The role of 3D digital applications in Manual Therapy Education – A scoping review

Background: Currently, teaching methods for developing complex physical assessment and palpation skills in manual therapy is challenging for both learners and educators. 3D digital technologies such as virtual reality (VR), augmented reality (AR) and mixed reality may facilitate and/or address these challenges. However, their current usage and/or role in improving learning outcomes in manual therapy education is still largely unknown. Methods: The following electronic databases were searched from Jan 2005 to April 2021: PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Physiotherapy Evidence Database (PEDro), Science Direct and Google Scholar. Two independent reviewers reviewed the articles retrieved from the databases to assess for eligibility. Studies of any methodology (quantitative, qualitative and mixed methods) that investigated the use or application of the 3D digital applications were included in the review. Primary outcomes included any outcome related to learning based on the updated Blooms taxonomy. Narrative synthesis was used to synthesise data from the included studies.Results: A total of 4 articles were included in the final review. The main findings were classified into the following key concepts: (1) perception of tissue stiffness, (2) improved student self-efficacy in performing MT techniques, and (3) barriers and facilitators for utilizing 3D technologies. All included outcomes met understanding, applying, analysing and evaluating levels of Blooms taxonomy; however, no outcomes met the ‘creating’ level of Bloom’s taxonomy.Discussion: Our review found that there are no AR, VR or mixed applications that specifically serve the needs of MT education in relation to joint motion assessment, but applications are available that can be readily used or potentially adapted to train skills of tissue palpation. . Therefore, future studies are required to investigate the sophisticated requirements to teach/learn complex manual techniques for which palpation skills may be mandatory.

Classroom Questions Used by History Teachers and the Way of Directing Them and Dealing with Students Answers: الأسئلة الصفية الشفوية الشائع استخدامها لدى معلمي التاريخ وكيفية توجيهها والتعامل مع إجابات الطلبة في مديرية تربية الكرك

This study aimed at investigating the levels of classroom questions most commonly used among, The quasi-experimental method was used in the study to test the program. To achieve the goal of this study a note-taking card was designed and was formed of three parts: questions according to the revised version of blooms taxonomy, skills of directing questions and the skills of how to deal with students answers. Both reliability and validity of the instrument were checked. The not taking card was distributed on (38) both male and female teachers those who teach History in AL-Karak District in Jordan and that was by observing to situations for each teacher. The results showed that the most level that was commonly used by teachers was remembering obtained (0.38%) and memorizing obtained (0.36%) and understanding obtained (0.03%)and the least commonly used was evaluative obtained (0.05%) and creative questions. There were statistically significant obtained (0.25%) differences due to experience obtained (0.04%) teachers with (11 years of experience and more) focus on informative questions. As for the teachers with (1-5)years of experience and from (6-10) years focus on the questions that measure higher levels like such as evaluation, analyses and composition. Based on results the researcher provided a set of recommendations such as improving the quality questions focus on higher levels of thinking, teachers training in the Directorate of Education in karak, all over the kingdom of Jordan.

Teachers focus to practice formative assessment techniques and Blooms Taxonomy: Assessment of class practices of prospective teachers

The key objective of the study was to find out the formative assessment techniques used by teachers of a public sector university of Lahore city. To achieve this objective a B.Ed. (Hons) class comprising 40 prospective teachers and five teachers involved in teaching were purposively selected. Data was collected by developing two instruments: An observation schedule and a questionnaire. To ensure the reliability of observation, inter observer agreement was followed and reliability coefficient of questionnaire was identified as 0.839. Six observations of each teacher were calculated. Data was analyzed by using SPSS software. Findings of study showed that teachers usually ask questions and give examples in classroom and the other techniques to assess students’ learning are generally ignored. Teachers assess lower cognitive abilities of students in the classroom. The study suggests that teachers need training for the use of assessment techniques in their classes.

ESL/EFL online lesson development (based on Skyeng practices and techniques)

The article presents an attempt to infer the key stages of creating an effective online English lesson based on corporate teaching practices and techniques of Skyeng online school. There have been revealed some important aspects that are to be taken into consideration when working out an online lesson structure and content. Having analyzed various theoretical courses on communicative language teaching methods and having combined them with the incorporated Skyeng practice in teaching English as a Second Language or English as a Foreign Language (ESL/EFL), we have come up with a certain algorithm which we advise to apply in lesson modelling: focusing on achievement aims rather than procedure aims, choosing the correct lesson structure, evaluating the studying materials and content, formulating methodological sections to aid the teachers. There have been presented some language management techniques currently used in Skyeng lessons, such as the correct formulation of the instructions, balancing teacher talking time and student talking time and the technique of a guided discovery. The practical application of Blooms’ taxonomy is illustrated in the example of additional speaking tasks and their correct development. There have been described such notions as: achievement aims, materials’ evaluation, TTT and STT balance, guided discovery, lesson content units, Blooms’ taxonomy, lesson structure. The article contains practical examples of how these notions are realised in the lessons developed in Skyeng online school. Though all the examples are shown in the paradigm of an online lesson, the same algorithm presented in the article is highly recommended when developing offline lessons which are traditionally held in a classroom. Thus, there has been made an attempt to work out a single algorithm for modelling effective online and offline ESL/EFL lessons.

Pre and Post examination evaluation of MCQs and SEQs Items in Undergraduate MBBS mock examination.

Objectives: To evaluate the quality of MCQs and SEQs pre and post Mock examination of physiology and biochemistry and correlation between the scores of both at private medical college Lahore. Study Design: Descriptive study and convenient sampling was done. Setting: Fatima Memorial College of Medicine and Dentistry, Lahore. Period: September 2016 to September 2017. Material & Methods: 149 students in Physiology and 143 in biochemistry took Mock examination. 45 MCQs and 9 SEQs each in biochemistry and physiology were prepared according to the table of specification provided by University of Health Sciences (UHS) Lahore, Pakistan. Item assessment according to Blooms taxonomy was done and item flaws identified with cover test done for structural validity of the paper before the exam by two medical educationists. Item analysis with difficulty index, discrimination index and distraction efficiency were done post examination. Results: 84.4% in physiology and 51.1% in biochemistry were of recall type (C1 level according to Blooms taxonomy), and 58% SEQs in physiology and 50% in biochemistry were C1. 20% and 28% MCQs in physiology and biochemistry respectively pass cover test and were without item writing flaws. Difficulty index shows that 53.3% in physiology and 48.8% in biochemistry needs modifications. 48.8% of MCQs in physiology and 15.5% in biochemistry need modification in discriminatory index. Similarly 59.5% and 64.0 % of MCQs had functional distractors in physiology and biochemistry respectively. Conclusion: The study concluded that Mock examination in subjects of physiology and biochemistry had item writing flaws, more MCQs were of C1 level and showed majority items in good difficulty, discriminatory index with two third functional distractors were present

Applying Project Based Learning to Flipped Bloom Taxonomy for Deep Understanding in Control Systems

The peculiar nature of control theory as a course that cut across a lot of major engineering disciplines calls for a look into how its learning can best be done without students feeling like they are wasting their time. This paper takes a look at control theory as subject cut across various engineering field and has a wide background that students must really be comfortable with. Its wide application and background pose a huge challenge to the teaching of control. It goes further to look into traditional method of teaching, Project - Based Learning Blooms Taxonomy. It then proposes applying flipped Bloom Taxonomy to Project –based learning for a deep understanding of control systems.

Preferences of the Teachers in Employing Revised Blooms Taxonomy in their Instructions

In the present study teachers’ preferences in their instructional methods were integrated with the revised model of blooms taxonomy to seek out how much they are incorporating the instructional approaches linked with all six domains of revised bloom taxonomy. The study has also sought out the impact of teachers’ qualifications and teaching experiences on teachers’ preferences for these instructional approaches. The findings show that teachers often use the higher-order domain, while other large domains were found on average. The academic qualification and teaching experience have not found significantly correlated with these instructional approaches. The study suggests that teachers spend their time designing teaching methodologies that can promote higher-level thought skills for students, to improve their student learning qualifications. Teachers can adopt methodologies to enable their students to think and discuss the content, encourage discussion, stimulate students to find information themselves, create cause and effect, encourage student opinion, insert several characters and map concepts in the real world. Besides, additional teaching support can also be expected from educational departments and administrations.