key research questions of this qualitative study were designed to (a) identify what cultural relevant instructional strategies Grades 7 and 8 middle school general education teachers implement, (b) identify what individual relevant instructional strategies, and (c) understand what perceptions teachers have regarding strategies to facilitate consistent implementation of cultural and individual instruction to support ELLs. The nine participants were middle school (i.e., Grade 7 and 8) general education teachers from a school district in a southeastern state. Data were gathered through semistructured interviews and the themes included teachers’ beliefs in their abilities to provide consistent instruction to support ELLs, use of varied individual instructional strategies to support ELLs, use of varied cultural instructional strategies to support the needs of ELLs, and their want of preparation and relevant professional development to instruct ELLs. The findings have implications for positive social change, including identifying areas where professional development and focused instruction on the cultural and individual needs of ELLs increase teachers’ knowledge, skills, consistency, and perceived ability to support ELLs in the local school district.

Correction: Comparing Classroom Instruction to Individual Instruction as an Approach to Teach Avatar-Based Patient Monitoring With Visual Patient: Simulation Study (Preprint)

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Comparing Classroom Instruction to Individual Instruction as an Approach to Teach Avatar-Based Patient Monitoring With Visual Patient: Simulation Study

Background Visual Patient is an avatar-based alternative to standard patient monitor displays that significantly improves the perception of vital signs. Implementation of this technology in larger organizations would require it to be teachable by brief class instruction to large groups of professionals. Therefore, our study aimed to investigate the efficacy of such a large-scale introduction to Visual Patient. Objective In this study, we aimed to compare 2 different educational methods, one-on-one instruction and class instruction, for training anesthesia providers in avatar-based patient monitoring. Methods We presented 42 anesthesia providers with 30 minutes of class instruction on Visual Patient (class instruction group). We further selected a historical sample of 16 participants from a previous study who each received individual instruction (individual instruction group). After the instruction, the participants were shown monitors with either conventional displays or Visual Patient displays and were asked to interpret vital signs. In the class instruction group, the participants were shown scenarios for either 3 or 10 seconds, and the numbers of correct perceptions with each technology were compared. Then, the teaching efficacy of the class instruction was compared with that of the individual instruction in the historical sample by 2-way mixed analysis of variance and mixed regression. Results In the class instruction group, when participants were presented with the 3-second scenario, there was a statistically significant median increase in the number of perceived vital signs when the participants were shown the Visual Patient compared to when they were shown the conventional display (3 vital signs, P<.001; effect size –0.55). No significant difference was found for the 10-second scenarios. There was a statistically significant interaction between the teaching intervention and display technology in the number of perceived vital signs (P=.04; partial η2=.076). The mixed logistic regression model for correct vital sign perception yielded an odds ratio (OR) of 1.88 (95% CI 1.41-2.52; P<.001) for individual instruction compared to class instruction as well as an OR of 3.03 (95% CI 2.50-3.70; P<.001) for the Visual Patient compared to conventional monitoring. Conclusions Although individual instruction on Visual Patient is slightly more effective, class instruction is a viable teaching method; thus, large-scale introduction of health care providers to this novel technology is feasible.

Comparing Classroom Instruction to Individual Instruction as an Approach to Teach Avatar-Based Patient Monitoring With Visual Patient: Simulation Study (Preprint)

BACKGROUND Visual Patient is an avatar-based alternative to standard patient monitor displays that significantly improves the perception of vital signs. Implementation of this technology in larger organizations would require it to be teachable by brief class instruction to large groups of professionals. Therefore, our study aimed to investigate the efficacy of such a large-scale introduction to Visual Patient. OBJECTIVE In this study, we aimed to compare 2 different educational methods, one-on-one instruction and class instruction, for training anesthesia providers in avatar-based patient monitoring. METHODS We presented 42 anesthesia providers with 30 minutes of class instruction on Visual Patient (class instruction group). We further selected a historical sample of 16 participants from a previous study who each received individual instruction (individual instruction group). After the instruction, the participants were shown monitors with either conventional displays or Visual Patient displays and were asked to interpret vital signs. In the class instruction group, the participants were shown scenarios for either 3 or 10 seconds, and the numbers of correct perceptions with each technology were compared. Then, the teaching efficacy of the class instruction was compared with that of the individual instruction in the historical sample by 2-way mixed analysis of variance and mixed regression. RESULTS In the class instruction group, when participants were presented with the 3-second scenario, there was a statistically significant median increase in the number of perceived vital signs when the participants were shown the Visual Patient compared to when they were shown the conventional display (3 vital signs, <i>P</i>&lt;.001; effect size –0.55). No significant difference was found for the 10-second scenarios. There was a statistically significant interaction between the teaching intervention and display technology in the number of perceived vital signs (<i>P</i>=.04; partial η²=.076). The mixed logistic regression model for correct vital sign perception yielded an odds ratio (OR) of 1.88 (95% CI 1.41-2.52; <i>P</i>&lt;.001) for individual instruction compared to class instruction as well as an OR of 3.03 (95% CI 2.50-3.70; <i>P</i>&lt;.001) for the Visual Patient compared to conventional monitoring. CONCLUSIONS Although individual instruction on Visual Patient is slightly more effective, class instruction is a viable teaching method; thus, large-scale introduction of health care providers to this novel technology is feasible.

Reflective Practices That Scaffold Teacher Knowledge, Decision Making, and Literacy Leadership

The roles of literacy professionals are organized and contextualized in school settings and are quite varied; university coursework must prepare teachers to serve in literacy teacher, reading specialist, interventionist, and coaching roles. In this chapter, the authors describe two Literacy M.Ed. mid-program practicums that (1) focus on literacy small-group instruction such as guided reading and (2) individual instruction of learners having difficulty with reading. They discuss evidence-based practices primarily focused on reflection—reflections of lessons, including videotaped lessons and peer coaching, online discussions and reflections. Based on the analyses of such practices, insights and implications for program improvement are suggested.