THE USE OF VOKOSCREEN AS A LEARNING VIDEO WITH ENGLISH SPEAKING SKILL IN E-LEARNING

The goal of this study is to find out to what extent the Use of Vokoscreen as a Learning Video on students’ speaking skill in E-Learning at SMP Yapidh district Jati Asih. This research used descriptive qualitative method. The participants are 35 students on grade IX at SMP Yapidh. These students are chosen because they would have practical examination. The instruments are observation and interview. The result showed that the most students answered paid attention to the researchers’ explanation, they used vokoscreen application well, they joined actively in learning activity, they made an interesting presentation based on a topic, felt happy using vokoscreen as a learning video, and more confident in speaking English activity. Only a few students could not maximal in this learning because their internet connection and some private problems. The interview result showed that all students said positive answer about their opinion used vokoscreen application on speaking activity. There are 35 participants answered “like” and 2 participants answered dislike. Based on the results of this investigate could conclude that the foremost students on grade nineth at SMPIT Yapidh are propelled and appreciated on speaking activity in e-learning using vokoscreen as learning video, in reality the result of this inquire about demonstrated that the students more certainty and incremen their briefly speaking English.

MANIPULATIVE SPEECH: A THEORETICAL OVERVIEW

Manipulation is one of the concepts that needs a more in-depth theoretical and practical examination. It is employed in many areas of life, including personal and social matters, intellectual and professional pursuits, and, of course, politics. This paper is an approach, the purpose of which is to study the concept of manipulation as a psychological and linguistic phenomenon where the central emphasis is on the manipulative techniques and tactics that are utilized for various reasons such as illegitimate domination and social abuse. At this level of investigation we find it essential to illustrate different approaches to the study of this phenomenon as well as certain dictionary definitions to be able to fully perceive and comprehend the properties of manipulation.

Effectiveness of Innovation Basic Life Support Training Devices to Layperson: A Randomized Controlled Trial

Objectives: The use of a cardiopulmonary resuscitation feedback device and automated external defibrillator trainer is beneficial in basic life support (BLS) training. Nevertheless, Thailand lacks these devices in BLS support training. This study aimed to compare the efficacy of the Chiang Mai BLS training devices with conventional training devices in BLS training for laypeople.Material and Methods: A randomized controlled trial was conducted to compare the efficacy of the Chiang Mai device group with the conventional device group, by assessing the theory and practical examination scores of the participants; who were adult, laypeople attending the BLS provider course endorsed by the Thai Resuscitation Council. Evaluating instructors were blinded from both groups of participants.Results: A total of 60 adult, laypeople participants were divided into two groups: 32 and 28 participants of the Chiang Mai device group and conventional device group, respectively. Overall examination scores of included participants were very high. The participants in the Chiang Mai device group had a higher median score of multiple-choice question assessment [9.0/9.0 (8.5-9.0) vs 8.5/9.0 (8.0-9.0) points, p-value=0.134] as well as a higher median score of practical examination [26.0/26.0 (24.3-26.0) vs 25.0/26.0 (24.0-26.0) points, p-value=0.278] when compared to those using conventional BLS training devices. However, there was no statistical significance between both groups.Conclusion: The effectiveness of the Chiang Mai BLS training device in basic life support training for adult laypeople is comparable to conventional BLS training devices.

An Objective Structured Clinical Examination (OSCE) for French Dental Students: Feedback after 2 Years

The Objective Structured Clinical Examination (OSCE) is a practical examination that provides a standardized assessment of clinical competence. The aim of this study is to evaluate the objectivity and the reliability of an OSCE in dentistry. To this end, a retrospective monocentric observational study was conducted at the Faculty of Dentistry of Nancy by analyzing the exam results of 81 students. The study population consisted of the fifth-year students. The examination was broken down into six stations which were doubled, and different juries of examiners were constituted (installed in different rooms) according to the same composition. The p-value was set at 0.05. We found an equivalence of the results between the different rooms on the global mean score obtained at the six stations (p = 0.021). In terms of gender, women have statistically significantly higher overall scores than men (p = 0.001). The evaluation of a difference in the scores between full-time and part-time teachers does not find any statistically significant difference or equivalence in the station where it was possible to realize the comparison. However, the students’ waiting time before the exam seems to negatively influence the results. Compared with other international OSCE studies, the results presented seemed sufficiently objective and reliable, although some adjustments are still necessary.

ASSESSMENT AND COMPARISON OF INJECTION TECHNIQUES USING MANNEQUIN AS A LEARNING TOOL AND OSPE AS AN EVALUATION METHOD

Objective: The aim of the current study was to compare the effectiveness of only demonstration and demonstration coupled with the powerpoint method (intervention) in acquiring the knowledge of injection technique using objective structured practical examination (OSPE) as an evaluation tool. Methods: The present study was conducted among IInd professional medical undergraduates (N=80). Identification of medical devices, parts of a syringe and intravenous (IV) infusion set, intramuscular (IM) injection and intravenous infusion techniques were taught using demonstration and intervention method. Participants were then evaluated for their knowledge by OSPE method using validated checklists. Participants were also asked to give feedback for the teaching and evaluation method. Data were analyzed using SPSS 20.0.0, IBM Corporation. Results: After the intervention method 100% participant could identify needle, cannula, and IV infusion set. Noticeable difference was found in identifying parts of a syringe and IV infusion set after intervention method. OSPE evaluation post-intervention showed that more number of participants could perform the steps of injection correctly and in sequence. OSPE scores post-intervention differed significantly (<0.001) with demonstration method. Conclusion: Demonstration coupled with the powerpoint teaching method was found better than the demonstration method alone. This method should be used to impart practical knowledge of injection technique.

Seismic Study of Soil Structure Interaction Modelling Approaches

In this paper we study certain modelling techniques by which the concept of soil structure interaction can be simulated in engineering problems and become fruitful for modern construction methods. For practical examination, a baseline model is prepared and put in comparison with an isolated base model which conforms to a rigid bathtub model with spring arrangement. Soil flexibility is taken into consideration during modeling. These modelling techniques are analysed using response spectrum analysis to get the maximum response of seismic parameters like storey forces and spectral acceleration. The study showed that the isolated base model had a superior seismic response and may be used in a variety of engineering applications, such as the design of new infrastructure, such as structures for storing water or other types of sediment, geotechnical modelling. Keywords: Baseline Model, Storey Forces, Spectral Acceleration, Soil Flexibility Rigid Bathtub Model

OSPE in Biochemistry –A step towards implementation of competency based undergraduate curriculum

Competency based undergraduate curriculum stresses on objectivity, uniformity, validity and reliability of the assessment tools since assessment drives learning. Conventional Practical Examination (CPE) in Biochemistry is subjective and associated with examiner variability and raises concerns over its validity and reliability. Objective Structured Practical Examination(OSPE) addresses this problem as it includes objective testing through direct observation, assessment of knowledge, comprehension and skills.In this study the performance of 1 MBBS students in CPE & OSPE was compared & perception of students and faculty towards OSPE as Formative Assessment was evaluated. Study included total of 150 Phase 1 MBBS students of 2019-20 batch & faculty of Biochemistry were included. CPE and OSPE was conducted on topic “Estimation of Blood Glucose” and marks were awarded.OSPE was conducted with 2 procedure & 4 response stations. Statistical Analysis: Percentage graphs & Student’s’ test using MS Excel were used. There was statistically significant difference between the mean scores of CPE and OSPE (P &#60; 0.01). Our study concludes that the scores of OSPE were better than that of CPE. OSPE eliminated examiner bias by integration of cognitive, psychomotor and affective domains. Therefore OSPE can be introduced as Formative Assessment & Summative Assessment.

OSPE (Objective structured practical examination): Perception of the faculty and students at A Public Sector Medical College in Pakistan.

Objective: Objective Structured Practical Examination (OSPE) is a growing way of assessing the students of medical universities particularly. This study is targeted to compare and assess different perceptions of the faculty and the students towards OSPE at a public sector medical college. Study Design: Cross Sectional Survey. Setting: Sahiwal Medical College Sahiwal. Period: 1st July 2020 to 15th July 2020. Material & Methods: The questionnaire was sent to all the participants by Whatsapp because of COVID-19 pandemic. All the undergrad students of MBBS (500) and all the faculty members (65) of clinical and basic medical sciences were included in the study. Results: The response rate of faculty members was 78.46% and that of undergraduate students was 70.80%. Out of 51 members who responded, 23 (45.10%) were males while 28 (54.90%) were female. Female students were having majority of participation (71.20%). Most of the faculty and students agreed with the fact that ‘The questions asked in the OSPE stations were appropriate and related to the curriculum’ (60.10% and 45.10% respectively). Response to a question ‘OSPE is more transparent, fair and objective as compared to traditional practical examination’ got a nod from faculty members (49%). Almost 76% of the students (strongly agreed and agreed) thought that OSPE was tiring and stressful for them but their respected faculty members thought the opposite. Conclusion: Our study concludes that there is satisfaction of both students and the faculty regarding their perceptions of OSPE at public sector medical college. In our study while comparing, the majority of both the groups were having almost same opinions.