Designing Context-Based Video Instruction in Enhancing the Conceptual Understanding of Grade XI Students

This study generally aims to design context-based video instruction in accordance to TPACK framework in order to enhance the conceptual understanding of the students with regards to cell biology. The current study assessed the level of conceptual understanding of 73 Grade 11 student-respondents of Quezon Science High School in cell biology prior to the utilization of context-based video instruction. It sought to test the significant difference between the pretest and posttest scores in the said discipline. This study identified the level of acceptability of the context-based video instruction as perceived by the student-respondents in terms of learning objectives, accuracy, appeal, clarity, and usability. The respondents are enrolled in STEM strand of Senior High School, S.Y. 2020 – 2021. Questionnaires and the context-video instruction were developed and validated to assess and evaluate the research objectives of this study. The topics in cell biology obtained an overall MPS value of 31.15%. It means that the student-respondents have specific misconceptions about the different concepts in the said topic prior to the utilization of the said learning digital resources. The appropriateness of the language, general appearance of the teacher, quality of video, lighting, animation, and video transitions were some of the parameters considered in designing the video lectures. The overall t-value of 59.57 is greater than the tabular value of 1.99. It implies that the developed context-based video instruction in enhancing the conceptual understanding in cell biology is a valid tool in the teaching-learning process. Furthermore, the developed context-based video instruction in enhancing the conceptual understanding is commendable for use in terms of learning objectives, clarity, accuracy, appeal, and usability.

Running the Titan_Illumina_PE Workflow on Terra.bio v1

The Titan_Illumina_PE workflow is a part of the Public Health Viral Genomics Titan series for SARS-CoV-2 genomic characterization. Titan_Illumina_PE was written specifically to process Illumina paired-end (PE) read data. Input reads are assumed to be the product of sequencing tiled PCR-amplicons designed for the SARS-CoV-2 genome. The most common read data analyzed by the Titan_Illumina_PE workflow are generated with the ARTIC V3 protocol. However, alternative primer schemes such as the QIAseq Primer Panel are also suitable for this workflow. The primer sequence coordinates of the PCR scheme utilized must be provided in BED format along with the raw Illumina read data. Upon initiating a Titan_Illumina_PE job, the input primer scheme coordinates and raw paired-end Illumina read data provided for each sample will be processed to perform consensus genome assembly, infer the quality of both raw read data and the generated consensus genome, and assign lineage or clade designations as outlined in the Titan_Illumina_PE data workflow diagram below. Additional technical documentation for the Titan_Illumina_PE workflow is available at: https://public-health-viral-genomics-theiagen.readthedocs.io/en/latest/titan_workflows.html#titan-workflows-for-genomic-characterization Required input data for Titan Illumina PE: Illumina paired-end read data (forward and reverse FASTQ files per sample) Primer sequence coordinates of the PCR scheme utilized in BED file format Video Instruction: Theiagen Genomics: Titan Genomic Characterization https://www.youtube.com/watch?v=zP9I1r6TNrw Theiagen Genomics: Titan Outputs QC https://www.youtube.com/watch?v=Amb-8M71umw For technical assistance please contact us at: [email protected]

Running the Titan_ClearLabs Workflow on Terra.bio v1

The Titan_ClearLabs workflow is a part of the Public Health Viral Genomics Titan series for SARS-CoV-2 genomic characterization. Titan_CleanLabs was written to process Clear Labs read data for SARS-CoV-2 ARTIC V3 amplicon sequencing. Upon initiating a Titan_ClearLabs run, input read data provided for each sample will be processed to perform consensus genome assembly, infer the quality of both raw read data and the generated consensus genome, and assign lineage or clade designations as outlined in the Titan_ClearLabs data workflow below. Additional technical documentation for the Titan_ClearLabs workflow is available at: https://public-health-viral-genomics-theiagen.readthedocs.io/en/latest/titan_workflows.html#titan-clearlabs Required input data for Titan_ClearLabs: Cear Labs FASTQ read files (single FASTQ file per sample) Primer sequence coordinates of the PCR scheme utilized in BED file format Video Instruction: Theiagen Genomics: Titan Genomic Characterization https://www.youtube.com/watch?v=zP9I1r6TNrw Theiagen Genomics: Titan Outputs QC https://www.youtube.com/watch?v=Amb-8M71umw For technical assistance, please contact us at: [email protected]

The effect of video-instructed versus audio-instructed dispatcher-assisted cardiopulmonary resuscitation on patient outcomes following out of hospital cardiac arrest in Seoul

We aimed to investigate whether video-instructed dispatcher-assisted (DA)-cardiopulmonary resuscitation (CPR) improved neurologic recovery and survival to discharge compared to audio-instructed DA-CPR in adult out-of-hospital cardiac arrest (OHCA) patients in a metropolitan city with sufficient experience and facilities. A retrospective cohort study was conducted for adult bystander-witnessed OHCA patients administered DA-CPR due to presumed cardiac etiology between January 1, 2018 and October 31, 2019 in Seoul, Korea. The primary and secondary outcomes were the differences in favorable neurologic outcome and survival to discharge rates in adult OHCA patients in the two instruction groups. Binary logistic regression analysis was performed to identify the outcome predictors after DA-CPR. A total of 2109 adult OHCA patients with DA-CPR were enrolled. Numbers of elderly patients in audio instruction and video instruction were 1260 (73.2%) and 214 (55.3%), respectively. Elderly patients and those outside the home or medical facility were more likely to receive video instruction. Favorable neurologic outcome was observed more in patients who received video-instructed DA-CPR (n = 75, 19.4%) than in patients who received audio-instructed DA-CPR (n = 117, 6.8%). The survival to discharge rate was also higher in video-instructed DA-CPR (n = 105, 27.1%) than in audio-instructed DA-CPR (n = 211, 12.3%). Video-instructed DA-CPR was significantly associated with neurologic recovery (aOR = 2.11, 95% CI 1.48–3.01) and survival to discharge (aOR = 1.81, 95% CI 1.33–2.46) compared to audio-instructed DA-CPR in adult OHCA patients after adjusting for age, gender, underlying diseases and CPR location. Video-instructed DA-CPR was associated with favorable outcomes in adult patients with OHCA in a metropolitan city equipped with sufficient experience and facilities.

THE SPECIFICS OF A DANCE TEACHER’S WORK IN THE CRISIS OF 2020

The 2020 has been a year of many challenges in many professions and also for dance teachers. The daily challenge is to replace existing dance classes with a totally different class structure, which is defined by the governmental restrictions. The dance teachers must react to these restrictions immediately and without any methodological materials and support. In the crisis the dance teachers must use such learning organizational forms as: group, individual and online, and use them as alternatives to one another. Can a dance teacher reach their professional (curriculum) goals by alternating components of the study process? How do the changing circumstances affect dancers and their attendance? The aim of this article is to analyse the possibilities of a dance teacher to reach their professional goals with group, individual and online classes and to determine the dancers satisfaction with these classes. The research is realized in terms of one dance studio and in two stages. The first stage (March-July 2020) were an experimental video-instruction independent training analysis. 40 video materials were grouped in 20 classes and sent to 20 dancers. The second stage (September-January 2020) were group, individual and online class analysis from the teacher’s and dancers perspective. In the second stage 27 dancers and 5 dance teachers were surveyed.

Effects of an Automated External Defibrillator With Additional Video Instructions on the Quality of Cardiopulmonary Resuscitation

Aim of the Study: The aim was to compare cardiopulmonary resuscitation (CPR) quality of an automated external defibrillator (AED) with and without additional video instruction during basic life support (BLS) by laypersons.Methods: First-year medical students were randomized either to an AED with audio only or audio with additional video instructions during CPR. Each student performed 4 min of single-rescuer chest compression only BLS on a manikin (Ambu Man C, Ballerup, Denmark) using the AED. The primary outcome was the effective compression ratio during this scenario. This combined parameter was used to evaluate the quality of chest compressions by multiplying compressions with correct depth, correct hand position, and complete decompression by flow time. Secondary outcomes were percentages of incomplete decompression and hand position, mean compression rate, time-related parameters, and subjective assessments.Results: Effective compression ratio did not differ between study groups in the overall sample (p = 0.337) or in students with (p = 0.953) or without AED experience (p = 0.278). Additional video instruction led to a higher percentage of incorrect decompressions (p = 0.014). No significant differences could be detected in time-related resuscitation parameters. An additional video was subjectively rated as more supporting (p = 0.001).Conclusions: Audio–video instructions did not significantly improve resuscitation quality in these laypersons despite that it was felt more supportive. An additional video to the verbal AED prompts might lead to cognitive overload. Therefore, future studies might target the influence of the video content and the potential benefits of video instructions in specific populations.