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Ding K, Chen M, Li P, Xie Z, Zhang H, Kou R, Xu J, Zou T, Luo Z, Song H. The effect of simulation of sectional human anatomy using ultrasound on students' learning outcomes and satisfaction in echocardiography education: a pilot randomized controlled trial. BMC Med Educ 2024; 24:494. [PMID: 38702655 PMCID: PMC11069238 DOI: 10.1186/s12909-024-05337-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Accepted: 03/21/2024] [Indexed: 05/06/2024]
Abstract
BACKGROUND Effective teaching methods are needed to improve students' abilities in hand-eye coordination and understanding of cardiac anatomy in echocardiography education. Simulation devices have emerged as innovative teaching tools and exhibited distinctive advantages due to their ability to provide vivid and visual learning experiences. This study aimed to investigate the effect of simulation of sectional human anatomy using ultrasound on students' learning outcomes and satisfaction in echocardiography education. METHODS The study included 18 first-year clinical medical students with no prior echocardiography training. After randomization, they underwent a pre-test to assess basic knowledge. Following this, the students were divided into two groups: traditional teaching (traditional group) and simulation of sectional human anatomy using ultrasound (digital group). Each group received 60 min of instruction. Post-tests were assigned to students at two different time points: immediately after the lecture, and one week later (referred to as post-tests 1, and 2). In addition, anonymous questionnaires were distributed to students after class to investigate their satisfaction with teaching. RESULTS Both groups showed significant improvement in their scores on post-test 1 compared to pre-test (traditional group: from 33.1 ± 8.8 to 48.1 ± 13.1, P = 0.034 vs. digital group: from 35.0 ± 6.7 to 58.0 ± 13.2, P = 0.008). However, there were no significant differences between the two groups in several post-test comparisons. Student satisfaction ratings revealed that the digital group experienced significantly greater satisfaction in areas such as subject interest, teaching style, course alignment, and interaction compared to the traditional group. Additionally, 80% of the digital group strongly endorsed the use of simulation of sectional human anatomy using ultrasound for echocardiography teaching, highlighting its effectiveness. CONCLUSIONS Simulation of sectional human anatomy using ultrasound may improve students' understanding of echocardiography and satisfaction with the course. Our study provides evidence supporting the use of simulation teaching devices in medical education. Further research is needed to explore the long-term impact of this teaching method on students' learning outcomes and its integration into the medical curriculum. TRIAL REGISTRATION http://www.chictr.org.cn (registration number: ChiCTR2300074015, 27/07/2023).
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Affiliation(s)
- Kewen Ding
- West China School of Medicine, Sichuan University, 610041, Chengdu, Sichuan, P. R. China
| | - Mingjing Chen
- Department of Epidemiology, College of Public Health & Health Professions and College of Medicine, University of Florida, Gainesville, FL, USA
| | - Ping Li
- Department of Anesthesiology, West China Hospital, Sichuan University, 610041, Chengdu, Sichuan, China
| | - Zichuan Xie
- West China School of Medicine, Sichuan University, 610041, Chengdu, Sichuan, P. R. China
| | - Haorong Zhang
- West China School of Medicine, Sichuan University, 610041, Chengdu, Sichuan, P. R. China
| | - Ruixing Kou
- West China School of Medicine, Sichuan University, 610041, Chengdu, Sichuan, P. R. China
| | - Jionghui Xu
- Department of Anesthesiology, West China Hospital, Sichuan University, 610041, Chengdu, Sichuan, China
| | - Ting Zou
- Department of Anesthesiology, West China Hospital, Sichuan University, 610041, Chengdu, Sichuan, China
| | - Zhen Luo
- Department of Anesthesiology, West China Hospital, Sichuan University, 610041, Chengdu, Sichuan, China
| | - Haibo Song
- Department of Anesthesiology, West China Hospital, Sichuan University, 610041, Chengdu, Sichuan, China.
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Chou CH, Tai HC, Chen SL. The effects of introducing virtual reality communication simulation in students' learning in a fundamentals of nursing practicum: A pragmatic randomized control trials. Nurse Educ Pract 2024; 74:103837. [PMID: 38006647 DOI: 10.1016/j.nepr.2023.103837] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Revised: 10/12/2023] [Accepted: 11/03/2023] [Indexed: 11/27/2023]
Abstract
AIM This study was conducted to examine the effectiveness of a virtual reality communication simulation (VRCS) in teaching communication skills in fundamentals of nursing practicum. BACKGROUND Effective communication skills are an integral part of the nursing profession and the foundation of high-quality nursing care. Effective communication not only addresses the needs of patients but is also necessary for maintaining patient safety. Many studies have reported the inadequacy of nursing students in communicating with patients. Nursing students often experience stress due to their lack of adequate skills to communicate effectively with patients and their family members. DESIGN A pragmatic randomized controlled trial research with four within-subjects assessments (at the baseline (T0), 1st week (T1) and 3rd week (T2) of the clinical practice and 1 week after the end of the clinical practice (T3)) and between-subjects assessments. SETTINGS AND PARTICIPANTS Eighty-four nursing students at a university of Science and Technology in central Taiwan. METHODS The students were randomly assigned to an experimental group (n = 42) and a control group (n = 42). The experimental group received a VRCS, whereas the control group received the nurse-patient communication teaching video. The data were collected from April 2022 to August 2022. The Kalamazoo Essential Element Communication Checklist, Communication Self-Assessment Scale, Learning Satisfaction Questionnaire and Stress Scale for Nursing Students in Clinical Practice were used for data collection. RESULTS At baseline, the control group had higher scores on communication ability and confidence compared with the experimental group (t = -3.91, p <.001; and t = -2.35, p =.021). In the first week of clinical practice, the experimental group had significantly higher mean scores for communication ability compared with the control group (β = 15.99, 95 % confidence interval [CI] 13.79, 18.18) and communication confidence and learning satisfaction compared with controls at T1, T2 and T3 of the clinical practice (all, p <.001). The clinical practice stress scores of the experimental group were significantly lower than those of the control group at T1, T2 and T3 of the clinical practice (all, p <.05). CONCLUSIONS The newly developed VRCS is acceptable and worthwhile for training nursing students to develop communication abilities. This study suggests that VRCS practice should be arranged as early as possible in fundamentals of nursing practice courses and before the fundamentals of nursing practicum so as to facilitate the learning of effective communication. Follow-up research is needed to evaluate the long-term effects of virtual reality education in nursing practice.
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Affiliation(s)
- Chia-Hui Chou
- Department of Nursing, Hungkuang University, No.34, Chung-Chie Rd, Shalu, Taichung County 43302, Taiwan, ROC
| | - Hui-Chen Tai
- Department of Nursing, Hungkuang University, No.34, Chung-Chie Rd, Shalu, Taichung County 43302, Taiwan, ROC
| | - Shu-Ling Chen
- Department of Nursing, Hungkuang University, No.34, Chung-Chie Rd, Shalu, Taichung County 43302, Taiwan, ROC.
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Choi H, Tak SH, Lee D. Nursing students' learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar. BMC Nurs 2023; 22:454. [PMID: 38041090 PMCID: PMC10693023 DOI: 10.1186/s12912-023-01621-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2023] [Accepted: 11/23/2023] [Indexed: 12/03/2023] Open
Abstract
BACKGROUND Virtual clinical simulations and clinical case seminar become widely utilized to address these constraints and help nursing students acquire clinical competencies as the limitations on practicum opportunities have been intensified by the COVID-19 pandemic. The purpose of this study was to examine learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar among nursing students. METHODS A descriptive cross-sectional study was used. Forty-two junior nursing students completed survey questionnaires after participating in computer-based virtual clinical simulation and clinical case seminar, which aimed at acquiring knowledge and care skills in geriatric nursing. RESULTS Significant differences in two methods were found in learning flow which included challenge-skill balance (t = -2.24, p < .05) and action-awareness merge (t = -3.32, p < .01). There was no significant difference in learning self-efficacy (t=-1.52, p = .137) and learning satisfaction (t=-0.92, p = .365). CONCLUSIONS When there's a mismatch between the perceived challenge and the students' skill levels, it can hinder the learning process. Therefore, instructors should evaluate the clinical skill levels of their students and make necessary adjustments to the difficulty levels of simulation and clinical case seminar accordingly.
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Affiliation(s)
- Hyein Choi
- College of Nursing, Seoul National University, 103 Daehak-ro, Jongno-gu Seoul, 03080, Republic of Korea
| | - Sunghee H Tak
- College of Nursing, Seoul National University, 103 Daehak-ro, Jongno-gu Seoul, 03080, Republic of Korea.
- Research Institute of Nursing Science, College of Nursing, Seoul National University, 103 Daehak-ro, Jongno-gu Seoul, Republic of Korea.
| | - Dayeon Lee
- College of Nursing, Seoul National University, 103 Daehak-ro, Jongno-gu Seoul, 03080, Republic of Korea
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Riiser K, Kalleson R, Holmen H, Torbjørnsen A. Integrating research in health professions education: a scoping review. BMC Med Educ 2023; 23:653. [PMID: 37684582 PMCID: PMC10492286 DOI: 10.1186/s12909-023-04615-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2023] [Accepted: 08/26/2023] [Indexed: 09/10/2023]
Abstract
BACKGROUND Integrating teaching and research may boost students' learning and improve future clinical practice when incorporated into education. Explorations of health professions students' involvement in the research processes and their learning outcomes are sparse. Thus, the purpose of this scoping review is to explore the existing scientific literature on courses involving students from health professions education in research activities. The research questions are: Which parts of the research process are the health professions students involved in, and what are the students' main learning outcomes related to the research process reported to be? METHODS A scoping review following the six-step approach of Arksey and O'Malley was undertaken. We searched four electronic databases to identify studies focusing on research-based teaching in health professions education. Inspired by content analysis, we identified key concepts relating to the research process and learning outcomes. RESULTS We screened 1084 abstracts, reviewed 95 full-text reports, and included 24 for analysis. Overall, the students were more involved in conducting and disseminating research than in the planning phases. Learning outcomes were most frequently reported as specific research skills, such as conducting literature reviews, writing academically, and presenting results, but also as improved understanding of research in general as well as improved motivation and confidence in conducting research. CONCLUSIONS The heterogeneity of educational programs, study designs, and measures makes it difficult to draw conclusions across the studies included in the review. More research is needed to conclude whether health professions students who actively engage in research gain a better understanding of the research process, become more likely to pursue research in their practice, or are more motivated to choose an academic career.
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Affiliation(s)
- Kirsti Riiser
- Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, PO Box 4, St. Olavsplass, Oslo, N-0130, Norway.
| | - Runa Kalleson
- Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, PO Box 4, St. Olavsplass, Oslo, N-0130, Norway
| | - Heidi Holmen
- Department of Nursing and Health Promotion, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, Oslo, Norway
- Division of Technology and Innovation, Intervention Center, Oslo University Hospital, Oslo, Norway
| | - Astrid Torbjørnsen
- Department of Nursing and Health Promotion, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, Oslo, Norway
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Apridayani A, Han W, Waluyo B. Understanding students' self-regulated learning and anxiety in online English courses in higher education. Heliyon 2023; 9:e17469. [PMID: 37426789 PMCID: PMC10329116 DOI: 10.1016/j.heliyon.2023.e17469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Revised: 06/11/2023] [Accepted: 06/19/2023] [Indexed: 07/11/2023] Open
Abstract
There is presently little known about students' use of SRL strategies and anxiety levels and the effects on learning outcomes overall and for specific skills in fully synchronous online English classes. Thus, this study explored 171 first-year non-English major students at an autonomous university in Thailand who had completed their first fully online courses for 12 weeks taught by foreign English lecturers. As measures, online self-regulated learning, students' anxiety in English learning, and course outcomes were employed by means of a mixed-method design. The findings revealed students' high use of SRL strategies and their significant contribution to their online learning outcomes. Nevertheless, students' anxiety levels were not a significant predictor of learning outcomes and could not dictate SRL strategies in online classes. These findings occurred among female and male students equally. This study observed an instrumental role of SRL strategies in students' online accomplishments in their first online learning experience. In conclusion, the current research highlights the crucial role of SRL strategies in online English language learning and provides valuable insights for language educators in designing effective pedagogical interventions. It suggests that SRL is not only important for achieving learning outcomes but also requires continuous monitoring and support from teachers and peers. Additionally, the study indicates that gender differences in SRL may not be significant in the context of synchronous online English classes. These findings have significant implications for the development of effective pedagogical practices for online language learning and underscore the need for further research in this area.
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Affiliation(s)
- Aisah Apridayani
- English Department, School of Liberal Arts, Walailak University, Nakhon Sri Thammarat, Thailand
| | - Wei Han
- Department of Education, International College, Krirk University, Bangkok, Thailand
| | - Budi Waluyo
- Languages Department, School of Languages and General Education, Walailak University, Nakhon Sri Thammarat, Thailand
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Wu CS, Chen MF, Hwang HL, Lee BO. Effectiveness of a nursing board games in psychiatric nursing course for undergraduate nursing students: An experimental design. Nurse Educ Pract 2023; 70:103657. [PMID: 37207376 DOI: 10.1016/j.nepr.2023.103657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Revised: 03/23/2023] [Accepted: 05/04/2023] [Indexed: 05/21/2023]
Abstract
AIM To examine the effectiveness of a psychiatric nursing board game in an undergraduate psychiatric nursing course. BACKGROUND Didactic teaching fails to assist students in deepening their understanding of abstract concepts in psychiatric nursing. The game-based learning of professional courses can address the demands of digital-age students, which may improve their learning outcomes. DESIGN A parallel two-arm experimental design was adopted in a nursing college in southern Taiwan. METHODS The participants were fourth-year students enroled in a college nursing programme in southern Taiwan. Simple random sampling was used to divide the class into intervention and control groups. The former participated in an eight-week game-based intervention course, while the latter continued to receive traditional instruction. In addition to collecting the students' demographic data, three structural questionnaires were developed to examine the variation in students' nursing knowledge and attitudes toward psychiatric nursing, as well as their learning satisfaction before and after the intervention. RESULTS There were a total of 106 participants, with 53 in each group. After the intervention, the two groups were significantly different in terms of their psychiatric nursing knowledge, attitudes and self-reported learning satisfaction. The intervention group's scores were significantly higher than those of the control group across all three dimensions. This suggests the positive effects of the board game intervention on students' learning outcomes. CONCLUSION The research outcome can be applied in formative and undergraduate nursing education in teaching psychiatric nursing globally. The game-based learning materials developed can be used to train psychiatric nursing teachers. Future studies should recruit a larger sample and increase the follow-up time for assessing students' learning outcomes, as well as examine the similarities and differences in the learning outcomes of students from different educational systems.
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Affiliation(s)
- Chia-Shan Wu
- Department of Nursing, National Tainan Junior College of Nursing, Tainan, Taiwan
| | - Mei-Fang Chen
- Department of Nursing, National Tainan Junior College of Nursing, Tainan, Taiwan
| | - Huei-Lih Hwang
- Department of Nursing, National Tainan Junior College of Nursing, Tainan, Taiwan
| | - Bih-O Lee
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan; Center for Medical Education and Humanizing Health Professional Education, Kaohsiung Medical University, Kaohsiung, Taiwan.
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Li A, Bilgic E, Keuhl A, Sibbald M. Does your group matter? How group function impacts educational outcomes in problem-based learning: a scoping review. BMC Med Educ 2022; 22:900. [PMID: 36581848 PMCID: PMC9798609 DOI: 10.1186/s12909-022-03966-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Accepted: 12/15/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Problem-based learning (PBL) is a common instructional method in undergraduate health professions training. Group interactions with and within PBL curricula may influence learning outcomes, yet few studies have synthesized the existing evidence. This scoping review summarized the literature examining the influence of group function on individual student PBL outcomes. Following Kirkpatrick's framework, experiential, academic, and behavioral outcomes were considered. The impacts of three aspects of group function were explored: (1) Group Composition (identities and diversity), (2) Group Processes (conduct and climate, motivation and confidence, and facilitation), and (3) PBL Processes (tutorial activities). METHODS A literature search was conducted using Medline, CINAHL, and APA PsychInfo from 1980-2021, with the help of a librarian. English-language empirical studies and reviews that related group function to learning outcome, as defined, in undergraduate health professions PBL curricula were included. Relevant references from included articles were also added if eligibility criteria were met. The methods, results, discussions, and limitations of the sample were summarized narratively. RESULTS The final sample (n = 48) varied greatly in context, design, and results. Most studies examined junior medical students (n = 32), used questionnaires for data collection (n = 29), and reported immediate cross-sectional outcomes (n = 34). Group Processes was the most frequently examined aspect of group function (n = 29), followed by Group Composition (n = 26) and PBL Processes (n = 12). The relationships between group function and outcomes were not consistent across studies. PBL experiences were generally highly rated, but favorable student experiences were not reliable indicators of better academic or behavioral outcomes. Conversely, problematic group behaviors were not predictors of poorer grades. Common confounders of outcome measurements included exam pressure and self-study. CONCLUSIONS The main findings of the review suggested that (1) group function is more predictive of experiential than academic or behavioral PBL outcomes, and (2) different Kirkpatrick levels of outcomes are not highly correlated to each other. More research is needed to understand the complexity of group function in PBL tutorials under variable study contexts and better inform curricular training and design. Standardized tools for measuring PBL group function may be required for more conclusive findings.
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Affiliation(s)
- Athena Li
- Bachelor of Health Sciences (Honours), McMaster University, Hamilton, Canada
| | - Elif Bilgic
- Department of Pediatrics, McMaster University, Hamilton, Canada
- McMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, Hamilton, Canada
| | - Amy Keuhl
- McMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, Hamilton, Canada
| | - Matthew Sibbald
- McMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, Hamilton, Canada
- Department of Medicine, McMaster University, Hamilton, Canada
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Lee J, Campbell S, Choi M, Bae J. Authentic learning in healthcare education: A systematic review. Nurse Educ Today 2022; 119:105596. [PMID: 36283196 DOI: 10.1016/j.nedt.2022.105596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Revised: 09/06/2022] [Accepted: 10/06/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The increasing complexity of the clinical environment demands a higher level of clinical performance competency. New pedagogical authentic learning methods have been developed to meet this need by bridging the gap between knowledge and practice. OBJECTIVE This systematic review aimed to examine authentic learning methods and their effects in healthcare education. DESIGN Systematic review. DATA SOURCES Data were obtained from a literature search of Embase, PubMed, MEDLINE, CINAHL, PsycINFO, and Korean databases (e.g., KoreaMed) for studies published until May 2021. This review selected research papers documenting RCTs or quasi-experimental studies targeting undergraduate students training to become healthcare professionals. REVIEW METHODS This study was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guideline. The risk of bias assessment utilized the Joanna Briggs Institute (JBI) critical checklist. RESULTS Of 20 selected studies, 12 studies were randomized controlled trials, while 8 had quasi-experimental designs with a control group. Simulation was identified as an effective educational method for authentic learning. Through authentic learning, undergraduate students cultivated their knowledge and learning motivation. However, divergent conclusions were shown for performance skills. CONCLUSIONS Authentic pedagogical methodologies effectively enhanced learners' competencies in the cognitive, psychomotor, and affective domains. Integrating technological applications, e.g., e-learning or web-based approaches, facilitated education across academic boundaries. Further studies on combining technology with authentic learning approaches should be conducted to construct realistic educational environments for learners. TRIAL REGISTRATION CRD42021229350.
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Affiliation(s)
- JuHee Lee
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Yonsei Evidence Based Nursing Centre of Korea, A JBI Affiliated Group, Seoul, Republic of Korea, Yonsei-ro 50, Seodaemun-gu, Seoul 03722, Republic of Korea
| | - Suzanne Campbell
- School of Nursing, University of British Columbia, Vancouver, Canada
| | - MoonKi Choi
- College of Nursing, Kangwon National University, 24341, Room 401 Department of Nursing, Gangwondaehak-gil 1, Chuncheon-si, Gangwon-do, Republic of Korea
| | - Juyeon Bae
- Department of Nursing, Konkuk University Glocal Campus, Chungwon-daero 268, Chungju-si, Chungcheongbuk-do 27478, Republic of Korea.
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Madsen SS, Habbestad H, Borch IH. Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online. Educ Inf Technol (Dordr) 2022; 28:37-55. [PMID: 35702318 PMCID: PMC9185724 DOI: 10.1007/s10639-022-11135-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Accepted: 05/24/2022] [Indexed: 06/15/2023]
Abstract
This article presents a study of an educational experiment conducted at the early childhood education programme at UiT, the Arctic University of Norway. As COVID-19 made social distancing an issue, the traditional practicum in kindergartens was moved to online platforms. Constructive alignment was used as an analytical framework to investigate the possibilities and limitations of student teachers' learning outcomes in a collaborative online learning activity. Overall, 8 out of 9 practicum teachers found the online practicum form a better alternative than supplying the student teacher with a written assignment, and 72.7% of the student teachers agreed or somewhat agreed with facilitating learning outcomes from the online practicum regardless of social distancing. The need for professional digital competence is central, as digital technology is not simply part of pedagogical practices but is becoming an integrated part of communicating and collaborating with colleagues and parents. This study broadens the understanding of how collaborative online learning can facilitate unintended valuable learning outcomes and critically debates the limitations related to emphasising a too-strong focus on intended learning outcomes as a premise for constructive alignment in education.
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Affiliation(s)
- Siri Sollied Madsen
- Faculty of Humanities, Social Sciences and Education, UiT the Arctic University of Norway, Tromsø, Norway
| | - Helge Habbestad
- Faculty of Humanities, Social Sciences and Education, UiT the Arctic University of Norway, Tromsø, Norway
| | - Iris H. Borch
- Centre for faculty development, Faculty of Health Sciences, UiT the Arctic University of Norway, Tromsø, Norway
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Abstract
Introduction In view of the ongoing COVID-19 pandemic, anatomy education programs were amended so as to shift to primarily online mode from physical classes. In the whole process, main concern area that has emerged is regarding dearth of physical human dissection sessions. There is enough evidence available in literature to suggest that dissection room is an ideal place to cultivate and inculcate discipline independent skills or humanistic skills among the students. These include attributes in relation to ethical practice, professionalism, communication skills, empathy and compassion. Imbibing these skills are an essential element of medical education curriculum as it is desirable that students exhibit these traits when they begin medical practice. Hence deficiency in terms of exposure to physical dissection sessions can adversely affect training of medical students on a long term. Methods A literature search of relevant, peer-reviewed, published articles was undertaken from indexed databases (Medline and PubMed, Scopus, Embase, CINAHL Plus, Web of Science and Google Scholar) for this study. Results To counter the pertinent issue in online anatomy teaching program, a few measures have been suggested in this paper based on identification of actual deficit areas in terms of learning and analysis thereof. Live streaming of real time dissection, awareness sessions on human dissection, online interactive learning sessions and reflective thoughts-based exercise can contribute to building discipline independent skills in present scenario. Conclusion Incorporation and implementation of these interventions within the realm of online anatomy education programs during COVID-19 pandemic can possibly contribute towards desirable learning outcomes.
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Affiliation(s)
- Sanjib Kumar Ghosh
- Department of Anatomy, All India Institute of Medical Sciences, 3rd Floor, Academic Building, Phulwari Sharif, Patna, Bihar, 801507, India.
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Achuthan K, Raghavan D, Shankar B, Francis SP, Kolil VK. Impact of remote experimentation, interactivity and platform effectiveness on laboratory learning outcomes. Int J Educ Technol High Educ 2021; 18:38. [PMID: 34778531 PMCID: PMC8263093 DOI: 10.1186/s41239-021-00272-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2021] [Accepted: 05/12/2021] [Indexed: 05/22/2023]
Abstract
Access and personalized instruction required for laboratory education can be highly compromised due to regulatory constraints in times such as COVID-19 pandemic or resource shortages at other times. This directly impacts the student engagement and immersion that are necessary for conceptual and procedural understanding for scientific experimentation. While online and remote laboratories have potential to address the aforementioned challenges, theoretical perspectives of laboratory learning outcomes are critical to enhance their impact and are sparsely examined in the literature. Using Transactional Distance Theory (TDT), this paper addresses the gap through a case study on Universal Testing Machine (UTM). By comparing physical (PL-UTM) and remotely triggerable (RT-UTM) laboratory platforms, the structure and interactions as per TDT are analysed. Characterization of interactivity between remote learners and instructors disclose indicative parameters that affect transactional distances and aid in conceptual understanding in remote laboratory learning environment. An extensive pedagogical study through development of two instruments towards assessing conceptual understanding and perception of platform effectiveness that was conducted both on physical laboratory and RT-UTM showed: (1) remote users conducted experiments 3 times more frequently (2) completed assignments in 30% less time and (3) had over 200% improvement in scores when RT-UTM platform was integrated into mainstream learning. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1186/s41239-021-00272-z.
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Affiliation(s)
- Krishnashree Achuthan
- Center for Cybersecurity Systems and Networks, Amrita Vishwa Vidyapeetham, Amritapuri, Kollam, 690525 India
| | - Dhananjay Raghavan
- Department of Mechanical Engineering, Amrita School of Engineering, Amrita Vishwa Vidyapeetham, Amritapuri, Kollam, 690525 India
| | - Balakrishnan Shankar
- Department of Mechanical Engineering, Amrita School of Engineering, Amrita Vishwa Vidyapeetham, Amritapuri, Kollam, 690525 India
| | - Saneesh P. Francis
- Center for Cybersecurity Systems and Networks, Amrita Vishwa Vidyapeetham, Amritapuri, Kollam, 690525 India
| | - Vysakh Kani Kolil
- Center for Cybersecurity Systems and Networks, Amrita Vishwa Vidyapeetham, Amritapuri, Kollam, 690525 India
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Piumatti G, Guttormsen S, Zurbuchen B, Abbiati M, Gerbase MW, Baroffio A. Trajectories of learning approaches during a full medical curriculum: impact on clinical learning outcomes. BMC Med Educ 2021; 21:370. [PMID: 34233677 PMCID: PMC8262035 DOI: 10.1186/s12909-021-02809-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2020] [Accepted: 06/24/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND No consensus exists on whether medical students develop towards more deep (DA) or surface learning approaches (SA) during medical training and how this impacts learning outcomes. We investigated whether subgroups with different trajectories of learning approaches in a medical students' population show different long-term learning outcomes. METHODS Person-oriented growth curve analyses on a prospective cohort of 269 medical students (Mage=21years, 59 % females) traced subgroups according to their longitudinal DA/SA profile across academic years 1, 2, 3 and 5. Post-hoc analyses tested differences in academic performance between subgroups throughout the 6-year curriculum until the national high-stakes licensing exam certifying the undergraduate medical training. RESULTS Two longitudinal trajectories emerged: surface-oriented (n = 157; 58 %), with higher and increasing levels of SA and lower and decreasing levels of DA; and deep-oriented (n = 112; 42 %), with lower and stable levels of SA and higher but slightly decreasing levels of DA. Post hoc analyses showed that from the beginning of clinical training, deep-oriented students diverged towards better learning outcomes in comparison with surface-oriented students. CONCLUSIONS Medical students follow different trajectories of learning approaches during a 6-year medical curriculum. Deep-oriented students are likely to achieve better clinical learning outcomes than surface-oriented students.
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Affiliation(s)
- Giovanni Piumatti
- Faculty of Medicine, Unit of Development and Research in Medical Education (UDREM), University of Geneva, Geneva, Switzerland.
- Division and Department of Primary Care Medicine, Geneva University Hospitals, Geneva, Switzerland.
- Institute of Public Health, Faculty of BioMedical Sciences, Università della Svizzera Italiana, Lugano, Switzerland.
| | - Sissel Guttormsen
- Faculty of Medicine, Institute for Medical Education (IML), University of Bern, Bern, Switzerland
| | - Barbara Zurbuchen
- Faculty of Medicine, Institute for Medical Education (IML), University of Bern, Bern, Switzerland
| | - Milena Abbiati
- Faculty of Medicine, Unit of Development and Research in Medical Education (UDREM), University of Geneva, Geneva, Switzerland
| | - Margaret W Gerbase
- Faculty of Medicine, Unit of Development and Research in Medical Education (UDREM), University of Geneva, Geneva, Switzerland
| | - Anne Baroffio
- Faculty of Medicine, Unit of Development and Research in Medical Education (UDREM), University of Geneva, Geneva, Switzerland
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13
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Rogers BA, Franklin AE. Cognitive load experienced by nurses in simulation-based learning experiences: An integrative review. Nurse Educ Today 2021; 99:104815. [PMID: 33640776 DOI: 10.1016/j.nedt.2021.104815] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2020] [Revised: 01/11/2021] [Accepted: 02/03/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Simulation based learning experiences help nurses gain skills necessary for independent practice. However, increased cognitive load placed on learners in simulation may affect learning outcomes. OBJECTIVES The purpose of this integrative review was to synthesize what is known about nurses' cognitive load in simulation and summarize measurement approaches. DATA SOURCES A search of CINAHL, Medline, ProQuest Nursing and Allied Health, and ERIC databases was limited to peer-reviewed studies published after 2006 in the English language, using the key words nurse, simulation, and cognitive load. REVIEW METHODS Whittemore and Knafl's (2005) integrative review method was used. Studies investigating advanced practice nurses or interprofessional teams were excluded. RESULTS Database and reference lists searches identified a total of 3077 records, and 20 met inclusion criteria. Simulation fidelity, time pressure, dual-tasking, interruptions, task complexity, distractions, and mismatched simulation objectives to learner ability increase nurses' cognitive load. However, past experience, pre-briefing, repeated scenarios, and worked-out modeling optimize cognitive load. Subjective and objective cognitive load measures help researchers understand cognitive load and define its relationship with other variables. CONCLUSIONS Simulation impacts nurses' cognitive load. Varying simulation designs to optimize cognitive load will improve learning outcomes. Future nursing simulation research should utilize well-validated cognitive load measures and measure cognitive load alongside other variables to further understand how cognitive load affects simulation outcomes.
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Affiliation(s)
- Beth A Rogers
- Texas Christian University, Fort Worth, TX, United States of America.
| | - Ashley E Franklin
- Texas Christian University, Fort Worth, TX, United States of America.
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14
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Grønlien HK, Christoffersen TE, Ringstad Ø, Andreassen M, Lugo RG. A blended learning teaching strategy strengthens the nursing students' performance and self-reported learning outcome achievement in an anatomy, physiology and biochemistry course - A quasi-experimental study. Nurse Educ Pract 2021; 52:103046. [PMID: 33853032 DOI: 10.1016/j.nepr.2021.103046] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2020] [Revised: 02/20/2021] [Accepted: 03/08/2021] [Indexed: 11/29/2022]
Abstract
In nursing, bioscience is regarded as one of the cornerstones of nursing practice. However, bioscience disciplines as anatomy, physiology and biochemistry are considered challenging for students and the failure rate is high. In this study we explore a blended learning teaching strategy in an anatomy, physiology and biochemistry course for first year Bachelor nursing students. In the blended learning teaching strategy, short narrated online digital resources of bioscientific terms and concepts were integrated into the teaching design along with digital metacognitive evaluations of learning outcomes. Results show that compared to students receiving traditional face-to-face teaching, the students with a blended learning approach performed better on their national exam with a small to medium effect size (Cohen's d=0.23). Student course evaluations supported the blended learning delivery with small to medium effect sizes. The students reported that the digital resources supported their learning outcome achievement, that they better understood the teacher's expectations and that they were more satisfied with their virtual learning environment. This study adds to the growing literature of blended learning effectiveness in higher education, and suggests the use of digital resources as an enrichment of teaching and enhancement of students' study experience.
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Affiliation(s)
| | | | - Øystein Ringstad
- Faculty of Health and Welfare Sciences, Østfold University College, 1757 Halden, Norway
| | - Marita Andreassen
- Department of Psychology, Inland Norway University of Applied Sciences, 2418 Elverum, Norway
| | - Ricardo G Lugo
- Faculty of Health and Welfare Sciences, Østfold University College, 1757 Halden, Norway
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Rahardi F, Dartanto T. Growth mindset, delayed gratification, and learning outcome: evidence from a field survey of least-advantaged private schools in Depok-Indonesia. Heliyon 2021; 7:e06681. [PMID: 33997366 PMCID: PMC8099761 DOI: 10.1016/j.heliyon.2021.e06681] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2020] [Revised: 12/13/2020] [Accepted: 03/30/2021] [Indexed: 10/27/2022] Open
Abstract
Indonesian students perform poorly compared with students in other countries, despite education taking a significant portion of the national budget. Although poor infrastructure is often blamed for this failure, several reports show that it may not be the sole determinant of learning outcomes. Using the concepts of a growth mindset and delayed gratification as proxies for human behavior, we conducted a field survey of four highly disadvantaged private schools in Depok, West Java, Indonesia to observe how human behaviors affect learning outcomes. We use a self-administered mathematics test to measure learning outcomes, and construct a questionnaire based on Dweck's Implicit Theory of Intelligence to measure students' growth mindset. Delayed gratification is measured using a Convex Time Budget (CTB) questionnaire. Controlling for various student characteristics, our estimations show that a more pronounced growth mindset is associated with better math scores. Meanwhile, delayed gratification has mixed effects on learning outcomes: it has no significant effect when the relationship is estimated using an Interval Censored Regression (ICR), but has some statistical significance when an Ordinary Least Square (OLS) regression is used. These results imply that a student's beliefs on a growing intelligence can affect their academic achievement, whereas the ability to resist temptation has inconclusive effects on academic achievement. This difference may be caused by several factors such as the developmental stage of students. Interestingly, satisfactory teaching practices do not necessarily lead to better math scores. Our findings, therefore, suggest that future education policy design must consider aspects of human behavior in order to more optimally benefit students.
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Affiliation(s)
- Fandy Rahardi
- Institute for Economic and Social Research (LPEM), Faculty of Economics and Business, Universitas Indonesia, Campus UI Salemba, Jakarta, 10430, Indonesia
| | - Teguh Dartanto
- Research Cluster on Poverty, Social Protection and Development Economics, Department of Economics, Faculty of Economics and Business, Universitas Indonesia, Campus UI Depok, Depok, 16424, Indonesia
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Bylow H, Karlsson T, Lepp M, Claesson A, Lindqvist J, Svensson L, Herlitz J. Learning Outcome After Different Combinations of Seven Learning Activities in Basic Life Support on Laypersons in Workplaces: a Cluster Randomised, Controlled Trial. Med Sci Educ 2021; 31:161-173. [PMID: 34457876 PMCID: PMC8368380 DOI: 10.1007/s40670-020-01160-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/06/2020] [Indexed: 06/13/2023]
Abstract
BACKGROUND The goal for laypersons after training in basic life support (BLS) is to act effectively in an out-of-hospital cardiac arrest situation. However, it is still unclear whether BLS training targeting laypersons at workplaces is optimal or whether other effective learning activities are possible. AIM The primary aim was to evaluate whether there were other modes of BLS training that improved learning outcome as compared with a control group, i.e. standard BLS training, six months after training, and secondarily directly after training. METHODS In this multi-arm trial, lay participants (n = 2623) from workplaces were cluster randomised into 16 different BLS interventions, of which one, instructor-led and film-based BLS training, was classified as control and standard, with which the other 15 were compared. The learning outcome was the total score for practical skills in BLS calculated using the modified Cardiff Test. RESULTS Four different training modes showed a significantly higher total score compared with standard (mean difference 2.3-2.9). The highest score was for the BLS intervention including a preparatory web-based education, instructor-led training, film-based instructions, reflective questions and a chest compression feedback device (95% CI for difference 0.9-5.0), 6 months after training. CONCLUSION BLS training adding several different combinations of a preparatory web-based education, reflective questions and chest compression feedback to instructor-led training and film-based instructions obtained higher modified Cardiff Test total scores 6 months after training compared with standard BLS training alone. The differences were small in magnitude and the clinical relevance of our findings needs to be further explored. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT03618888. Registered August 07, 2018-Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT03618888. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-020-01160-3.
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Affiliation(s)
- Helene Bylow
- Department of Molecular and Clinical Medicine, Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Thomas Karlsson
- Health Metrics Unit, Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Margret Lepp
- Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Østfold University College, Halden, Norway
- School of Nursing and Midwifery, Griffith University, Brisbane, Australia
| | - Andreas Claesson
- Department of Medicine, Centre for Resuscitation Science, Karolinska Institute, Stockholm, Sweden
| | | | - Leif Svensson
- Department of Medicine, Centre for Resuscitation Science, Karolinska Institute, Stockholm, Sweden
| | - Johan Herlitz
- Department of Molecular and Clinical Medicine, Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Centre of Registers Västra Götaland, Gothenburg, Sweden
- Prehospen-Centre of Prehospital Research, Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Borås, Sweden
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Horntvedt MET, Nordsteien A, Fermann T, Severinsson E. Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Med Educ 2018; 18:172. [PMID: 30055612 PMCID: PMC6064179 DOI: 10.1186/s12909-018-1278-z] [Citation(s) in RCA: 96] [Impact Index Per Article: 16.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2018] [Accepted: 07/13/2018] [Indexed: 05/30/2023]
Abstract
BACKGROUND Evidence-based practice (EBP) is imperative for ensuring patient safety. Although teaching strategies to enhance EBP knowledge and skills are recommended, recent research indicates that nurses may not be well prepared to apply EBP. A three-level hierarchy for teaching and learning evidence-based medicine is suggested, including the requirement for interactive clinical activities in EBP teaching strategies. This literature review identifies the teaching strategies for EBP knowledge and skills currently used in undergraduate nursing education. We also describe students' and educators' experiences with learning outcomes and barriers. METHODS We conducted literature searches using Medline, Embase, CINAHL, ERIC and Academic Search Premier. Six qualitative studies and one mixed-method study met the inclusion criteria and were critically evaluated based on the Critical Appraisal Skills Programme. Using Braun and Clarke's six phases, the seven studies were deductively and thematically analysed to discover themes. RESULTS Four teaching strategy themes were identified, including subthemes within each theme: i.e., interactive teaching strategies; interactive and clinical integrated teaching strategies; learning outcomes; and barriers. Although four studies included a vague focus on teaching EBP principles, they all included research utilisation and interactive teaching strategies. Reported learning outcomes included enhanced analytical and critical skills and using research to ensure patient safety. Barriers included challenging collaborations, limited awareness of EBP principles and poor information literacy skills. CONCLUSION Four of the seven analysed studies included a vague focus on the use of EBP teaching strategies. Interactive teaching strategies are used, but primary strategies focus on searching for and critically appraising research for practice-based application. Although this review included a relatively small sample of literature, the findings indicate a need for more qualitative research investigating interactive and clinically integrated teaching strategies towards further enhancing EBP undergraduate nursing students' knowledge and skills.
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Affiliation(s)
- May-Elin T. Horntvedt
- Faculty of Health and Social Sciences, the Department of Nursing and Health Sciences, University of South-Eastern Norway, P.O. Box 235, N-3603 Kongsberg, Norway
| | - Anita Nordsteien
- Department of Research and Internationalisation, University of South-Eastern Norway, P.O. Box 235, N-3603 Kongsberg, Norway
| | - Torbjørg Fermann
- Faculty of Health and Social Sciences, the Department of Nursing and Health Sciences, University of South-Eastern Norway, P.O. Box 235, N-3603 Kongsberg, Norway
| | - Elisabeth Severinsson
- Centre for Women’s, Family and Child Health, Faculty of Health and Social Sciences, University of South-Eastern Norway, P.O. Box 235, N-3603 Kongsberg, Norway
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18
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Kim HK. Course-embedded assessment in Korean nursing baccalaureate education. Korean J Med Educ 2016; 28:295-303. [PMID: 27363500 PMCID: PMC5016266 DOI: 10.3946/kjme.2016.36] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/28/2016] [Revised: 06/06/2016] [Accepted: 06/14/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE This study aimed to evaluate the program outcome in nursing baccalaureate in Korea. The analysis based on course embedded assessment. The concrete objectives were establishment of program outcome assessment, confirmation of student competency through weighting of program outcomes, and using the results of the evaluation in the circular feedback process in a nursing school in Korea. METHODS This study was conducted with a nursing education curriculum in a Korean nursing school. Data were collected through 28 students' program outcome measurement from January 2013 to December 2014. Data were analyzed using a pairwise comparison method and analytic hierarchy process. RESULTS There were 1 to 3 direct and indirect assessment tools and for each program outcomes and each tool had measurable rubrics. There were 1 to 3 direct assessment tools for each program outcome, and each tool had measurable rubrics. This model derived rank of program outcomes from "care integration" to "global perception" through weight calculation. All direct assessment results were over 70%. The indirect assessment results were over the cutoff except for program outcomes 4 and 7. CONCLUSION Each step of course embedded assessment was adaptive in nursing program outcome measure. The achievement of learning outcome provided reasonable tools for faculty and students.
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Affiliation(s)
- Hyun Kyoung Kim
- Corresponding Author: Hyun Kyoung Kim (http://orcid.org/0000-0003-2782-108X) Department of Nursing, Doowon Technical University, 51 Gwaneumdang-gil, Juksan-myeon, Anseong 17520, Korea Tel: +82.31.8056.7314 Fax: +82.31.8056.7269
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19
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Anyanwu GE, Nto JN, Agu AU, Ekezie J, Esom EA. Musical preferences and learning outcome of medical students in cadaver dissection laboratory: A Nigerian survey. Ann Anat 2016; 208:228-233. [PMID: 27507150 DOI: 10.1016/j.aanat.2016.07.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2016] [Revised: 06/27/2016] [Accepted: 07/26/2016] [Indexed: 10/21/2022]
Abstract
Background music has been reported to enhance learning in the cadaver dissection laboratory. This study was designed to determine the impact of various forms of musical genre and some of their characteristics on students' learning outcome in the dissection laboratory. Some selected musical genre in vocal and non-vocal forms and at different tempi and volume were played as background music (BM) to 253 Medical and Dental students during various sessions of cadaver dissection. Psychological Stress assessment was done using Psychological stress measure-9. Participants love for music, preferred musical genre and other musical characteristics were assessed. The impact of the various musical genre and their characteristics on learning was done via written examination on the region dissected during each musical session. A positive relationship was noted between students' preference for musical genre during leisure with their preference for BM during private study time (P<0.01). Statistically significant differences (P<0.01) were established in the impacts of the selected musical genre on some selected learning factors. Country and Classical music gave the highest positive impact on the various learning factors in CDL followed by R&B. No significant difference was noted between the cognitive values of vocal and non-vocal music. Classical music most effectively reduced the stress induced by dissection in the CDL while Reggae and High life musical genre created a more stressful environment than regular background noise (P<0.01). Moderate volume level and Tempo were most preferred during both cadaver dissection activity and leisure hours. This study shows statistically significant differences in the cognitive values of some of the studied musical genre and their various characteristics. The inability to isolate the particular musical genre with these desired properties could account for the controversies in the reports of the role of music in academic environment.
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Affiliation(s)
- G E Anyanwu
- Department of Anatomy, Faculty of Basic Medical Sciences, College of Medicine, University of Nigeria, Enugu Campus, Nigeria.
| | - J N Nto
- Department of Anatomy, Faculty of Basic Medical Sciences, College of Medicine, University of Nigeria, Enugu Campus, Nigeria
| | - A U Agu
- Department of Anatomy, Faculty of Basic Medical Sciences, College of Medicine, University of Nigeria, Enugu Campus, Nigeria
| | - J Ekezie
- Department of Anatomy, School of Health Technology Federal University of Technology, Owerri, Nigeria
| | - E A Esom
- Department of Anatomy, Faculty of Basic Medical Sciences, College of Medicine, University of Nigeria, Enugu Campus, Nigeria
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