Bridging the Gap in Online Learning Anxiety Among Different Generations in Health Professions Education

Crossword puzzle as a learning tool to enhance learning about anticoagulant therapeutics

BACKGROUND

Educational games make the learning process more enjoyable, fun, and create a competitive classroom environment that can positively affect learning. The purpose of this study was to evaluate pharmacy students' perceptions of crossword puzzles (CWPs) as a learning tool in the pharmacotherapy cardiovascular module focusing on anticoagulants' therapeutics and assessing if students' preference of learning style influenced their perception.

METHODS

Clues for the puzzle were developed, validated, and piloted by course faculty. A free internet puzzle generator was used to create puzzles with 10 to 20 clues. Students were given 30 min to solve the puzzle following six hours of didactic lectures about the topic. An 8-item survey instrument and Pharmacists' Inventory of Learning Styles (PILS) questionnaire were administered to examine students' perceptions of the game and their learning style preference, respectively.

RESULTS

Two hundred sixty-seven students participated in the activity from both undergraduate programs (BPharm and PharmD) over three consecutive course offerings. Most students expressed favorable perceptions of the puzzle. Female and BPharm students had significantly more favorable perceptions than male and PharmD students on several perception items. The dominant preferred learning style (PLS) was converger (35.6%), followed by assimilator (25.3%), while 15.1% had mixed learning styles. The study did not find a significant association between PLS and students' perceptions toward the CWP.

CONCLUSIONS

The CWP game presented an innovative, creative, and easy active learning tool to enhance information recall, retention, and class engagement while accommodating all learning style preferences.

Factors that affect student engagement in online learning in health professions education

BACKGROUND

Student engagement is vital in achieving learning outcomes and improving students' motivation, involvement, and attitudes toward learning. The aim of this study was to identify the factors that affect student engagement in online learning in medical and health science colleges.

METHODS

A cross-sectional study was conducted among medical and health science students and faculty in May 2020. The Online Engagement Strategies Questionnaire was e-mailed to 370 students and 102 faculty members. The SPSS statistical software was used for the statistical analysis. Exploratory factor analysis was performed to identify the factors that affected the students' engagement in online learning. Composite scores were calculated for factors, separately for the student and faculty responses. Descriptive statistical analysis was performed for the student and faculty responses.

RESULTS

The response rates of the students and faculty were 85.1% and 74.1%, respectively. The mean ages of the students and faculty were 20.6 and 44.6 years, respectively. Eighty-five percent of the faculty (n = 51) and 88.3% (n = 278) of the students found that the use of technology in proper communication was an important strategy to engage students in online learning. The factor analysis revealed agreement between the students and faculty regarding the factors that support student engagement in online learning. Techno-pedagogical skills were considered very important for faculty and important for students. For both faculty and students, self-directed learning skills were important, and peer-assisted learning (PAL) was fair symmetry. Nevertheless, collaborative learning (CL) was fairly symmetry to students and important to faculty.

CONCLUSION

To enhance student engagement in online learning, faculty members should consider improving their techno-pedagogical skills. Moreover, by incorporating self-directed learning, CL and PAL will support student engagement. Finally, faculty development, updating of course design, and institutional policies are all required to support online learning.

The Impact of Social Media Influencers Raffi Ahmad and Nagita Slavina on Tourism Visit Intentions across Millennials and Zoomers Using a Hierarchical Likelihood Structural Equation Model

Background: In this paper, we examine how social media influencers can influence visit intention, especially in the case of Raffi Ahmad and Nagita Slavina, a top influencer who by 2 September 2021 had reached 21.3 M subscribers on YouTube and 54.9 m followers on Instagram with an engagement rate of 0.42%. The focus of this study is Generation Y or Millennials (born 1981–1996) and Generation Z (born 1997–2012). Design/methodology/approach: Snowball sampling was performed to arrive at a representative group of Millennials. Data analysis was performed using hierarchical likelihood via structural equation modeling. Findings: The study results are helpful for a comprehensive understanding of factors affecting visit intention. Effects of the study results summary, tourists from Generations Y and Z are thriving within the internet of things and the digital age, an era in which information can be accessed via various forms of technology across multiple platforms. Practical implications: We discuss and identify the relative importance of each factor through the use of logistics with variational approximation and structural equation models using hierarchical likelihood. Originality: The technique we use is an integrated and extended version of the structural equation model with hierarchical likelihood estimation and features selection using logistics variational approximation.