Design and Evaluation of the I-SCAN Faculty POCUS Program

IntroductionPoint-of-care ultrasound (POCUS) is becoming widely adopted with increasing accessibility of courses. Little is known about the optimal design of the introductory course or longitudinal training programs that are critical to success.AimTo evaluate the effectiveness of a comprehensive hospitalist POCUS training programSettingFour hospitals at an academic medical center.Program DescriptionThe program consisted of a 2-day introductory course and a longitudinal phase comprising clinical POCUS practice, clip uploading with online feedback, hands-on teaching, and monthly ultrasound conferences. Assessments were performed immediately before and after the 2-day course and after one year.Program EvaluationKnowledge increased from baseline to post 2-day (median score 58% and 85%, respectively, p<0.001) and decreased slightly at one year (median score 81%, p=0.012). After the 2-day introductory course, the median score for hands-on image acquisition skills, the principal metric of learner success, was 75%. After one year, scores were similar (median score 74%). Confidence increased from baseline to post 2-day (1.5 to 3.1 on a 4 point Likert scale from Not at all confident (1) to Very confident (4), p<0.001), and remained unchanged after one year (2.73). Course elements correlating with a passing score on the final hands-on test included number of clip uploads (r=0.85, p,0.001), attendance at hands-on sessions (r=0.7, p=0.001), and attendance at monthly conferences (r=0.50, p=0.03).DiscussionThe I-ScaN POCUS training program increased hospitalist knowledge, skill and confidence with maintained skill and confidence after one year. Uploading clips and attending hands-on teaching sessions were most correlative with learner success.

Introducing the Black Male Adult Learner Success Theory

Given the preponderance of deficit-oriented discourse about Black men and adult learners in higher education, there have not been theoretical frameworks put forth to explain the success of Black male adult learners in higher education. Thus, this article describes the Black male adult learner success theory, which builds on Gilman Whiting’s scholar identity model and Urie Bronfenbrenner’s bioecological system theory and was developed as a lens to examine the unique experiences of Black male adult learners in higher education and the impact of their various environments on their academic success. In response to the call for action from adult education scholars, this article introduces an asset-based theoretical approach for researchers to use when studying Black male adult learners. The article provides implications for using the Black male adult learner success theory for policy and practitioners. The article ends with providing future recommendations for research based on the theory.

An Analysis to Understand the Online Learners’ Success in Public Higher Education in Morocco

Aim/Purpose: This study focuses on the learners’ success toward learning management systems in higher education in Morocco and also proposes a theoretical model to better understand the determinants of learners’ satisfaction, self-regulation and continuance intention to use these systems. For this purpose, variables which may have a positive or negative influence in our model are examined. Background: The latest version of the technology acceptance model, expectation–confirmation model, DeLone and McLean Information systems success model and self-regulated learning theory, have been used. This study proposes a causal model named e-learner success assessment model or e-LSAM. Methodology: In this study, a structural equation model (SEM) approach was used for the empirical validation and testing of correlation hypotheses between e-LSAM constructions. Contribution: This research extends previous literature on the factors that can contribute to learners’ use, engagement, satisfaction and success in an e-learning system, we also propose a causal model named e-learner success assessment model (e-LSAM). Findings: The results indicate that, learner’s success in an e-learning system could be explained by self-regulation and learners’ intention to continue using LMS, which is explained by learners’ satisfaction. The results also show that the system quality, course and information quality, course flexibility, diversity in assessments and social interactions can improve learners’ satisfaction with LMS platforms Impact on Society: This study will enable the university and higher school in Morocco to better understand the critical factors to be undertaken to improve student performance and educational levels. Future Research: This document is a general overview of factors that help to understand learner’s success in an eLearning system; it is not without limitations. Our research did not take into account the effects of demographic attributes such as gender, age, level of education and others. More specifically, Morocco, like any other country, has its own traditions and culture, future research should explore how these aspects influence the success of learners in an e-learning system.