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Alley S, Plotnikoff RC, Duncan MJ, Short CE, Mummery K, To QG, Schoeppe S, Rebar A, Vandelanotte C. Does matching a personally tailored physical activity intervention to participants' learning style improve intervention effectiveness and engagement? J Health Psychol 2023; 28:889-899. [PMID: 36440676 DOI: 10.1177/13591053221137184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/23/2023] Open
Abstract
This study aims to compare the effectiveness, engagement, usability, and acceptability of a web-based, computer-tailored physical activity intervention (provided as video or text) between participants who were matched or mismatched to their self-reported learning style (visual and auditory delivery through video or text-based information). Generalised linear mixed models were conducted to compare time (baseline, 3 months) by group (matched, mismatched) on ActiGraph-GT3X+measured moderate-to-vigorous physical activity (MVPA) and steps. Generalised linear models were used to compare group (matched and mismatched) on session completion, time-on-site, usability, and acceptability. MVPA and steps improved from baseline to 3-months, however this did not differ between participants whose learning styles were matched or mismatched to the intervention they received. Session completion, time-on-site, usability, and acceptability did not differ between matched and mismatched participants. Therefore, aligning intervention delivery format to learning style is unlikely to influence intervention effectiveness or engagement.
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Affiliation(s)
- Stephanie Alley
- Appleton Institute, Physical Activity Research Group, Central Queensland University, Rockhampton, QLD, Australia
| | - Ronald C Plotnikoff
- Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Newcastle, NSW, Australia
| | - Mitch J Duncan
- Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Newcastle, NSW, Australia
| | - Camille E Short
- Faculty of Medicine, Dentistry and Health Science, Melbourne School of Psychological Sciences, The University of Melbourne, Melbourne, VIC, Australia
| | - Kerry Mummery
- Faculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, AB, Canada
| | - Quyen G To
- Appleton Institute, Physical Activity Research Group, Central Queensland University, Rockhampton, QLD, Australia
| | - Stephanie Schoeppe
- Appleton Institute, Physical Activity Research Group, Central Queensland University, Rockhampton, QLD, Australia
| | - Amanda Rebar
- Appleton Institute, Physical Activity Research Group, Central Queensland University, Rockhampton, QLD, Australia
| | - Corneel Vandelanotte
- Appleton Institute, Physical Activity Research Group, Central Queensland University, Rockhampton, QLD, Australia
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Tronchoni H, Izquierdo C, Anguera MT. A systematic review on lecturing in contemporary university teaching. Front Psychol 2022; 13:971617. [DOI: 10.3389/fpsyg.2022.971617] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Accepted: 09/21/2022] [Indexed: 11/06/2022] Open
Abstract
IntroductionArticles published in scientific journals, concerning the present and future of the lecture format in university education in the twenty-first century are framed within organizational settings that drive teaching methodologies in line with educational policies. The following two research questions have arisen from articles in which debate the continuity of this teaching modality and propose improvements of a different nature: (1) Is there an interest in renovating the lecture format among the international research community whose remit is university teaching methods? and (2) What improvements to the lecture format do the reviewed articles suggest, within the framework of the communicative matrix of interactive learning?MethodWe have carried out a systematic review guided by the PRISMA approach, emphasizing the interest in methodological conceptual commitment, paying attention to documents published in journals with an impact factor. The search strategy was applied homogeneously in three databases: ERIC, PsycInfo, and Web of Science, following the systematic process of inclusion/exclusion.ResultsForty-five articles were selected with a range of 0–78 quotations, from different fields of knowledge and five continents; 12 articles are from journals with a JCR impact factor. The journal articles cover communicative (21), cognitive (13) and active-practical perspectives (11); the predominant governing aim of the analyzed improvements is connected with the attendees’ academic performance results (24); the reviewed studies belong mainly to the quantitative paradigm (42). The considerations derived from the results (45) cover formative, technical and/or critical aspects.Discussion and conclusionsWhilst positively valuing all these efforts promoted by the European Higher Education Area, we have also verified the lack of contributions in line with our concerns that embrace the need to develop an in-depth conceptualization, supported by a methodology that is sensitive to the complexity of the oral communication format between an expert actor and non-specialized actors who wish to connect and collaborate with the expert in the production of knowledge.
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Effective teaching: The 20-20-10-10 model. TEACHING AND LEARNING IN NURSING 2022. [DOI: 10.1016/j.teln.2022.08.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Effect of hemovigilance education on nursing students’ knowledge: the application of a conceptual map. FRONTIERS OF NURSING 2022. [DOI: 10.2478/fon-2022-0037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022] Open
Abstract
Abstract
Objective
Given the importance of having knowledge on the hemovigilance process in nursing care, the present study was conducted to investigate the effect of the hemovigilance education on nursing students’ knowledge using a conceptual map. The current research was a semi-experimental study.
Methods
The samples consisted of 60 nursing students who were selected based on the inclusion criteria using the census sampling method. Thereafter, these participants were randomly assigned into the two groups: experimental and control groups. The required data were collected before, immediately after, and 1 month after the education using the hemovigilance knowledge questionnaire. Accordingly, the validity of this questionnaire was confirmed, and its reliability using the Cronbach's alpha coefficient was reported as 0.83. The education process was conducted during a 4-week period. Thereafter, the collected data were analyzed using descriptive and inferential statistics by SPSS v25.
Results
The results reveal that a significant difference existed between the knowledge scores of students in the experimental group compared with that of the control group during different times (including before, immediately after, and 1 month after the education) (P < 0.0001). Of note, hemovigilance education had a significant effect on the students’ knowledge (P < 0.0001).
Conclusions
Due to the effect of the hemovigilance education on the students’ knowledge and by applying the conceptual map in the easy transfer of the educational concepts, it is recommended that the results of the present study be used to strengthen the theoretical and clinical education of nursing students.
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Fehervari M, Das B, Soleimani-Nouri P, Ahmad M, Fadel MG, Deputy M, Morgan C, Burke JR, Mason JD, Nott D, Spalding D. Can surgical skills be taught using technological advances online? A comparative study of online and face-to-face surgical skills training. Surg Endosc 2022; 36:4631-4637. [PMID: 35254521 PMCID: PMC9085701 DOI: 10.1007/s00464-022-09170-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Accepted: 02/21/2022] [Indexed: 01/29/2023]
Abstract
INTRODUCTION Online teaching has rapidly emerged as a viable alternative to traditional face-to-face education. How to teach surgical skills in the online environment, however, has not yet been fully established nor evaluated. METHODS An international 1-day online surgical skills course consisting of lectures, pre-recorded virtual workshops, live demonstrations and along with surgical skills teaching in breakout rooms was organised. Based on existing learning theories, new methods were developed to deliver skills teaching online. Simultaneously, traditional in-person surgical skills teaching was also conducted and used as a benchmark. Skills development was assessed by trained demonstrators and self-reported competency scores were compared between the online and face-to-face event. RESULTS 553 delegates from 20 different countries attended the online course. Of these, 64 were trained in breakout rooms with a 1:5 demonstrator-to-delegate ratio whilst the remaining 489 delegates participated in didactic skills development sessions. In a separate face-to-face course, 20 delegates were trained with traditional methods. Demonstrators rated the competency of delegates for suturing, tendon repair and vascular anastomosis. There was no significant difference in the competency ratings of delegates receiving online teaching or face-to-face teaching (p = 0.253, p = 0.084, p = 1.00, respectively). The development of the same skills to "articulation" were not different between formats (p = 0.841, p = 0.792, p = 1.00, respectively). Post course self-rated competency scores improved for all technical skills (p < 0.001). Small group sessions, both online and face-to-face, received higher satisfaction ratings compared to large group sessions in terms of clarity of instructions, answers to questions and demonstrator feedback. Overall feedback on teaching quality, however, was equivalent across both groups. DISCUSSION Online teaching of surgical skills for early training years is an appropriate alternative to face-to-face teaching.
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Affiliation(s)
- Matyas Fehervari
- Department of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, UK.
- Association of Surgeons in Training, London, UK.
| | - Bibek Das
- Department of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, UK
| | - Payam Soleimani-Nouri
- Department of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, UK
| | - Manal Ahmad
- Department of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, UK
- London North West University Healthcare NHS Trust, London, UK
| | - Michael G Fadel
- Association of Surgeons in Training, London, UK
- Chelsea and Westminster Hospital, London, UK
| | - Mohammed Deputy
- Department of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, UK
- Surgical Epidemiology, Trials and Outcome Centre, St Mark's Hospital and Academic Institute, London, UK
| | | | | | | | - David Nott
- Department of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, UK
| | - Duncan Spalding
- Department of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, UK
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Behmadi S, Asadi F, Okhovati M, Ershad Sarabi R. Virtual reality-based medical education versus lecture-based method in teaching start triage lessons in emergency medical students: Virtual reality in medical education. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2022; 10:48-53. [PMID: 34981005 PMCID: PMC8720154 DOI: 10.30476/jamp.2021.89269.1370] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Revised: 12/11/2020] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Epidemics such as the recent one, COVID-19, have caused a change in education and its methods. Virtual simulation is one of the types of technology used in medical education and related sciences. Virtual simulation provides practical and clinical medical education in a safe, cost-effective, reproducible, and flexible learning environment where students can practice over and over in a standard environment. This study was conducted to compare the effect of virtual-based medical education versus lecture-based method in teaching start triage lessons in emergency medical students in educational and medical centers affiliated to Birjand University of Medical Sciences Ferdows, Paramedical School, in 2020. METHODS This is a quasi-experimental study. َAll 44 students of emergency medicine registered for triage course participated in the study. They were divided into two homogenous groups which were matched based on their grade point average. The simple triage and rapid transport (START) triage course was taught in the traditional way- lecture based- from the beginning of the semester to the middle of the semester; then, the other group (simulation-based) was trained in the second half of the same semester using virtual simulation. RESULTS The students' rate of learning was measured by their scores at the end of the course exam in both groups. The mean scores of virtual simulation-based education were slightly higher than those of the lecture-based education, but it was not statistically significant (P>0.05). The students were more satisfied with virtual simulation-based education than the lecture-based and the difference between the mean scores of satisfaction was statistically significant (P>0.05). CONCLUSION The results of this study suggest that VR can effectively improve knowledge in undergraduate emergency student's education, but it was not more effective than traditional educational methods. More experimental studies with a larger sample size are needed to confirm that virtual simulation-based education can more effectively improve knowledge in teaching practical lessons such as triage.
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Affiliation(s)
- Saman Behmadi
- Management and Leadership in Medical Education Research Centre, Kerman University of Medical Sciences, Kerman, Iran
| | - Fariba Asadi
- Ferdows Paramedical School, Birjand University of Medical Sciences, Birjand, Iran
| | - Maryam Okhovati
- Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Roghaye Ershad Sarabi
- Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
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Generation Z undergraduate students' resilience during the COVID-19 pandemic: a qualitative study. CURRENT PSYCHOLOGY 2021; 41:8132-8146. [PMID: 34253948 PMCID: PMC8264489 DOI: 10.1007/s12144-021-01830-4] [Citation(s) in RCA: 28] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/05/2021] [Indexed: 01/01/2023]
Abstract
Resilience has been documented as an essential component in managing stress. However, understanding how undergraduate students with different sociodemographic characteristics perceive resilience remains understudied. This study aimed to explore how undergraduate students in one university define and build resilience during the COVID-19 pandemic. Students’ perception and preferences for receiving resilience training were additionally solicited. A descriptive qualitative cross-sectional study was conducted. Twenty-seven students were interviewed using a semi-structured interview guide via Skype instant messaging. The thematic analysis generated five themes: resilience as enduring and withstanding; the building blocks of resilience; resilience: learning or earning; pedagogical considerations for resilience training; and a blended platform for resilience training. Participants described resilience as an enduring and withstanding trait essential for university students. Resilience can be built from intrinsic and extrinsic factors. Intrinsic factors that enhanced resilience included desire to succeed and motivation. Extrinsic factors were relational in nature, and friends, family, teachers, and religion were found to boost resilience. Students had several recommendations in designing resilience training, and they recommended the use of a blended platform. Further, students suggested the use of videos, narratives from resilient individuals, and using reflective practice as a pedagogy in resilience training. Future resilience training should consist of personal and interpersonal factors and should be introduced early during the academic term of students’ university life. As the COVID-19 pandemic compounds an already challenging academic climate, this study lends it findings to expand the resilience literature and develop future resilience training.
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Vaismoradi M, Jordan S, Vizcaya-Moreno F, Friedl I, Glarcher M. PRN Medicines Optimization and Nurse Education. PHARMACY 2020; 8:E201. [PMID: 33114731 PMCID: PMC7712763 DOI: 10.3390/pharmacy8040201] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Revised: 10/19/2020] [Accepted: 10/23/2020] [Indexed: 12/11/2022] Open
Abstract
Medicines management is a high-risk and error prone process in healthcare settings, where nurses play an important role to preserve patient safety. In order to create a safe healthcare environment, nurses should recognize challenges that they face in this process, understand factors leading to medication errors, identify errors and systematically address them to prevent their future occurrence. ''Pro re nata'' (PRN, as needed) medicine administration is a relatively neglected area of medicines management in nursing practice, yet has a high potential for medication errors. Currently, the international literature indicates a lack of knowledge of both the competencies required for PRN medicines management and the optimum educational strategies to prepare students for PRN medicines management. To address this deficiency in the literature, the authors have presented a discussion on nurses' roles in medication safety and the significance and purpose of PRN medications, and suggest a model for preparing nursing students in safe PRN medicines management. The discussion takes into account patient participation and nurse competencies required to safeguard PRN medication practice, providing a background for further research on how to improve the safety of PRN medicines management in clinical practice.
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Affiliation(s)
- Mojtaba Vaismoradi
- Faculty of Nursing and Health Sciences, Nord University, 8049 Bodø, Norway
| | - Sue Jordan
- Department of Nursing, Swansea University, Swansea SA2 8PP, UK;
| | - Flores Vizcaya-Moreno
- Nursing Department, Faculty of Health Sciences, University of Alicante, 03080 Alicante, Spain;
| | - Ingrid Friedl
- Hospital Graz II, A Regional Hospital of the Health Care Company of Styria, 8020 Graz, Austria;
| | - Manela Glarcher
- Institute of Nursing Science and Practice, Paracelsus Medical University, 5020 Salzburg, Austria;
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