Investigating the Effect of an Online Self-Care Training Program on Perceived Stress in COVID-19 Patients

Background: The coronavirus disease 2019 (COVID-19) caused many adverse effects, including increased stress in patients. The present study aimed to determine the effect of an online self-care training program on perceived stress in COVID-19 patients.Methods: This quasi-experimental study was fulfilled by recruiting 132 COVID-19 patients, referred to two hospitals in Isfahan, Iran, from February 20 to August 22, 2021. These patients were selected using the convenience sampling method, and were then randomized into experimental (n=63) and control (n=63) groups. The online self-care training program was subsequently presented to the patients in the experimental group, during six sessions of 30 minutes for two weeks. E-learning and educational content introduced through lectures, multimedia, and instructional videos using web platforms. Then, daily follow-up sessions continued until one month after the intervention. The data were collected administering an individual characteristic form and the Perceived Stress Scale (PSS) at three stages before, immediately, and one month after the intervention.Results: The mean scores of perceived stress before, immediately, and one month after the intervention in the experimental group were respectively 30.51±6.31, 24.59±4.66, and 26.57±3.82, and they were 29.78±4.81, 29.4±4.57, and 29.11±4.73 in that order in the control group. Moreover, no significant difference was observed between both groups at the pre-intervention stage (p=0.467), while the mean scores of perceived stress in the experimental group were lower compared with those in the control group immediately (p<0.001) and one month after the intervention (p=0.001). The mean scores of perceived stress in the experimental group before, immediately, and one month after the intervention had also changed in a significant manner (p<0.001), whereas there was no significant variation in the control group in this respect (p=0.298).Conclusions: The online self-care training program led to a reduction in perceived stress in COVID-19 patients. It is thus recommended to implement this cheap, safe, and efficient method to relieve perceived stress in such cases.

The Use of Different Technological Methods for Teaching Basic Suturing Skills to Medical Students: A Literature Review

Suturing skills are usually acquired by medical students through observation and then practice. There is a pressing need to develop more efficient teaching methods as students are often unprepared to perform suturing in clinical practice. This study therefore aims to investigate the benefits and limitations of different technological teaching methods and determine if technological methods are superior to conventional teaching. The search was conducted using ScienceDirect, PubMed and Scopus with different combinations of the key terms “suturing”, “suture”, “knot-tying”, “suturing skill”, “surgical skill”, “teaching methods” and “medical students”. Overall, 19 relevant articles were shortlisted, discussing the use of virtual reality, augmented reality, videos and programmes in teaching suturing skills. The use of instructional videos is a good alternative to the traditional lab-based method while video self-reflection was found to be an effective enhancement. Integration of these methods could be a valuable addition to the current curriculum.

The Integration of ICT in Generation Z's Learning Culture: A Study on Indonesian Students

The development of information communication technology (ICT) has changed the way of life in twenty-first-century society. It also affects the lives of students who are currently known as generation Z, including their learning culture. This study aimed to find out and describe how generation Z students utilize ICT in their learning culture. One hundred and twenty-two students in the first and third year at Yogyakarta State University participated in an online survey using Google Forms. The data were collected using a five point-Likert scale questionnaire and analyzed with quantitative descriptive methods. The results showed that most generation Z students were familiar with using ICT to support their learning activities, such as using social media, online communication platforms, web browsers, and instructional videos. The average total score obtained from the questionnaire was 3.15, which was in the fair category. But, even though the students had access to adequate ICT tools, they stated that they still need face-to-face learning activities. More than 85% of students revealed that they were well-equipped with the proper electronic devices that support learning activities and had adequate abilities to utilize them. Keywords: student learning culture, generation Z student, ICT integration

An Evaluation of YouTube Videos as a Surgical Instructional Tool for Endoscopic Endonasal Approaches in Otolaryngology

Objectives Online surgical videos are an increasingly popular resource for surgical trainees, especially in the context of the COVID-19 pandemic. Our objective was to assess the instructional quality of the YouTube videos of the transsphenoidal surgical approach (TSA), using LAParoscopic surgery Video Educational Guidelines (LAP-VEGaS). Methods YouTube TSA videos were searched using 5 keywords. Video characteristics were recorded. Two fellowship-trained rhinologists evaluated videos using LAP-VEGaS (scale 0 [worst] to 18 [best]). Results The searches produced 43 unique, unduplicated videos for analysis. Mean video length 7 minutes (standard deviation [SD] = 13), mean viewership was 16 017 views (SD = 29 415), and mean total LAP-VEGaS score was 9 (SD = 3). The LAP-VEGaS criteria with the lowest mean scores were presentation of the positioning of the patient/surgical team (mean = 0.2; SD = 0.6) and the procedure outcomes (mean = 0.4; SD = 0.6). There was substantial interrater agreement (κ = 0.71). Conclusions LAP-VEGaS, initially developed for laparoscopic procedures, is useful for evaluating TSA instructional videos. There is an opportunity to improve the quality of these videos.

Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking

Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.

Analysis of Facebook in the Teaching-Learning Process about Mathematics Through Data Science

The aim of this quantitative research is to analyze the impact of Facebook in the teaching-learning process in financial mathematics education, using data science, machine learning, and neural networks. The sample is composed of 46 students from the Bachelor of Administration, Commerce and Marketing program at La Salle University. The results of machine learning (linear regression) indicate that sending messages, watching instructional videos, and publishing exercises on Facebook supports the teaching-learning process in financial mathematics. Likewise, data science identified six predictive models for the use of Facebook in the educational context, by means of the decision tree technique. Analysis using neural networks identified the influence of sending messages, watching instructional videos, and publishing exercises on Facebook during the assimilation of knowledge and development of mathematical skills. Finally, Facebook is a technological and communication tool that transforms the organization of teaching and learning activities in financial mathematics education.

Improving efficiency in training on sewing ao dai with supporting tools including new assembling process and instructional videos

In reality, practice teaching shows that the number of students completing the Ao Dai products does not meet the requirements on time and quality with a high rate up to 60%. One of the main reasons is that the currently sewing process still has many limitations, especially in large groups, most students do not observe clearly and carefully the instructor's sample manipulation. This article presents research results on building supporting tools including a new sewing process and instructional videos to improve Ao Dai sewing efficiency. Experimental teaching results showed that the percentage of students who completed products on time and requirements in terms of quality increased by more than 40%. Most students satisfied with the quality of the supporting tools which help to not only improve their knowledge but also practice sewing skills.