Journal articles on the topic 'Educational counseling, audio-visual aids'

Objectives: To assess the patient medication adherence using 8 item morisky medication adherence scale (MMAS). To categorize patients based on their adherence to antidiabetic medications into low, medium, and high adherent. To provide educational interventions such as patient counseling using teach-back method, patient medication information leaflet, and audio-visual aids and thus to improve the patient medication adherence.Methods: After obtaining informed consent from the patients, data of the patients were recorded in data collection forms. Their adherence to antidiabetic medication was evaluated using 8 item MMAS and patients were categorized into low, medium, and high adherence groups based on the score. Counseling was done based on the categorization (high, medium, and low). During review, again adherence was rechecked using 8 item MMAS.Results: Medication adherence was measured using 8 item MMAS on review and adherence was found to be improved using different patient counseling methods according to their adherence category. Improvement in score within low adherence group was found to be 83.87%; improvement of the low adherence group to medium adherence group was 16.12%. Improvement within the medium adherence group was 82.14% and from medium adherence to high adherence group was 17.85%.Conclusion: Patient counseling can improve adherence in type 2 diabetes mellitus patients, which in turn help patients in achieving optimal glycemic control.

Objectives: To assess the patient medication adherence using 8 item morisky medication adherence scale (MMAS). To categorize patients based on their adherence to antidiabetic medications into low, medium, and high adherent. To provide educational interventions such as patient counseling using teach-back method, patient medication information leaflet, and audio-visual aids and thus to improve the patient medication adherence.Methods: After obtaining informed consent from the patients, data of the patients were recorded in data collection forms. Their adherence to antidiabetic medication was evaluated using 8 item MMAS and patients were categorized into low, medium, and high adherence groups based on the score. Counseling was done based on the categorization (high, medium, and low). During review, again adherence was rechecked using 8 item MMAS.Results: Medication adherence was measured using 8 item MMAS on review and adherence was found to be improved using different patient counseling methods according to their adherence category. Improvement in score within low adherence group was found to be 83.87%; improvement of the low adherence group to medium adherence group was 16.12%. Improvement within the medium adherence group was 82.14% and from medium adherence to high adherence group was 17.85%.Conclusion: Patient counseling can improve adherence in type 2 diabetes mellitus patients, which in turn help patients in achieving optimal glycemic control.

Background: exclusive breast feeding practice is major pillar in preventing infant mortality. This study was undertaken to know the knowledge and attitude of antenatal mothers towards breast feeding.Methods: this is a cross sectional study in our hospital in which 264 antenatal mothers were included after verbal consent. Antenatal mothers were explained about the study, their knowledge and attitude regarding breast feeding is assessed by questionnaire. Study will be analysed by appropriate statistical analysis.Results: In total of 264 antenatal mothers, most of them were between 20-25 years, majority in third trimester. Among them 68.2% knows breast feeding should be initiated within first hour of delivery, 90.2% is for no prelacteal feeds and 95.8% wants to feed colostrum. Only 42.4% wants to continue breastfeeding for two years. About 62.9% of antenatal mothers wants to supplement the child with food after six months.81.8% knows breast feeding is not only helpful to the baby but also it prevents breast cancer in mother later in life. 21.2% wants to feed complimentary feeds as early as 3 months.Conclusions: our study on knowledge of breast feeding among antenatal mothers shown most of them are against prelacteal feeds and wants to feed colostrums, but initiation of breast feeding within first hour of birth and weaning after six months and continuation of breast milk up to two years is lagging. Multiple educational sessions, visual aids, pamphlets, electronic media, counseling during antenatal period and in early post natal period is necessary to inculcate appropriate knowledge on breast feeding.

<p>It is the fact that technology has developed rapidly today. Such a development has influenced communication pattern among people, including communication in the field of education, particularly the process of instruction in a class between teacher and student. Audio visual aids began to be utilized to deliver educational messages. In this case, these audio visual aids were functioned not merely as device aids in education but more than that they can function as an effecitve educational message deliverer. To support the success of teaching and learning process in a class, the utilization of audio visual aids need to be maximized. The utilization of instructional media, especially the ones based on Information and Communication Technology (ICT) is a must and need to be adopted by all teachers today if they wish to have effective and efficient instructions. This is valid for not only teachers who work in formal educational institution like a school, but also for teachers working in non-formal educational institution such as educational park of the Quran (TPQ).</p>

Learning media have an important role in supporting the delivery of information, one of the learning media that is currently developing is audio visual media. Recognizing the problems faced in efforts to prevent and control HIV and AIDS among adolescent groups, then through audio-visual media, I am Proud I Know (ABAT) as an education to spread true and comprehensive knowledge about HIV and AIDS. This study aims to determine the effect of ABAT audio-visual media on attitudes about HIV and AIDS at school adolescents in Makassar City. The research design uses quasy experiment with The Nonequivalent Control Group Design. The sampling technique used was simple random sampling, as many as 96 adolescents. The results showed that most respondents were in the age group of 17 years (49%), female sex (52%), grade 12 level (51%). Based on the results of the Mann-Whitney U Test, there were differences in attitude before and after the intervention of ABAT audio-visual media playback with a frequency of playback three times and once in the intervention group and the control group (p = 0.036). Conclusion: there are significant differences in adolescent attitudes about HIV and AIDS before and after the intervention. Some comparison of counseling media is needed in order to better know the effectiveness of a media.

A large number of evidence has been accumulated regarding the effectiveness of audio-visual aids and Computer Assisted Instructions for teaching and learning, both in lectures and laboratories. Applications of videotape, videodisc, microcomputer, and TRS-80 are discussed and a few suggestions given.

The article is devoted to one of the most actual problem of modern linguodidactics namely finding ways to optimize the process of teaching Russian as a Foreign Language in the context of job-oriented training. In the order to justify the relevance of using audio-visual aids at the lessons of Russian as a Foreign Language for engineering and technical profile students the author analyzes the methodological potential of audio-visual aids and describes some teaching techniques to facilitate listening comprehension of authentic audio-visual texts, for example effective listening strategies and textmapping. The concept of authenticity of audio-visual aids as a very important criterion for educational purposes is substantiated in the article. Taking into account the modern teachers experience the author emphasizes the importance of the cross-cultural value of audio-visual training materials for building cross-cultural competence as one of the most important characteristic of successful engineers and technicians. The article concluded that using modern authentic and original audio-visual aids in the process of studying Russian as a foreign language based on the principle of clarity, the principle of interconnected learning to types of speech activity, the principle of authenticity, the principle of interactivity, communicative and professional competence, is an effective way to constitute communicative and professional competence of foreign engineering and technical profile students.

This study aims to provide counseling for kindergarten ABA 48 Semarang children to have healthy and clean hand washing. The method is done through (1) counseling / lecturing, (2) video learning, (3) hands-on practice. Respondents were 23 children. The results obtained 74.0% that children are not accustomed to washing hands according to health protocols and 26% that conforms to health standards. After counseling with three methods there was a change in knowledge and attitudes in washing hands, which from 26% increased to 56.5%. In conclusion, habituation to wash hands according to WHO standards can be successful if through three steps, a mirror, audio visual learning aids and direct practice with running water.

Meningkatnya jumlah remaja penderita HIV dan AIDS dimungkinkan karena keterbatasan akses informasi dan layanan kesehatan yang berdampak pada rendahnya pengetahuan tentang HIV dan AIDS yang benar. Pemahaman remaja tentang HIV dan AIDS masih sangat minim, padahal remaja termasuk kelompok usia yang rentan dengan perilaku berisiko. Meningkatkan pemahaman remaja tentang pencegahan HIV/AIDS dapat dilakukan dengan cara pemberian pendidikan kesehatan/edukasi khususnya pada siswa SMAN Yosowilangun. Tujuan kegiatan ini adalah seluruh siswa SMAN Yosowilangun Kecamatan Yosowilangun Kabupaten Lumajang menjadi lebih memahami tentang pencegahan HIV/AIDS. Beberapa faktor yang sangat menunjang atas keberhasilan kegiatan pengabdian masyarakat ini adalah koordinasi yang baik antara pemateri dengan pihak sekolah, Penyampaian materi berupa Video yang cukup menarik bagi siswa SMA yang tergolong usia remaja, adanya diskusi dan tanya jawab yang tidak dibatasi waktu, serta adanya hadiah bagi peserta yang berani bertanya. Beberapa faktor penghambat pada kegiatan pengabdian masyarakat ini adalah pemateri (yang dalam hal ini adalah beberapa mahasiswa) membutuhkan penguasaan terhadap sasaran penyuluhan yang berjumlah lebih dari 100 peserta serta dalam usia yang tidak beda jauh. Tetapi hal ini bisa diatasi. Hasil kegiatan pengabdian masyarakat ini dapat dikatakan berhasil karena 93% siswa mempunyai pengetahuan dan pemahaman yang baik tentang pencegahan HIV/AIDS setelah diberikan pendidikan kesehatan. Hal ini dapat diamati pada tingkat kehadiran, keaktifan peserta, Kata kunci: audio visual; edukasi; HIV/AIDS HIV/AIDS PREVENTION EDUCATION USING AUDIO VISUAL MEDIA IN YOSOWILANGUN STUDENTS, LUMAJANG DISTRICT ABSTRACT The increasing number of adolescents with HIV and AIDS is possible because of limited access to information and health services which has an impact on the lack of true knowledge about HIV and AIDS. Understanding adolescents about HIV and AIDS is still very minimal, even though adolescents, including age groups are vulnerable to risk behavior. Increasing adolescent understanding about HIV / AIDS prevention can be done by providing health education / education especially for high school students Yosowilangun. The purpose of this activity is that all students of Yosowilangun High School, Yosowilangun District Lumajang Regency become more understanding about HIV / AIDS prevention. Some factors that are very supportive of the success of this community service activity are good coordination between the speaker and the school, Submission of material in the form of a video that is quite interesting for high school students classified as teenagers, there are discussions and questions and answers that are not limited by time, as well as prizes for participants who dare to ask. Some inhibiting factors in this community service activity are presenters (which in this case are a few students) need mastery of counseling targets totaling more than 100 participants and in the age that is not much different. But this can be overcome. The results of these community service activities can be said to be successful because 93% of students have good knowledge and understanding of HIV / AIDS prevention after being given health education. This can be observed at the level of attendance, participant activity, Keywords: audio visual; education; HIV / AIDS

Introduction: Medical teachers have conventionally been using different teaching methods to educate medical students previously dominated by blackboard and slide projectors. Now day’s audiovisual aids such as power point have been used. The optimum use of audiovisual aids is essential forderiving their benefits. This study was done to know the students’ preference regarding the various audiovisual aids, with an aim to improve their use in didactic lectures. Material &Methods: Two hundred and eighty six from first, second and third professional medical students were invited to participate in a questionnaire based study. Two hundred and thirteen (74.4%) students completed the questionnaire and their responses were analyzed. The first part of the questionnaire included demographic and educational details. The second part consisted of 12 statements regarding the preference of audiovisual aids for various aspects of learning. Results: In this study, 90.1% of the respondents (first, second & third professional) were stimulated for further reading if they attended a lecture which was augmented by the use of visual aids. The respondents preferred a combination of audiovisual aids during a didactic lecture. The perception of diagrams, flow charts and note taking was best accepted with a power point presentation by first and second professional students, whereas OHP preferred by third professional students . In understanding a particular topic, a combination of aids scored over the use of a particular visual aid alone. In listening and understanding a particular topic, power point presentation was the most preferred aid, with the blackboard being preferred by third professional students. About 62.4% of the respondents were interested in taking notes during class compare to handouts. Conclusion: Our study demonstrates that lectures delivered by using a combination of audio visual aids are more appreciated by the students. Furthermore, the lecture should be constructed in a fashion so as to enable the students to gather factual information easily and in a concise manner. Teachers should note that the students preferred a combination of visual aids and were interested in taking notes during lectures. DOI: http://dx.doi.org/10.3126/ajms.v4i2.8031 Asian Journal of Medical Sciences 4(2013) 36-40

Street children are one of the populations that are vulnerable to HIV transmission and the use of drugs, psychotropic substances, and addictive substances (drugs) because they are in a social, economic and psychological situation that allows such deviant behavior to occur. This study aims to determine the effectiveness of ABAT audio visual media interventions on the attitudes of street children in the prevention of HIV & AIDS transmission in Makassar City. This study uses an experimental quasy with the Nonequivalent Control Group Design. Sampling using non probability sampling by purposive sampling. The research sample consisted of 48 intervention groups and 47 controls. Data collection took place from June to July 2019. Quantitative data analysis with statistical application of SPSS, using paired T test, Wilcoxon test and mann whitney. The results showed that the average attitude score before and after the intervention, where the mean value ± SD was 36.81 ± 4.489 to 42.27 ± 3.174 with a p value (p = 0.000) <0.05 in the intervention group, and at the mean ± SD value in the control group was 38.06 ± 4.570 to 44.77 ± 2.830 with a p value (p = 0.000) <0.05) which means that there were significant differences in attitude before and after the ABAT audio-visual media intervention. The results of the mann whitney test show that the ABAT intervention is three times better than just one time with a p value (p = 0,000 and 0.007) <0.05). It can be concluded that the ABAT audio-visual media is effective in improving the attitude of street children in preventing the transmission of HIV & AIDS. ABAT needs to be recommended as a counseling media for the prevention of HIV & AIDS transmission among adolescents, especially street children in Makassar.

The problem of adolescent reproductive health in Indonesia is about sexuality, HIV / AIDS and drugs. The problem occurs due to low knowledge of the TRIAD KRR which will affect the attitudes that adolescents will take in relation to the TRIAD KRR. The low level of knowledge occurs due to the lack of education that adolescents get about TRIAD KRR. The aim of this study was to find out the effect of providing counseling through audio-visual and webtoon on increasing knowledge and attitudes about the three basic threats to adolescent reproductive health (TRIAD KRR). This research is a quasi experimental study using a two groups pretest-posttest design approach. The research sample was students of SMAN 8 Cirebon City. The data analysis used was univariate and bivariate analysis using the Wilxocon test, paired t test and the Man-witney test. The measuring instrument used is a questionnaire. The analysis of the median pretest obtained for knowledge in the audiovisual group was 8.0000 and the posttest was 11,000. In the attitude, the median value for pretest was 36.00 and posttest was 37.00. Bivariate analysis in the audio-visual group, both knowledge and attitude, obtained p value 0.000 (<0.05). In the knowledge of the webtoon group, the p value was 0.000 (<0.05) and for the attitude, the p value was 0.350 (> 0.05). Differences in knowledge of audio visual media with webtoon obtained p value of 0.411 and for attitude that is 0.033. There is no significant difference in knowledge through audio-visual media and webtoon but in attitude there is a difference

ABSTRAKHipertensi sering disebut dengan “silent killer” atau pembunuh diam-diam karena terjadi tanpa gejala. Hipertensi adalah suatu keadaan dimana terjadi peningkatan tekanan darah di atas ambang batas normal yaitu 120/80 mmHg. Metode yang digunakan dalam kegiatan pengabdian ini adalah penyuluhan secara daring melalui WhatsApp. Pengabdian ini bertujuan untuk memberikan edukasi kepada masyarakat agar lebih mengenal hipertensi dan dapat melakukan upaya-upaya pencegahan dan pengendalian secara mandiri. Peserta penyuluhan terdiri dari masyarakat Desa Pemurus RT 002 Kecamatan Aluh-aluh Kabupaten Banjar sebanyak 12 orang. Edukasi diberikan menggunakan media audio visual berupa video edukasi yang berisi informasi-informasi dasar terkait hipertensi. Sebelum materi diberikan peserta mengisi pre-test terlebih dahulu dan di akhir kegiatan peserta akan mengisi post-test. Hasil uji paired sample t-test didapatkan bahwa aspek pengetahuan mengalami peningkatan secara signifikan setelah diberikan edukasi. Sedangkan aspek sikap dan perilaku tidak mengalami peningkatan secara signifikan. Kata kunci: hipertensi; daring; edukasi; audio visual ABSTRACTHypertension is often referred to as the "silent killer" because it occurs without symptoms. Hypertension is a condition where there is an increase in blood pressure above the normal threshold of 120/80 mmHg. The method used in this service activity is online counseling via WhatsApp. This service aims to provide education to the community so that they are more familiar with hypertension and can carry out prevention and control efforts independently. The counseling participants consisted of 12 people from the RT 002 Desa Pemurus, Kecamatan Aluh-aluh Kabupaten Banjar. Education is given using audio-visual media in the form of educational videos which contain basic information related to hypertension. Before the material is given the participants fill out the pre-test first and at the end of the activity the participants will fill out the post-test. The results of the paired sample t-test showed that the knowledge aspect had increased significantly after being given education. Meanwhile, the attitude and behavior aspects did not increase significantly. Keywords: hypertension; online; education; audio-visual.

ABSTRAKHipertensi mendapat julukan silent killer karena menjadi suatu penyakit tanpa gejala. Hipertensi merupakan keadaan peningkatan tekanan darah diatas tekanan darah normal yakni tekanan sistolik ≥140 mmHg dan tekanan diastolik <90 mmHg. Metode yang digunakan pada kegiatan pengabdian ini adalah penyuluhan secara daring melalui WhatsApp Group. Kegiatan pengabdian ini bertujuan untuk mengedukasi kepada masyarakat untuk semakin mengetahui mengenai hipertensi, agar nantinya dapat melakukan upaya pencegahan terhadap faktor risiko dari hipertensi. Peserta dalam kegiatan penyuluhan ini sebanyak 11 orang yang merupakan warga Desa Aluh-Aluh Besar RT. 01. Sebelum pemberian materi dilakukan, peserta mengisi pre-test terlebih dahulu dan di akhir kegiatan peserta akan mengisi post-test. Dalam kegiatan edukasi diberikan media audio visual berupa video edukasi dan juga poster yang berisi informasi-informasi yang berkaitan dengan hipertensi. Kata kunci: penyuluhan; hipertensi; daring ABSTRACTHypertension is nicknamed the silent killer because it is an asymptomatic disease. Hypertension is a state of increased blood pressure above normal blood pressure, namely systolic pressure 140 mmHg and diastolic pressure <90 mmHg. The method used in this service activity is online counseling through WhatsApp Group. This service activity aims to educate the public to know more about hypertension, so that later they can make efforts to prevent risk factors from hypertension. Participants in this counseling activity were 11 people who were residents of Aluh-Aluh Besar Village, RT. 01. Before giving the material, participants fill out the pre-test first and at the end of the activity participants will fill out the post-test. In educational activities,media are provided in the audio-visual form of educational videos and also posters containing information related to hypertension. Keywords: counseling; hypertension; online

Background Care coordination can be especially challenging in the setting of rare malignancies such as myelofibrosis (MF), where hematology/oncology teams have limited experience working together to implement rapidly evolving standards of care. In this quality improvement (QI) initiative, we assessed barriers to patient-centered MF care in 3 community oncology systems and conducted team-based audit-feedback (AF) sessions within each system to facilitate improved care coordination. Methods Between 1/2020 and 3/2020, 31 hematology/oncology healthcare professionals (HCPs) completed surveys designed to characterize self-reported practice patterns, challenges, and barriers to collaborative MF care in 3 community oncology systems (Table 1). Building on findings from the team-based surveys, 39 HCPs from these centers participated in AF sessions to reflect on their own practice patterns and to prioritize areas for improved MF care delivery. Participants developed team-based action plans to overcome identified challenges, including barriers to effective risk stratification, care coordination, and shared decision-making (SDM) for patients with MF. Surveys conducted before and after the small-group AF sessions evaluated changes in participants' beliefs and confidence in delivering collaborative, patient-centered MF care. Results Team-Based Surveys: HCPs identified managing MF-associated anemia and other disease symptoms (42%), providing individualized care despite highly variable clinical presentations (29%), and developing institutional expertise despite low patient numbers (16%) as the most pressing challenges in MF care. For patients who are candidates for JAK inhibitor therapy, HCPs reported most commonly relying on current guidelines (71%) and clinical evidence (61%) to guide treatment selection. HCPs also considered drug safety/tolerability profiles (55%), personal or institutional experience (13%), and out-of-pocket costs for patients (13%); no participants (0%) reported incorporating patient preference into their decision-making. Teams were underutilizing SDM and patient-centered care resources; fewer than 50% reported providing tools to support adherence (48%), visual aids for patient education (47%), financial toxicity counseling (40%), resources for managing MF-related fatigue (36%), or counseling to reduce risk factors for CVD, bleeding, and thrombosis (26%). Small-Group AF Sessions: Across the 3 oncology centers, teams participating in the AF sessions (Table 1) shared a self-reported caseload of 97 patients with MF per month. HCPs reported a meaningful shift in beliefs regarding the importance of collaborative care: following the AF sessions, 100% of HCPs agreed or strongly agreed that collaboration across the extended oncology care team is essential for achieving MF treatment goals, an increase from 71% prior to the AF sessions (Figure 1). Participants also reported increased confidence in their ability to perform each of 6 aspects of evidence-based, collaborative, patient-centered care (Figure 2). In selecting which aspects of patient-centered care to address with their clinical teams, HCPs most commonly prioritized individualizing treatment decision-making based on patient- and disease-related factors (57%), followed by providing adequate patient education about treatment options and potential side effects (24%) and engaging patients in SDM (18%). To achieve these goals, 73% of HCPs committed to sharing their action plans with additional clinical team members; others committed to creating a quality task force to oversee action-plan implementation (15%) and securing buy-in from leadership and stakeholders (9%). Conclusions As a result of participating in this community-based QI initiative, hematology/oncology HCPs demonstrated increased confidence in their ability to deliver patient-centered MF care and improved commitment to team-based collaboration. Remaining practice gaps and challenges can inform future QI programs. Study Sponsor Statement The study reported in this abstract was funded by an independent educational grant from Incyte Corporation. The grantors had no role in the study design, execution, analysis, or reporting. Disclosures Verstovsek: ItalPharma: Research Funding; CTI Biopharma Corp: Research Funding; Promedior: Research Funding; Gilead: Research Funding; NS Pharma: Research Funding; Celgene: Consultancy, Research Funding; Novartis: Consultancy, Research Funding; Genentech: Research Funding; Sierra Oncology: Consultancy, Research Funding; PharmaEssentia: Research Funding; AstraZeneca: Research Funding; Incyte Corporation: Consultancy, Research Funding; Blueprint Medicines Corp: Research Funding; Protagonist Therapeutics: Research Funding; Roche: Research Funding.

The article is devoted to the coverage of theoretical and practical experience of using ICT in the process of teaching foreign languages in universities of Ukraine and Greece. Educational electronic foreign language resources (information and reference materials, e-books, films on DVD, libraries of electronic visual aids and databases, methodical materials on electronic media, Internet resources, combined electronic teaching aids, educational and methodical software to support lectures) are classified. The authors singled out the most recent forms of teaching (distance learning, on-line learning with the interactive elements), types of educational activities (work with audio, video, making presentations, work with computer training programs, electronic communication) and teaching aids (audio recordings, video films, multimedia presentations, computer programs, e-books, textbooks, reference books, encyclopedias, dictionaries, Internet resources, e-mail, Skype, virtual learning environments, blogs, forums), based on ICTs that are actively engaged in teaching in the native and Greek higher educational institutions. The emphasis is focused on the advantages of distance learning technologies in the process of learning foreign languages (constant access to information, significantly lower cost of training course, the possibility of consulting with a teacher at the convenient time, increasing the role and enlarging the proportion of student’s self-work, etc.), on the features of work on Moodle platform. Particular attention is paid to the characteristics of the activity of the Greek Open University with a distance learning form, in particular to the description of the master's program for the teachers of English "Didactics of English as a Foreign / International Language". The perspectives of using pedagogically valuable experience of Greece in the use of ICT in national higher education of foreign languages have been outlined.

The existing study attempts to evaluate the use of educational technology by secondary school teachers for effective service delivery in Pakistan. The major purpose of this endeavor was (a) to trace out the secondary school teachers competencies regarding educational technologies; (b) to observe and record proficient use of teachers educational technology for effective service delivery in Pakistan. The study was based on descriptive research design and observational checklist was used to analyze the secondary school teacher skills in term of effective use of educational technologies. A sample of 453 respondents (Secondary School Teachers) was selected by using multiple stage sampling technique. On the base of analysis of the study, most of the teachers were found weak in using educational technologies while teaching. As audio visual aids adds new attraction and interest in the process of teaching and learning and students can get knowledge in pleasant environment.

Background: Adolescence is a phase of transition from childhood to adulthood. It is during this period that the adolescents acquire sexual and reproductive maturity. Health education given to adolescent girls helps build their knowledge, motivates them to improve and maintain their health, prevent diseases and reduce risky behaviors among them hence the study was done to assess the effectiveness of health education among rural adolescent girls.Methods: An educational interventional study was carried out among adolescent girls in one secondary and one senior secondary school in Hoskote, rural Bangalore. Initial survey was done to assess the baseline knowledge regarding adolescent health issues using semi structured, self-administered questionnaire. Health educational sessions were conducted using audio-visual aids such as slide presentations, charts, posters and handouts. The education was followed by an interactive session with the students to clarify doubts and the impact of intervention was assessed.Results: The study comprised of 150 students (75 secondary and 75 senior secondary school girls). It was found that overall general knowledge regarding adolescent changes, menstruation and menstrual hygiene, pregnancy, contraception and sexually transmitted infections including HIV/AIDS was poor among the study participants. Following educational session statistically significant improvement was observed among the students as detected by improved correct response rates.Conclusions: Study successfully proved that adolescent health education was effective in improving the knowledge among adolescent girls in rural area.

Background: The World Health Organization Global TB report reported that TB ranks alongside HIV as a leading cause of death worldwide. Evidence based studies revealed that knowledge and awareness has a substantial impact on the prevention of HIV/AIDS and tuberculosis. This study was conducted to compare the awareness and knowledge of high school children regarding HIV and TB in the rural and urban areas and to assess the impact of educational intervention on the same.Methods: One school each from rural and urban field practice area was selected by purposive sampling technique. A total of 205 high school students were included in the study by total enumeration method. An interventional study was conducted regarding awareness and knowledge about TB and HIV/AIDS by means of health talk and help of audio visual aids. The data was collected in a predesigned self administered questionnaire by pretest and post test method.Results: The total of 205 students participated in the study. Majority of the respondent have correct knowledge regarding the causative agent of TB (38.5%) with 28.4% in rural and 48.5% in urban area. Moreover majority of the respondent correctly elicited the causative agent of HIV/AIDS (52.6%) with 44.1% in rural and 61.1% in urban area. Overall the intervention had a substantial effect on the awareness and knowledge level of the students regarding HIV/AIDS and tuberculosis.Conclusions: Although awareness among the masses is there but right knowledge and practice plays a pivotal role in improving the health status and awareness of the community.

The study aims to demonstrate the importance of instructional methods in teaching Arabic language as a second language or teaching the Arabic language to non-native speakers. The study is in line with the tremendous development in the field of knowledge, especially in the field of technology and communication, and the emergence of many electronic media in education in general and language teaching in particular. It employs an image in teaching vocabulary and presenting the experience of the Arabic Language Institute for Non-Speakers-King Abdul-Aziz University. The study follows the descriptive approach to solve the problem represented by the lack of interest in the educational methods when teaching Arabic as a second language. Accordingly, the study is to answer the following questions: What is the importance of using teaching aids when teaching Arabic to non-Arabic speakers?What are the methods of employing (an image) as an instructional tool in teaching vocabulary? The study has reached that teaching aids are of great importance in studying the Arabic language for the non-native, the image of the audio and visual aids plays a great role in teaching vocabulary to the beginners. In its modern version, it helps directly in teaching the language from a distance and thus fulfills the hopes of many in teaching Arabic language and covers the acute shortage of a language teacher.

The paper discusses the methodological aspects of audio-visual materials use in teaching students a foreign language and translation. The advantages of using video materials in the university educational process are described. A brief overview of teaching technologies is presented, including the technology of writing subtitles, audiovisual technology for shooting video by students, as well as technologies for viewing video in a silent and freeze-frame mode. A new audiovisual technology for teaching a foreign language to undergraduate students of a technical profile with the use of VideoAnt and MindMeister electronic resources to create a mental map is considered in detail. This three-stage technology, which is based on the use of advertising video material from the American company CISCO, has been tested at the St. Petersburg State University of Telecommunications named after Professor M.A. Bonch-Bruevich (SPbSUT) for students majoring in Service. There are also four formats of assignments for oral and written summary translation of video clips for master students of the translation profile of Peter the Great St. Petersburg Polytechnic University (SPbPU). According to the survey of the students majoring in linguistics, the most interesting and useful task for future translators was the task of interpreting video fragments in the classroom mode. A brief analysis of the questionnaire survey results of two students samples, technical and linguistic training profiles, is given, most of whom preferred to perform audiovisual tasks in the mode of psychologically more comfortable extracurricular independent work. The mode of independent out-of-class work with video materials, well tested during the period of self-isolation, is preferred by 60% of the students from two samples. The proposed application of audiovisual aids for teaching foreign languages and translation to university students is shown to be efficient.

Abstract: the discussion in this article refers to the development of a multicultural-based Islamic religious education curriculum as an effort to develop the values of religious moderation in Indonesia that have been implemented. The research method in this article is an observative research on educational institutions in Indonesia from the policy side of government and related educational institutions. The conclusion is as follows: 1). Multicultural-based Islamic religious education learning Model. In developing a multicultural learning model that must be blessed is a truly multicultural-laden learning activity. Learning activities are designed to provide a learning experience involving mental and physical processes through interaction between learners, learners with teachers, the environment, and other learning resources in order to achieve basic competencies. 2). Learning Media of Islamic religious education. Media can also be called tools while commonly used at this time is an audio visual aids, which means audiovisual aids are materials or tools used in the situation to help the writings and words spoken in the transmission of knowledge, attitudes, and ideas in the development of Islamic education be bases multicultural. 3). Sources of educational learning Islamic religion-based multicultural sources of Islamic values as a cornerstone of Islamic education The Foundation consists of the Qur'an and Sunnah Prophet Muhammad SAW that was developed with Ijtihad, Al Maslahah al murincorrectly, Istihsan, Qiyas and so on and from the source of learning it in the Islamic Religious education based multicultural developed with regard to the values of Islam Rahmatan li Al-"alamin that put forward the principles of Islamic Humanist , tolerant, democratic, and accommodating local cultures.

This descriptive study utilized the strategy of primary health care in program development—especially a community-based health education intervention approach—in the control of guinea-worm in rural communities of Nigeria. Two closely related rural communities in two states served as target groups. Committee system approach, nominal group process, interview methods, audio-visual aids, and health care volunteer trainingship were the educational strategies employed in a control and experimental set up. The PRECEDE model was applied in the analysis. Results show a significant control action on guinea-worm infestation in the experimental community and a tremendous achievement in preventive health education interventions through organized community participation/involvement and ultimate self-reliance and individual responsibility. A positive increase in health knowledge and attitude examined through interview method, and observable changes in health behavior were noticed. Wells were provided, drinking water treated, while personal and community health promotion strategies were encouraged by all. The study has shown the effectiveness/efficacy of a community-based effort facilitated by a health educator.

Abstract BACKGROUND Parents’ inaccurate dosing of liquid medications for their children is common, resulting in treatment failure and potential adverse effects. Educational interventions delivered by health care professionals are a means to help parents properly administer liquid medications. OBJECTIVES This scoping review was conducted to identify and describe empirically researched educational interventions that prevent inaccurate dosing of liquid medications by parents of children less than 12 years old. DESIGN/METHODS We conducted a scoping review using the Joanna Briggs Institute Methodology for Scoping Reviews. With assistance from a library scientist, we searched PubMed, CINAHL, and Web of Science for English-language articles published before June 2017. We also looked at the reference lists of the included articles and subsequent articles that have cited them to identify additional studies (forward and backward searching). Two reviewers independently screened the retrieved titles and abstracts using predetermined criteria. Only quantitative, empirically designed studies that examined interventions delivered by health care professionals to help parents of children under 12 years old to accurately dose liquid medications were included. We appraised the quality of the included articles using the mixed methods appraisal tool (MMAT) and conducted a thematic analysis to identify trends and patterns. RESULTS Of the 180 abstracts identified in the search strategy, 9 studies met our inclusion criteria. We identified four main types of interventions: 1. use of visual aids (n=6); 2. use of advanced counselling strategies (n=2); 3. use of standardized measuring tools (n=3); and, 4. use of standardized units of measurement (n=2). Some studies evaluated more than one type of intervention. The overall quality of the included studies was moderate, with 11.1% (n=1) scoring 0.25, 33.3% (n=3) scoring 0.50, 55.6% (n=5) scoring 0.75, and none scoring 1.0. CONCLUSION Dosing accuracy of liquid medication for children by their parents is an important topic. More high quality studies conducted by a variety of research groups are needed to ensure the development and implementation of effective evidence-based educational interventions. There is a lack of standardization in the definition of a dosing error. Consensus regarding a standard definition would help studies be more comparable.

Background: Peer patient advocates, also called peer advocates or peer supporters have the same chronic illness as the patients that they aid to manage their health care (MacLellan, 2017). Our team developed an interactive group educational program that aimed to prepare and guide adolescents and emerging adults (AEAs) with Sickle Cell Disease (SCD) as they transition from pediatric to adult care and included a peer patient advocate as a co-facilitator of the program. Here we describe a peer advocate led process to develop an educational booklet equipped with visual aids, tables, and pertinent definitions. To our knowledge, this is a novel use of a peer patient advocate as it has not been seen in the literature before. Methods: The first iteration of the booklet was developed by the peer patient advocate based on topics discovered as important to AEAs and parents through qualitative interviews. The intent of the booklet was to be a guide and resource to four AEA's ages 16-21 as they completed the group healthcare meetings The peer advocate drew on personal experiences with SCD to make the educational booklet as relevant as possible while integrating health information from the National Institutes of Health (National Institutes of Health, 2015), American Society of Hematology (American Society of Hematology, n.d.), and Got Transition (Got Transition, n.d.). The second iteration of the program and booklet facilitated by the peer patient advocate integrated lessons learned from the pilot and was used by twelve patients ranging in age from 14-21. Each AEA was called 1-7 days prior to the next group meeting to evaluate the educational material and share their experiences. These structured interviews took between 5-10 minutes to complete was audio-recorded and transcribed into a text file that could be used for feedback analysis. Results: The AEAs overall described the booklet as useful, easy to understand, and beneficial to their learning. It was described as a resources that they found useful to go to for quick information and they enjoyed that it was related to the information presented within the group. The project overall demonstrated that using peer patient advocates as guides to the healthcare team can be very instrumental in developing patient educational materials and programs. Although peer patient advocates are not experts in developing educational material, this project demonstrates that peer patient advocates can develop excellent patient educational materials that are usable and relatable to adolescent patients with sickle cell disease. Conclusions: Having a peer patient advocate as part of the team that creates the education material can increase pertinent, usable, and relatable information for AEAs with sickle cell disease. The team felt the peer advocate's contributions were vital to the booklet content. Including a peer patient advocate to develop patient education development for other chronic diseases may be valuable for AEAs with other chronic health conditions. Disclosures No relevant conflicts of interest to declare.

e24188 Background: To enable clinicians to effectively communicate about cancer and its treatment to Aboriginal and Torres Strait (Aboriginal) people with cancer who need to make informed choices about the Western medicine offered, we sought strategies from health professionals with experience in that field. Methods: Semi-structured interviews were conducted face-to face or via telephone with the experienced health professionals and audio-recorded. Thematic analysis using a bottom up, essentialist/realist approach was employed to analyse the data, when data saturation was reached. Results: The 23 health professionals interviewed were medical and radiation oncologists, oncology nurses and Aboriginal health workers. Twelve were female, 11 were male with 5 identifying as Aboriginal. Six themes emerged. (1) Create a safe environment, engender trust and build rapport. This involves avoiding assumptions, allowing time, considering the physical environment, asking about home and family, being aware of gender issues and noting non-verbals. (2) Employ specific strategies to explain cancer, treatment and its side effects by using simple language, employing visual aids such as drawings, metaphors and relatable analogies such as trees with roots, weeds, abandoned rusty cars and blocked pipes. Use repetition and ensure alignment with patient needs. Warning about upcoming sensitive issues minimised the chance of disengagement. (3) Obtain support from those who can assist in communication. This includes interpreters, aboriginal liaison officers and health workers, and patient escorts. (4) Consider the culture which involves collective decision-making, strong connection to country and community, with cultural obligations and unique understanding of cancer which can involve curses, shame and utilise bush medicine. (5) Develop personal qualities of good communicators, including showing respect, patience, empathy, honesty, being person centred and embracing personal reflection. (6) Understand the contextual complexity of multiple languages, possible disengagement with treatment, difficulty maintaining contact with patients, conflicts between Western medicine and Aboriginal culture and late stage presentations. Be aware of practitioner bias. Conclusions: These insights will help foster more positive interactions with the health system and promote optimal outcomes for Aboriginal people with cancer and enable the creation of educational modules for inexperienced clinicians.

There is no such science as medicine where half life is 7 years, what means that in 3-4 years 50% of current knowledge will be wrong. If doctors use old techniques and methods then they will cure patients wrongly. Very fast and rapid increase of biomedical sciences and medical information in certain way force medical professionals to continuity learning in order to stay update. In this project a quantitative method of examination has been used. For the purposes of the research a survey questionnaires were created consisted of 28, 35 and 18 questions for all three groups of examinees. Beside general characteristics (sex, age, faculty, and year of studies) the questionnaire included questions referring to the variables of structure, process and results in the system of education. Authors used Lickert five degree scale for the evaluation. Total of 521 students of the faculties of biomedical science in Sarajevo were surveyed; students of the Faculty of Medicine, Faculty of Dental Medicine (Stomatology), Faculty of Pharmacy, Nursing College, students of final year and postgraduate students from Faculty of Medicine, University of Sarajevo. On the basis of survey results authors concluded that the following should be done: The reform needs to be carried out in accordance with possibilities and needs, general faculty rules should include regulations that refer to insuring the quality of education, a continuous quality of studying needs to be insured - internal and external evaluation of the quality of work of respective education institution needs to be carried out, education standards need to be set, i.e. minimum knowledge and skills which a student needs to gain during studies is to be set, curriculums and programs need to be harmonized with countries in the region and Western Europe, Regular evaluation of lecturers needs to be done, Increase of size and content of the practical part of teaching needs to be encouraged as well as distance learning organized on Cathedra for Medical Informatics and Family Medicine at Faculty of Medicine in Sarajevo, increase of international and regional mobility of students needs to be encouraged, students need to be included in the faculty reform, panel discussions need to be organized where students will be informed on the reform progress, where students can talk about their problems, give suggestions and solutions to certain situations. Students are motivated to study further when their ideas are accepted, the number of books in libraries needs to increase in accordance with financial possibilities and audio/visual and electronic aids need to be purchased and in place. Concept of quality incorporates at least three dimensions and has three different meanings. Those are: - Comparative meaning in terms of the level of perfectionist, - Quantitative meaning in terms of the level accessed and - Appropriateness for certain purpose. Objective of this study is to begin process of improvement of educational process at biomedical faculties at University of Sarajevo, but ultimate goal of all involved in medical education should be large number of health professionals who will be able to work independently and cure patients in best manner in 21st century.

Era globalisasi menimbulkan persaingan yang menuntut ketersediaan SDM yang bermutu dan profesional. Salah satu penentu mutu pelayanan kesehatan adalah ketersediaan tenaga kesehatan yang cukup dan profesional, yang tidak bisa terlepas dari sistem pendidikan tenaga kesehatan. Penelitian ini bertujuan untuk mengetahui hubungan antara nilai akreditasi sub-sub komponen Borang Akreditasi 2000 dengan Mutu Lulusan institusi Diknakes. Sumber data adalah data sekunder hasil akreditasi sampai Maret 2005 dan Laporan Sistim Informasi Pendidikan Tenaga Kesehatan dari Bidang Diknakes Khusus dan Akreditasi Pusat Pendidikan Tenaga Kesehatan Departemen Kesehatan. Desain penelitian ini adalah potong lintang dan analisis data dengan regresi logistik berganda dan analisis faktor. Proporsi institusi yang mutu lulusan baik adalah 44.1%. Institusi dengan nilai perencanaan sangat baik pada kondisi nilai dosen tetap cukup, berpeluang 0.16 kali (95% CI 0.03–0.87), untuk menghasilkan mutu lulusan baik daripada institusi yang nilai perencanaannya cukup setelah dikontrol oleh variabel pelaksanaan program pengajaran, laporan periodik, evaluasi proses pengajaran, alat bantu pandang dengar dan prasarana. Dari hasil analisis faktor, diperoleh 5 faktor dengan total varians 60,28% yaitu faktor kurikulum, sarana, pendidik, laboratorium dan penunjang pendidikan. Faktor yang signifikan berhubungan dengan mutu lulusan baik adalah nilai akreditasi sub komponen dosen tetap yang berinteraksi dengan nilai akreditasi sub komponen perencanaan program pengajaran, dimana dosen tetap merupakan faktor yang paling dominan. Dari analisis faktor, sub komponen tenaga tata usaha dan perpustakaan membentuk faktor baru, begitu juga sub komponen laboratorium ternyata tidak berkorelasi dengan faktor lain dan membentuk faktor sendiri.Kata kunci : Akreditasi, pusat diknakes, mutu lulusan, institusi diknakes.Competitiveness in the globalization era has raised the needs for qualified and professional human resources. One of the key indicators of a high quality health service is the availability of professional medics, which obviously cannot be separated from the health education system. The objectives of this study is to investigate the correlation between the accreditation rates of Borang Akreditasi 2000’s sub-components and the quality of the health institution graduates. The data used is from the accreditation results to March 2005 and the report of Information System of Health Manpower Education from Specialist of Health Education and Accreditation Division, Centre of Health Manpower Education, Department of Public Health. The studi design used this research is cross sectional. The data is analyzed by using multiple logistic regression and factor analysis. Proportion of the institution with good quality graduates is 44.1%. Institutions with very good marks on education planning with an adequate on the full time lecturer’s state, possess 0.16 times risk (95% CI :0.03 – 0.87), to produce a good graduates compared to the institution with adequate marks on education planning after being controlled by the variables: application of teaching assistance program, periodic report, teaching evaluation, audio visual aids, and infrastructures. Based on the factor analysis, the author acquired 5 factors with a variance of 60.28%, they were curriculum, infrastructure, lecturer, Laboratorium and educational support. The research has shown that the most significant factors for highly qualified health education graduates are the accreditation rates for the full-time lecturer involvement sub-component and the planning of the teaching program sub-component. Between these two, the full-time lecturer involvement is a more dominant factor. From the factor analysis, the administration staff and librarians sub-component has raised a new factor. Also, the laboratory sub- component does not correlate with other factors. In fact, it has emerged as an independent factor.Key words : Accreditation, centre of health manpower education, quality of graduates, the health institutions.

Abstract Background and Aims Hyperphosphatemia is frequently encountered in hemodialysis patients and is an important risk factor of cardiovascular diseases. It is usually difficult to be managed by phosphate binders and hemodialysis. This study was carried out to assess the effect of nutritional education (NE) on the control of serum phosphorus level in hemodialysis patients. Method An open label, single center randomized controlled trial was conducted in the nephrology department, New Mansoura General Hospital, Egypt. One hundred hemodialysis patients were randomized into two groups; intervention Group (IG) (n=50) subjected to NE program for 3 months and Control group (CG) (n=50) received the usual care. Nutritional education was applied for the intervention group, by a trained renal dietitian, in the form of educational sessions, booklets, procures, audio visual teaching aids and patient-tailored counselling. Nutritional evaluation was done for all patients using dietary history, 24 hour diet recall sheet and malnutrition inflammation score (MIS) in addition to assessment of anthropometrics measurements and routine laboratory tests before randomization and at the end of the study. Results Three months after randomization, body mass index, waist circumference and midarm muscle circumference (MAMC) were significantly lower among IG versus the CG (p=0.04, 0.04 and 0.004 respectively). MIS score was significantly lower among the IG compared to the CG (p=0.02). Regarding laboratory tests, serum phosphorus level and calcium X phosphorus product were significantly lower among IG compared to the CG at the end of the study (p&lt;0.001 and =0.04 respectively) with a percent change of serum phosphorus of -13.8 ± 21.41 after NE. The percentage of patients with hyperphosphatemia (&gt; 5.5 mg/dl) were significantly lower in the IG at the end of study (p=0.04). Other laboratory tests including serum albumin, hemoglobin level, iron status and urea reduction ratio did not show any significant difference between both groups. Conclusion NE applied to dialysis patients added to the control of hyperphosphaemia without exposing the patients to the risk of malnutrition, resulting from injudicious dietary restrictions.

The present study aims to identify the level of using audio visual aids for teaching in Agriculture Faculty/ Mosul University and to determine the importance of the education methods and the educational tools utilized by the selected lecturers. The sample undergone for this study is 299 lecturers chosen randomly from 11 scientific departments at Mosul University. Accordingly, a questionnaire of four parts is designed to obtain the data for analysis. The results show that about 62.68% of teaching staff have used the audio visuals aids in their teaching methods and using educational computers come at the first. On the other hand, the graphic organizers and the audio-visual tools are very important, from the lecturers’ point of view, in teaching. The study also reveals some difficulties that the lecturers may encounter throughout using those aids. Moreover, this study shows that there are no differences between the users on one hand and their sex, education level and experience on the other hand. Hence, it is recommended that the users of those aids should be undergone for intensive training courses and workshops to enable them using these aids beside training them for advanced technology.

The knowledge of anatomy plays an integral role in the education and practice of health care professionals. Cadaveric dissection is the most reliable method to teach the gross anatomy since centuries. Hands-on-educational experiences on cadavers can also stimulate student interest, increase knowledge retention and enhance development of clinical skills. Common problems faced during anatomy dissection are non-availability of individual instructor for each table, Crowding of students in dissection owing to lack of clear, timely and uniform instructions. Hence, the purpose of our study is to evolve a modality that will increase efficiency of dissection, make it more clinically relevant and make students enthusiastically participate in dissection. This modality will contribute more to overall better understanding of human anatomy within limited time period. AIM AND OBJECTIVE: To study the effectiveness of audio-visual aids followed by structured manual instruction in dissection hall teaching and to compare the student’s learning gain between conventional and modified dissection hall teaching. OBSERVATIONS AND RESULTS: During the study period two hundred students were present in First MBBS, anatomy department. Out of these all two hundred students fulfilled the inclusion criteria and participated in the study. Mean post test score of study group was2.84±1.46 where as mean pre test score of control Group was3.7±1.8showing significant difference. The post test score of the study group was almost double the post test score of control group. This finding is statistically very significant. CONCLUSION: Audio-visual aids, structured schedules, and cadaveric dissection were found to be effective in dissection hall teaching in anatomy. It was found to be more effective than conventional method with regard to understanding of the structure, its placement and building of the concepts.

Abstract Background Inappropriate menstrual care practices result in adverse health consequences among girls. Developing and implementing interventions that minimize these adverse consequences and facilitate development of healthy menstrual behavior are a priority for any nation. Objectives This study aimed at collating, summarizing and reviewing evidence to assess the effectiveness of interventions to improve menstrual health and the challenges faced in doing the same. Methods A systematic review of studies published in peer-reviewed journals and project reports was conducted. Intervention studies related to menstrual health management conducted from 2007 to 2018 were analyzed. A total of 27 interventions conducted among young girls in different countries were identified and study characteristics and outcomes were reviewed. Results Different intervention studies used a variety of methods like lectures, discussions, demonstrations using multiple audio-visual aids and provision of resources like menstrual cups, sanitary pads and washing soap to spread awareness about menstrual hygiene. Most of the interventions reported a positive impact on the awareness and menstrual practices of girls. However, in a few studies no significant change was observed in the attitude regarding regular bathing, practices related to self-medication for dysmenorrhea and socio-cultural taboos. Conclusion This review of literature has offered insights into the scope and development of future interventions so that apart from increasing awareness and knowledge on menstrual health issues, sustained behavior change can be brought about among girls to improve their health.

Abstract Funding Acknowledgements Type of funding sources: None. Background The prevalence of atrial fibrillation (AF) is increasing rapidly with growing utilisation of catheter ablation (CA) as a treatment strategy. Education of individuals undertaking this procedure is diverse, with varying degrees of information provided and little standardisation. Many individuals utilise the internet as an educational resource. However, there is limited regulation of online patient information. Aims The purpose of this study was to evaluate the quality of web based patient education resources for patients undergoing CA in the management of AF. Methods A cross-sectional observational study was performed to obtain all freely accessible online educational resources designed to inform AF patients about CA. from inception until 1st October 2019. Three search engines were used: Google, Yahoo! and Bing, using the search terms "atrial fibrillation" and "catheter ablation" combined with "patient information and patient education" in English and Spanish. The Patient Education Materials Assessment Tool (PEMAT) is a validated tool used to evaluate web-based patient education materials as well as printable tools. The PEMAT score objectively measures the understandability and actionability of printable tools for audio-visual material. Results A total of 17 websites and 15 printable tools were included in the analysis. Non-government organizations developed 19% of materials and 75% were created by private or university hospitals. Nineteen materials (59.3%) were rated as highly understandable and 25 materials (21%) were rated as highly actionable, whilst ten materials had an actionability of 0% (6 websites and 4 printable tools). Less than a half of the materials evaluated were highly rated by the PEMAT score, with a total of 7 websites (41%) and 7 printable tools (46,6%) scoring &gt;70%. Conclusion The overall understandability of educational CA material was high, whilst improvement of actionability is warranted. The addition of summaries, visual aids and tools such as checklists may improve quality. These findings have significant implications for developing new patient educational material for CA in AF.

Educational technology and its use in Education are increasing day by day. It has completely changed our mode of teaching and learning. Use of computer assisted teaching, audio visual aids, PowerPoint presentations etc. have found their place in every institution of the world. Most of the teachers believe that use of Power Point in the teacher training colleges has made the teaching-learning process more interactive and dynamic. This paper is based upon a study conducted to know the attitudes of teacher trainees towards PowerPoint presentations and its use in a teaching -learning context. A questionnaire on attitude towards Power Point was prepared by the investigators and administered to a sample of 200 teacher trainees in Jammu. It was found that teaching through PowerPoint enabled classrooms to be interesting and motivating for both teachers and learners. However, no significant differences were found to exist between scores obtained on attitudes towards PowerPoint on the basis of gender, residential background, computer training and teaching subjects respectively. Nevertheless, teacher trainees exhibited favourable and positive attitude towards the use of PowerPoint for teaching at the B.Ed. level.

While the term “visual literacy” has grown in popularity in the last 50 years, its meaning remains nebulous. It is described variously as: a vehicle for aesthetic appreciation, a means of defence against visual manipulation, a sorting mechanism for an increasingly data-saturated age, and a prerequisite to civic inclusion (Fransecky 23; Messaris 181; McTigue and Flowers 580). Scholars have written extensively about the first three subjects but there has been less research on how visual literacy frames civic life and how it might help the public as a tool to address disadvantage and assist in removing social and cultural barriers. This article examines a forerunner to visual literacy in the push to create an international symbol language born out of popular education movements, a project that fell short of its goals but still left a considerable impression on graphic media. This article, then, presents an analysis of visual literacy campaigns in the early postwar era. These campaigns did not attempt to invent a symbolic language but posited that images themselves served as a universal language in which students could receive training. Of particular interest is how the concept of visual literacy has been mobilised as a pedagogical tool in design, digital humanities and in broader civic education initiatives promoted by Third Space institutions. Behind the creation of new visual literacy curricula is the idea that images can help anchor a world community, supplementing textual communication. Figure 1: Visual Literacy Yearbook. Montebello Unified School District, USA, 1973. Shedding Light: Origins of the Visual Literacy Frame The term “visual literacy” came to the fore in the early 1970s on the heels of mass literacy campaigns. The educators, creatives and media theorists who first advocated for visual learning linked this aim to literacy, an unassailable goal, to promote a more radical curricular overhaul. They challenged a system that had hitherto only acknowledged a very limited pathway towards academic success; pushing “language and mathematics”, courses “referred to as solids (something substantial) as contrasted with liquids or gases (courses with little or no substance)” (Eisner 92). This was deemed “a parochial view of both human ability and the possibilities of education” that did not acknowledge multiple forms of intelligence (Gardner). This change not only integrated elements of mass culture that had been rejected in education, notably film and graphic arts, but also encouraged the critique of images as a form of good citizenship, assuming that visually literate arbiters could call out media misrepresentations and manipulative political advertising (Messaris, “Visual Test”). This movement was, in many ways, reactive to new forms of mass media that began to replace newspapers as key forms of civic participation. Unlike simple literacy (being able to decipher letters as a mnemonic system), visual literacy involves imputing meanings to images where meanings are less fixed, yet still with embedded cultural signifiers. Visual literacy promised to extend enlightenment metaphors of sight (as in the German Aufklärung) and illumination (as in the French Lumières) to help citizens understand an increasingly complex marketplace of images. The move towards visual literacy was not so much a shift towards images (and away from books and oration) but an affirmation of the need to critically investigate the visual sphere. It introduced doubt to previously upheld hierarchies of perception. Sight, to Kant the “noblest of the senses” (158), was no longer the sense “least affected” by the surrounding world but an input centre that was equally manipulable. In Kant’s view of societal development, the “cosmopolitan” held the key to pacifying bellicose states and ensuring global prosperity and tranquillity. The process of developing a cosmopolitan ideology rests, according to Kant, on the gradual elimination of war and “the education of young people in intellectual and moral culture” (188-89). Transforming disparate societies into “a universal cosmopolitan existence” that would “at last be realised as the matrix within which all the original capacities of the human race may develop” and would take well-funded educational institutions and, potentially, a new framework for imparting knowledge (Kant 51). To some, the world of the visual presented a baseline for shared experience. Figure 2: Exhibition by the Gesellschafts- und Wirtschaftsmuseum in Vienna, photograph c. 1927. An International Picture Language The quest to find a mutually intelligible language that could “bridge worlds” and solder together all of humankind goes back to the late nineteenth century and the Esperanto movement of Ludwig Zamenhof (Schor 59). The expression of this ideal in the world of the visual picked up steam in the interwar years with designers and editors like Fritz Kahn, Gerd Arntz, and Otto and Marie Neurath. Their work transposing complex ideas into graphic form has been rediscovered as an antecedent to modern infographics, but the symbols they deployed were not to merely explain, but also help education and build international fellowship unbounded by spoken language. The Neuraths in particular are celebrated for their international picture language or Isotypes. These pictograms (sometimes viewed as proto-emojis) can be used to represent data without text. Taken together they are an “intemporal, hieroglyphic language” that Neutrath hoped would unite working-class people the world over (Lee 159). The Neuraths’ work was done in the explicit service of visual education with a popular socialist agenda and incubated in the social sphere of Red Vienna at the Gesellschafts- und Wirtschaftsmuseum (Social and Economic Museum) where Otto served as Director. The Wirtschaftsmuseum was an experiment in popular education, with multiple branches and late opening hours to accommodate the “the working man [who] has time to see a museum only at night” (Neurath 72-73). The Isotype contained universalist aspirations for the “making of a world language, or a helping picture language—[that] will give support to international developments generally” and “educate by the eye” (Neurath 13). Figure 3: Gerd Arntz Isotype Images. (Source: University of Reading.) The Isotype was widely adopted in the postwar era in pre-packaged sets of symbols used in graphic design and wayfinding systems for buildings and transportation networks, but with the socialism of the Neuraths’ peeled away, leaving only the system of logos that we are familiar with from airport washrooms, charts, and public transport maps. Much of the uptake in this symbol language could be traced to increased mobility and tourism, particularly in countries that did not make use of a Roman alphabet. The 1964 Olympics in Tokyo helped pave the way when organisers, fearful of jumbling too many scripts together, opted instead for black and white icons to represent the program of sports that summer. The new focus on the visual was both technologically mediated—cheaper printing and broadcast technologies made the diffusion of image increasingly possible—but also ideologically supported by a growing emphasis on projects that transcended linguistic, ethnic, and national borders. The Olympic symbols gradually morphed into Letraset icons, and, later, symbols in the Unicode Standard, which are the basis for today’s emojis. Wordless signs helped facilitate interconnectedness, but only in the most literal sense; their application was limited primarily to sports mega-events, highway maps, and “brand building”, and they never fulfilled their role as an educational language “to give the different nations a common outlook” (Neurath 18). Universally understood icons, particularly in the form of emojis, point to a rise in visual communication but they have fallen short as a cosmopolitan project, supporting neither the globalisation of Kantian ethics nor the transnational socialism of the Neuraths. Figure 4: Symbols in use. Women's bathroom. 1964 Tokyo Olympics. (Source: The official report of the Organizing Committee.) Counter Education By mid-century, the optimism of a universal symbol language seemed dated, and focus shifted from distillation to discernment. New educational programs presented ways to study images, increasingly reproducible with new technologies, as a language in and of themselves. These methods had their roots in the fin-de-siècle educational reforms of John Dewey, Helen Parkhurst, and Maria Montessori. As early as the 1920s, progressive educators were using highly visual magazines, like National Geographic, as the basis for lesson planning, with the hopes that they would “expose students to edifying and culturally enriching reading” and “develop a more catholic taste or sensibility, representing an important cosmopolitan value” (Hawkins 45). The rise in imagery from previously inaccessible regions helped pupils to see themselves in relation to the larger world (although this connection always came with the presumed superiority of the reader). “Pictorial education in public schools” taught readers—through images—to accept a broader world but, too often, they saw photographs as a “straightforward transcription of the real world” (Hawkins 57). The images of cultures and events presented in Life and National Geographic for the purposes of education and enrichment were now the subject of greater analysis in the classroom, not just as “windows into new worlds” but as cultural products in and of themselves. The emerging visual curriculum aimed to do more than just teach with previously excluded modes (photography, film and comics); it would investigate how images presented and mediated the world. This gained wider appeal with new analytical writing on film, like Raymond Spottiswoode's Grammar of the Film (1950) which sought to formulate the grammatical rules of visual communication (Messaris 181), influenced by semiotics and structural linguistics; the emphasis on grammar can also be seen in far earlier writings on design systems such as Owen Jones’s 1856 The Grammar of Ornament, which also advocated for new, universalising methods in design education (Sloboda 228). The inventorying impulse is on display in books like Donis A. Dondis’s A Primer of Visual Literacy (1973), a text that meditates on visual perception but also functions as an introduction to line and form in the applied arts, picking up where the Bauhaus left off. Dondis enumerates the “syntactical guidelines” of the applied arts with illustrations that are in keeping with 1920s books by Kandinsky and Klee and analyse pictorial elements. However, at the end of the book she shifts focus with two chapters that examine “messaging” and visual literacy explicitly. Dondis predicts that “an intellectual, trained ability to make and understand visual messages is becoming a vital necessity to involvement with communication. It is quite likely that visual literacy will be one of the fundamental measures of education in the last third of our century” (33) and she presses for more programs that incorporate the exploration and analysis of images in tertiary education. Figure 5: Ideal spatial environment for the Blueprint charts, 1970. (Image: Inventory Press.) Visual literacy in education arrived in earnest with a wave of publications in the mid-1970s. They offered ways for students to understand media processes and for teachers to use visual culture as an entry point into complex social and scientific subject matter, tapping into the “visual consciousness of the ‘television generation’” (Fransecky 5). Visual culture was often seen as inherently democratising, a break from stuffiness, the “artificialities of civilisation”, and the “archaic structures” that set sensorial perception apart from scholarship (Dworkin 131-132). Many radical university projects and community education initiatives of the 1960s made use of new media in novel ways: from Maurice Stein and Larry Miller’s fold-out posters accompanying Blueprint for Counter Education (1970) to Emory Douglas’s graphics for The Black Panther newspaper. Blueprint’s text- and image-dense wall charts were made via assemblage and they were imagined less as charts and more as a “matrix of resources” that could be used—and added to—by youth to undertake their own counter education (Cronin 53). These experiments in visual learning helped to break down old hierarchies in education, but their aim was influenced more by countercultural notions of disruption than the universal ideals of cosmopolitanism. From Image as Text to City as Text For a brief period in the 1970s, thinkers like Marshall McLuhan (McLuhan et al., Massage) and artists like Bruno Munari (Tanchis and Munari) collaborated fruitfully with graphic designers to create books that mixed text and image in novel ways. Using new compositional methods, they broke apart traditional printing lock-ups to superimpose photographs, twist text, and bend narrative frames. The most famous work from this era is, undoubtedly, The Medium Is the Massage (1967), McLuhan’s team-up with graphic designer Quentin Fiore, but it was followed by dozens of other books intended to communicate theory and scientific ideas with popularising graphics. Following in the footsteps of McLuhan, many of these texts sought not just to explain an issue but to self-consciously reference their own method of information delivery. These works set the precedent for visual aids (and, to a lesser extent, audio) that launched a diverse, non-hierarchical discourse that was nonetheless bound to tactile artefacts. In 1977, McLuhan helped develop a media textbook for secondary school students called City as Classroom: Understanding Language and Media. It is notable for its direct address style and its focus on investigating spaces outside of the classroom (provocatively, a section on the third page begins with “Should all schools be closed?”). The book follows with a fine-grained analysis of advertising forms in which students are asked to first bring advertisements into class for analysis and later to go out into the city to explore “a man-made environment, a huge warehouse of information, a vast resource to be mined free of charge” (McLuhan et al., City 149). As a document City as Classroom is critical of existing teaching methods, in line with the radical “in the streets” pedagogy of its day. McLuhan’s theories proved particularly salient for the counter education movement, in part because they tapped into a healthy scepticism of advertisers and other image-makers. They also dovetailed with growing discontent with the ad-strew visual environment of cities in the 1970s. Budgets for advertising had mushroomed in the1960s and outdoor advertising “cluttered” cities with billboards and neon, generating “fierce intensities and new hybrid energies” that threatened to throw off the visual equilibrium (McLuhan 74). Visual literacy curricula brought in experiential learning focussed on the legibility of the cities, mapping, and the visualisation of urban issues with social justice implications. The Detroit Geographical Expedition and Institute (DGEI), a “collective endeavour of community research and education” that arose in the aftermath of the 1967 uprisings, is the most storied of the groups that suffused the collection of spatial data with community engagement and organising (Warren et al. 61). The following decades would see a tamed approach to visual literacy that, while still pressing for critical reading, did not upend traditional methods of educational delivery. Figure 6: Beginning a College Program-Assisting Teachers to Develop Visual Literacy Approaches in Public School Classrooms. 1977. ERIC. Searching for Civic Education The visual literacy initiatives formed in the early 1970s both affirmed existing civil society institutions while also asserting the need to better inform the public. Most of the campaigns were sponsored by universities, major libraries, and international groups such as UNESCO, which published its “Declaration on Media Education” in 1982. They noted that “participation” was “essential to the working of a pluralistic and representative democracy” and the “public—users, citizens, individuals, groups ... were too systematically overlooked”. Here, the public is conceived as both “targets of the information and communication process” and users who “should have the last word”. To that end their “continuing education” should be ensured (Study 18). Programs consisted primarily of cognitive “see-scan-analyse” techniques (Little et al.) for younger students but some also sought to bring visual analysis to adult learners via continuing education (often through museums eager to engage more diverse audiences) and more radical popular education programs sponsored by community groups. By the mid-80s, scores of modules had been built around the comprehension of visual media and had become standard educational fare across North America, Australasia, and to a lesser extent, Europe. There was an increasing awareness of the role of data and image presentation in decision-making, as evidenced by the surprising commercial success of Edward Tufte’s 1982 book, The Visual Display of Quantitative Information. Visual literacy—or at least image analysis—was now enmeshed in teaching practice and needed little active advocacy. Scholarly interest in the subject went into a brief period of hibernation in the 1980s and early 1990s, only to be reborn with the arrival of new media distribution technologies (CD-ROMs and then the internet) in classrooms and the widespread availability of digital imaging technology starting in the late 1990s; companies like Adobe distributed free and reduced-fee licences to schools and launched extensive teacher training programs. Visual literacy was reanimated but primarily within a circumscribed academic field of education and data visualisation. Figure 7: Visual Literacy; What Research Says to the Teacher, 1975. National Education Association. USA. Part of the shifting frame of visual literacy has to do with institutional imperatives, particularly in places where austerity measures forced strange alliances between disciplines. What had been a project in alternative education morphed into an uncontested part of the curriculum and a dependable budget line. This shift was already forecasted in 1972 by Harun Farocki who, writing in Filmkritik, noted that funding for new film schools would be difficult to obtain but money might be found for “training in media education … a discipline that could persuade ministers of education, that would at the same time turn the budget restrictions into an advantage, and that would match the functions of art schools” (98). Nearly 50 years later educators are still using media education (rebranded as visual or media literacy) to make the case for fine arts and humanities education. While earlier iterations of visual literacy education were often too reliant on the idea of cracking the “code” of images, they did promote ways of learning that were a deep departure from the rote methods of previous generations. Next-gen curricula frame visual literacy as largely supplemental—a resource, but not a program. By the end of the 20th century, visual literacy had changed from a scholarly interest to a standard resource in the “teacher’s toolkit”, entering into school programs and influencing museum education, corporate training, and the development of public-oriented media (Literacy). An appreciation of image culture was seen as key to creating empathetic global citizens, but its scope was increasingly limited. With rising austerity in the education sector (a shift that preceded the 2008 recession by decades in some countries), art educators, museum enrichment staff, and design researchers need to make a case for why their disciplines were relevant in pedagogical models that are increasingly aimed at “skills-based” and “job ready” teaching. Arts educators worked hard to insert their fields into learning goals for secondary students as visual literacy, with the hope that “literacy” would carry the weight of an educational imperative and not a supplementary field of study. Conclusion For nearly a century, educational initiatives have sought to inculcate a cosmopolitan perspective with a variety of teaching materials and pedagogical reference points. Symbolic languages, like the Isotype, looked to unite disparate people with shared visual forms; while educational initiatives aimed to train the eyes of students to make them more discerning citizens. The term ‘visual literacy’ emerged in the 1960s and has since been deployed in programs with a wide variety of goals. Countercultural initiatives saw it as a prerequisite for popular education from the ground up, but, in the years since, it has been formalised and brought into more staid curricula, often as a sort of shorthand for learning from media and pictures. The grand cosmopolitan vision of a complete ‘visual language’ has been scaled back considerably, but still exists in trace amounts. Processes of globalisation require images to universalise experiences, commodities, and more for people without shared languages. Emoji alphabets and globalese (brands and consumer messaging that are “visual-linguistic” amalgams “increasingly detached from any specific ethnolinguistic group or locality”) are a testament to a mediatised banal cosmopolitanism (Jaworski 231). In this sense, becoming “fluent” in global design vernacular means familiarity with firms and products, an understanding that is aesthetic, not critical. It is very much the beneficiaries of globalisation—both state and commercial actors—who have been able to harness increasingly image-based technologies for their benefit. To take a humorous but nonetheless consequential example, Spanish culinary boosters were able to successfully lobby for a paella emoji (Miller) rather than having a food symbol from a less wealthy country such as a Senegalese jollof or a Morrocan tagine. This trend has gone even further as new forms of visual communication are increasingly streamlined and managed by for-profit media platforms. The ubiquity of these forms of communication and their global reach has made visual literacy more important than ever but it has also fundamentally shifted the endeavour from a graphic sorting practice to a critical piece of social infrastructure that has tremendous political ramifications. Visual literacy campaigns hold out the promise of educating students in an image-based system with the potential to transcend linguistic and cultural boundaries. This cosmopolitan political project has not yet been realised, as the visual literacy frame has drifted into specialised silos of art, design, and digital humanities education. It can help bridge the “incomplete connections” of an increasingly globalised world (Calhoun 112), but it does not have a program in and of itself. Rather, an evolving visual literacy curriculum might be seen as a litmus test for how we imagine the role of images in the world. 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