Journal articles on the topic 'Educational programme (video)'
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Lewis, Rebecca, Marilyn Fleer, and Marie Hammer. "Intentional teaching: Can early-childhood educators create the conditions for children’s conceptual development when following a child-centred programme?" Australasian Journal of Early Childhood 44, no. 1 (March 2019): 6–18. http://dx.doi.org/10.1177/1836939119841470.
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This study investigated the practice of two early-childhood educators and their interactions with 24 children (mean age 5.2 years) in an inner-suburban Australian preschool setting. The study specifically examined the nature of how educators ‘intentionally teach’ concepts to young children in a child-centred programme. Six hours of educator–child digital video observations and three hours of educator interviews were gathered and analysed using Kravtsova’s (2009) concept of ‘subject positioning’. The findings suggest that it was challenging to teach intentionally in a child-centred programme based on children’s interests. This research is the first phase of a larger study. It is argued that the tensions between educators’ beliefs about child learning and their role in relation to fostering children’s conceptual development in child-centred programmes could make it difficult for educators to implement intentional teaching as presented in the Australian Early Years Learning Framework (DEEWR, 2009).
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Ureta, M. Antonieta García. "Implementing an education and outreach programme for the Gemini Observatory in Chile." Proceedings of the International Astronomical Union 2, SPS5 (August 2006): 63–66. http://dx.doi.org/10.1017/s1743921307006722.
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AbstractBeginning in 2001, the Gemini Observatory began the development of an innovative and aggressive education and outreach programme at its southern hemisphere site in northern Chile. A principal focus of this effort is centered on local education and outreach to communities surrounding the observatory and its base facility in La Serena, Chile. Programmes are now established with local schools using two portable StarLab planetaria, an internet-based teacher exchange called StarTeachers and multiple partnerships with local educational institutions. Other elements include a CD-ROM-based virtual tour that allows students, teachers and the public to experience the observatory's sites in Chile and Hawaii. This virtual environment allows interaction using a variety of immersive scenarios such as a simulated observation using real data from Gemini. Pilot projects like “Live from Gemini” are currently being developed which use internet video-conferencing technologies to bring the observatory's facilities into classrooms at universities and remote institutions. Lessons learned from the implementation of these and other programmes will be introduced and the challenges of developing educational programming in a developing country will be shared.
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Sakamoto, Takashi. "E-Learning in Japanese Universities." Industry and Higher Education 17, no. 6 (December 2003): 397–404. http://dx.doi.org/10.5367/000000003322776299.
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Higher education institutes in Japan are making serious efforts to introduce the use of information and communications technology (ICT), or e-learning, into their teaching programmes. Three types of educational reform in relation to e-learning are in evidence nationally and internationally: interactive satellite communications; the Internet and video-conferencing systems; and one-way satellite broadcasts. The Virtual University Forum of Japan's National Institute of Multimedia Education (NIME) has identified key requirements for the adoption of such techniques, based on findings from a series of symposia. The Japanese government is promoting strategies for educational reform through e-learning: the IT Basic Law, the e-Japan Strategy Statements I and II, the e-Japan Priority Policy Programme, and the e-Japan 2002 programme are examples of its efforts. Finally, the Science Council of Japan has emphasized the challenges facing those who work in higher education institutions in connection with the future development and application of e-learning. The paper reviews these various statements and initiatives and sets out key actions that need to be taken by individual academics, academic institutions, business and government.
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Vilppu, Henna, Ilona Södervik, Liisa Postareff, and Mari Murtonen. "The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations." Instructional Science 47, no. 6 (October 23, 2019): 679–709. http://dx.doi.org/10.1007/s11251-019-09496-z.
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Abstract The aim of the study was to explore whether short online pedagogy courses can have an effect on university teachers’ interpretations of teaching–learning situations. Before and after participating in a short online pedagogical training programme, a total of 66 participants wrote their interpretations of two short video clips, which depicted a content-focused teacher and a learning-focused teacher, respectively. The training was successful in changing participants’ interpretations from a knowledge-transmission view to a learning-facilitation view of teaching. This result indicates that even short online training programmes have the potential to affect participants’ interpretations of teaching–learning situations, especially when participants are not very experienced in teaching. Therefore, pedagogical training should be offered already at the early stages of teaching careers.
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Fischer, Tillmann, Paul Stumpf, Gesine Reinhardt, Peter E. H. Schwarz, and Patrick Timpel. "Video-based smartphone app (‘VIDEA bewegt’) for physical activity support in German adults: a study protocol for a single-armed observational study." BMJ Open 10, no. 3 (March 2020): e034027. http://dx.doi.org/10.1136/bmjopen-2019-034027.
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IntroductionInsufficient physical activity is one of the most important risk factors for non-communicable diseases. Physical activity should therefore be intensively promoted in all age groups. Several trials suggest that it can be effectively increased through smartphone interventions.However, few of the smartphone-interventions available on the market have been scientifically evaluated. Therefore, the described study aims to assess the short-term and long-term effects of the smartphone intervention ‘VIDEA bewegt’ to increase physical activity. The trial is designed as a single-armed observational trial to assess effects under real-life conditions.Methods and analysisThe intervention consists of the smartphone-application ‘VIDEA bewegt’, which is a video-based preventative programme to improve physical activity in everyday life. The application contains several features and components including educational videos, documentation of activity and motivational exercises. A sample size of at least 106 participants is aimed for.The primary objective of this study is to determine the effect of the application on physical activity in German adults. Secondary objectives are to evaluate the self-efficacy, health-related quality of life and usability of ‘VIDEA bewegt’.Data collection is based on online questionnaires, as well as system-internal recorded data.Changes of outcomes from baseline to programme completion and follow-up will be calculated.Ethics and disseminationThe Ethics Committee of the Technical University Dresden approved the study on 25 May 2019 (EK 272062019). All data are processed anonymously and stored on servers only accessible by authorised personnel. The results of the study and the results of the usability test are aimed to be published in a scientific journal.Trial registration numberGerman Clinical Trials Registry (DRKS00017392).
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Laycock, John, and Piranya Bunnag. "Developing teacher self-awareness: feedback and the use of video." ELT Journal 45, no. 1 (January 1, 1991): 43–53. http://dx.doi.org/10.1093/elt/45.1.43.
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Abstract Video is often seen as a useful means of providing feedback to teachers in various kinds of training situation. This article looks at its role in the overall context of feedback, and then outlines its use in a programme with regular practical teaching of real classes, which resulted in the need for generalized viewing guides. Design considerations are outlined, and the guides actually devised are summarized. Experience indicated that the guides had a positive effect in increasing self-awareness, but that they cannot be used in isolation from other forms of feedback.
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Garcia-Mila, Merce, Andrea Miralda-Banda, Jose Luna, Ana Remesal, Núria Castells, and Sandra Gilabert. "Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels." Sustainability 13, no. 11 (June 4, 2021): 6410. http://dx.doi.org/10.3390/su13116410.
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In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be a way to promote and develop it among children and adolescents. We define cultural literacy as a set of attitudes (inclusion, tolerance, and empathy) and skills (dialogic argumentation) needed to understand others in our everyday lives. This paper focuses on the effect of a professional development programme to promote dialogue and argumentation to help children and adolescents overcome pre-existing stereotypes and prejudices and foster students’ participation in discussions that contrast divergent viewpoints. This was done through debates on social responsibility issues, living together, and belonging as presented in books and short films addressing the following topics: citizenship, the celebration of diversity, democracy, globalisation, human rights, cooperation, sustainable development, and climate change. After the professional development programme was implemented, we video-recorded two of the 15 student–teacher interaction sessions during the project’s implementation (session #3 and session #8). We analysed the data using a validated coding scheme across three educational levels (three preschool, four primary school, and four secondary school classrooms). We observed moderate gains in secondary education and preschool, but statistically significant gains in primary education.
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Mikulik, Robert, Lucie Vondráčková, Hana Pokorná, Veronika Svobodová, Andreea Madalina Grecu, Jiří Vítovec, Jiří Neumann, and Ondřej Suchý. "Feasibility and efficacy of an educational programme to increase awareness of stroke and heart attack in children." Health Education Journal 78, no. 7 (May 22, 2019): 812–23. http://dx.doi.org/10.1177/0017896919849080.
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Objective:The objective of this study was to evaluate the feasibility and effectiveness of an innovative school stroke and heart attack educational programme for children.Design:Non-randomised controlled trial with intervention and control group conducted in set time periods. Results were compared among time periods in both groups and also between both groups.Setting:The study included children from 47 schools in Czech Republic. Children from 37 schools in one county ( N = 2,436) participated as the target population. The control group involved 900 pupils from 10 schools in another county.Methods:The 45-minute multimedia Web-based video programme was designed to teach the appropriate response to stroke and heart attack symptoms. The target population received education and testing. The control population received only testing and no education.Results:Baseline knowledge assessment was identical across the target and the control populations. After education, knowledge in the target population had improved significantly. After 3 months, knowledge assessment scored 65% in the target population and 66% in the control population (intergroup difference p = .75).Conclusion:The educational programme increased response to stroke and heart attack symptoms compared to the control group, although in the target group comprehension improved only in short term when compared to the baseline. Knowledge for heart attack was better than for stroke.
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MEVARECH, ZEMIRA, NURIT SHIR, and NITSA MOVSHOVITZ-HADAR. "IS MORE ALWAYS BETTER? THE SEPARATE AND COMBINED EFFECTS OF A COMPUTER AND VIDEO PROGRAMME ON MATHEMATICS LEARNING." British Journal of Educational Psychology 62, no. 1 (February 1992): 106–16. http://dx.doi.org/10.1111/j.2044-8279.1992.tb01002.x.
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Popova, Nina V., Anna V. Gavrilova, Anna V. Kuzmina, and Elizaveta L. Popova. "Psychological features of listening comprehension of English-language video materials by technical university students in flipped classroom mode." Tambov University Review. Series: Humanities, no. 185 (2020): 41–55. http://dx.doi.org/10.20310/1810-0201-2020-25-185-41-55.
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Listening comprehension, as the most challenging receptive aspect of learning a foreign language at a technical university, is considered. It is noted that in addition to linguistic difficulties, students experience such psychological difficulties as a lack of recipient’s own perceptual experience, uncomfortable perception conditions, anxiety and fear of failure to perform this type of speech activity. It is shown that the perceptual activity of students, aimed at the auditory perception of English discourse, is naturally included in the most relevant students’ communicative competence. The study is aimed at considering psychological and pedagogical aspects in teaching ordinary listening comprehension without a video sequence and with the use of video materials. We reveal the advantages of using video materials that contribute to the creation of psychologically comfortable conditions for students in the educational process. Opinion analysis of first-year students of the St. Petersburg State University of Telecommunications on conducting listening comprehension in regular and flipped classroom modes is presented: it turns out that most students prefer to perform listening practice at home. We describe the audiovisual technology of advanced independent work on listening comprehension to professionally oriented video materials using the electronic resources VideoAnt, Mindmeister, LMS MOODLE. An advertising film of the computer company CISCO (USA) was used as video course basis, with its subject fully corresponding to the “Service” programme of St. Petersburg State University of Telecommunications.
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Islam, T., S. Musthaffa, S. M. Hoong, F. Harun, A. Hassan, S. Jamaris, N. Abdullah Din, et al. "Effectiveness of Breast Care Nurse Led Video Orientation Programme on Information and Navigation for Newly Diagnosed Breast Cancer Patients at University Malaya Medical Center, Malaysia." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 110s. http://dx.doi.org/10.1200/jgo.18.60500.
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Background: Advancement in medical treatment with wider treatment options have made breast cancer (BC) care more complex. Short consultation time with physicians, treatment complexities, patients' fears and poor coping skills at the time of diagnosis may affect patient´s decision that cause treatment delays and nonadherence. Main reasons for advance BC presentation in Malaysia are delay in taking treatment decision and poor breast health literacy on disease and treatment outcomes may contribute to nonadherence to treatments. To address this knowledge gap, a breast care nurse (BCN) led orientation video for new patients to navigate them through complex multimodal treatment processes. This audio-visual educational tool address multimodal treatments and its side effects and in addition navigating admission, discharge and follow-up, advice on diet and exercise to maintain a healthy life style during survivorship period was developed in layperson language in Malay, Mandarin and English. Aim: To assess the effectiveness of BCN led video orientation on the improvement of patient knowledge and satisfaction. Methods: A pilot study was carried out in 50 patients to assess the effectiveness of the video, and found that patients needed a face to face interaction to watch the video. Hence, a BCN led orientation was developed to use the video. A self-administered pre- and postsurvey on 246 newly diagnosed breast cancer patients in University Malaya Medical Center (UMMC) was performed to evaluate expectations, satisfactions and knowledge (a Likert scale response using items 4 number scale was used, 0 means “no knowledge” and 4 means “a great degree of knowledge”). The scoring was done before and after the video orientation was done. A Wilcoxon matched-paired signed-rank test was perform to analyze the changes in the scoring. Results: Among 247 patients, who received the BCN led video orientation program, 79.3% (n= 197) found that the video met or exceeded their expectations. 23.9% (n=59) and 56.3% (139) consecutively found the video very effective and effective in broadening their perspective on BC treatments. And 171 (69.2%) of them overall rated the video highly met their expectations. There were significant improvement in knowledge for treatment options for BC, mean scores (M=0.93 versus M=2.97) before and after watching the video ( P < 0.001). Similar findings were found in different types of operation for BC; procedure for admission in UMMC, information on chemotherapy; radiotherapy; hormone therapy and alternative medicine for BC. It also showed improved knowledge scores for healthy diet; physical activity after treatments and care of the arm after operation ( P < 0.001). Conclusion: Video-based information on treatments and navigating care through a BCN led service had effectively improved patients' knowledge and satisfaction. This approach can be used to educate cancer patients in a middle resource setting.
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Edwards, Amy E., Gemma M. Bowsher, Sahil Deepak, and Mohamed Ali. "Improving local anaesthetic systemic toxicity (LAST) awareness in maternity care using tailored educational tools." BMJ Open Quality 7, no. 2 (April 2018): e000070. http://dx.doi.org/10.1136/bmjoq-2017-000070.
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Local anaesthetic (LA) agents are widely used in maternity care. Although relatively safe, their use does carry risks, the most serious of which is systemic toxicity (LAST). LAST poses a major threat to maternal and neonatal safety due to the frequency of LA administration in maternity care and the under-recognition of toxicity in such settings, which has been reported globally. Our aim was to prevent LAST occurrence in a District General Hospital (DGH) maternity unit by improving staff awareness through the implementation of a tailored educational programme. We used a standardised 14-point questionnaire to evaluate LAST awareness among staff of all disciplines. Domains of interest were LA maximum safe doses, LAST recognition, immediate management and use of antidote. Following baseline assessment, we implemented an educational programme in three stages. Each featured a distinct tool: video presentation, poster and lanyard card. Awareness was reassessed between stages using the same questionnaire. We identified poor baseline awareness across all non-anaesthetic disciplines. Average questionnaire score improved from 3.9/14 (n=23) to 8.1/14 (n=30) during the project period, an increase of 109.3%. Scores improved in all professional groups and a change in workplace culture has been reported. Using a tailored interprofessional educational intervention, we generated an increase in awareness and maintained this over a 4-month period. Improved knowledge and a shift in clinical attitudes towards shared responsibility will reduce avoidable peripartum risk associated with LAST at this DGH. Although the tools used were specific to LAST in this setting, they could be easily adapted for NHS maternity services elsewhere and indeed other areas of care.
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Schreiber, Brooke R., and Mihiri Jansz. "Reducing distance through online international collaboration." ELT Journal 74, no. 1 (December 3, 2019): 63–72. http://dx.doi.org/10.1093/elt/ccz045.
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Abstract Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.
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Fine, Gill A., D. M. Conning, Cella Firmin, Anne E. De Looy, M. S. Losowsky, I. D. G. Richards, and John Webster. "Nutrition education of young women." British Journal of Nutrition 71, no. 5 (May 1994): 789–98. http://dx.doi.org/10.1079/bjn19940184.
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White women aged 25–34 years (n 264) from the lower socio-economic classes (C2, D and E) were classified according to their motivation in respect of health and their educational attainment and arithmetical ability. They were randomly allocated to three groups. One group (test) was given a course in basic nutrition consisting of a video and booklet, each embellished with motivational material. Those classed as of low ability also received the training material in simplified format. A second group (control) received a video and booklet with no motivational or simplified materials. The third group (baseline) received no tuition and represented a control of publicly available information during the period of the experiment. The participants answered a series of questions by administered questionnaire to measure their nutritional knowledge before and one week after they viewed the video programme. All participants achieved significantly higher scores at the second questionnaire. The test and control groups achieved significantly higher scores than the baseline group but there was no significant difference between the test and control groups. The presentation of motivational or simplified materials had no significant effect on learning ability though those classified as more highly motivated and of higher ability achieved higher scores at each questionnaire. The results indicate that young adult females can be taught basic nutrition irrespective of their motivation or ability.
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Lynch, B. "OP0308-PARE PREGNANCY AND ARTHRITIS - A PATIENT EDUCATION PROGRAMME IN IRELAND." Annals of the Rheumatic Diseases 79, Suppl 1 (June 2020): 191.1–191. http://dx.doi.org/10.1136/annrheumdis-2020-eular.1214.
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Background:The relationship between pregnancy and arthritis is a complex one. Because of the variability of arthritic conditions, it is important for patients to get advice from their doctor or a specialist nurse before trying for a baby. There can be implications for medication regimes, while the pregnancy itself can also affect the inflammatory arthritis. In the postpartum period, other considerations include breastfeeding and the frequent return of flares.Through this education programme, Arthritis Ireland developed information resources primarily targeting women of child-bearing age. The multichannel campaign provided information about the wide range of issues of concern to women with inflammatory arthritis who are planning a family or are pregnant.Objectives:•To provide information and increase awareness around inflammatory arthritis and pregnancy;•To support women living with inflammatory arthritis through their illness and life journey;•To increase awareness of the work of Arthritis Ireland as a patient organisation.Methods:In developing and executing this education programme, Arthritis Ireland worked extensively with a team of healthcare professionals, who are regarded internationally as leaders in this field.A multi-channel approach was taken to the development, production and dissemination of information, with public information events, literature and a suite of videos developedUp to this point, there had not been any Irish-produced material on this subject. he topic was seen to be an important one and an issue of significant public health interest.The series of information talks on pregnancy and inflammatory arthritis was delivered by consultant rheumatologists and were held in cities around Ireland. The information booklet covered topics such as planning for a baby, medication and pregnancy, the role of the father, fertility, genetics, during the pregnancy, after the pregnancy and breastfeeding.Video was seen to be central to the success of the campaign. Working with the expert healthcare team, six information videos were developed around obstetrics, rheumatology, physiotherapy and occupational therapy. The videos were published and promoted across Arthritis Ireland’s social media channels and website.The capstone video featured a young mother who was diagnosed with JIA when she was two. Her story was an incredibly powerful testimony of overcoming and dealing with adversity and complex health issues.Results:This educational campaign was developed to meet a significant need in the health information landscape. While there are no little resources produced focusing on pregnancy and parenting, there wasn’t anything in Ireland which specifically addressed the needs of women and men with inflammatory arthritis who are looking to have a family. The materials produced are a valuable part of Arthritis Ireland’s canon of patient education materials.Conclusion:It is anticipated that the materials developed will have a long lifespan and will support prospective parents for several years to come. Central to the success of the project was the involvement of the expert healthcare teams. Their commitment to the project spoke volumes of its importance and the considerable need for the clearly communicated information, which the project provided.Ultimately, Arthritis Ireland has produced a suite of resources which will be referenced and used by patients, and will hopefully make a considerable impact on their quality of life.Acknowledgments:This patient education programme was supported by a grant from UCB.Disclosure of Interests:Brian Lynch Grant/research support from: Arthritis Ireland received a grant from MSD to develop this patient education programme. Brian Lynch has not benefited personally in any way.
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Nedelcuț, Nelida, Ciprian Gabriel Pop, and Amalia Nedelcuț. "Distance Learning in the Musical Field in Romania through European-Funded Projects." International Journal of Advanced Corporate Learning (iJAC) 11, no. 1 (August 29, 2018): 36. http://dx.doi.org/10.3991/ijac.v11i1.9209.
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<p class="Abstract">The organization of Romanian distance learning in music has been supported in terms of research, collaboration and financing by European projects, with the following achievements: training of teaching staff involved in distance learning, assistance in activities meant to introduce ICT in general schools, construction of a platform dedicated to distance learning activities, creating a database with instrumental accompaniments for singers, designing multimedia courses, assessing distance learning programs offered by the Academy of Music Gheorghe Dima in Cluj-Napoca.</p><p class="Abstract">The Prelude Training Programme on ICT in Music Education – a project aimed at developing a training programme for in-service music educators, as there are many ways in which technology helps educators meet instructional goals: Programs designed to help students develop their musicianship or improve their knowledge of notation and skill in reading notation, support with improvisation skills, notation and sequencing programs which assist students in composition activities.</p><p class="Abstract">Vemus - Virtual European Music Schools - a programme which focuses on teaching music notation or performing instruments, involving execution of rhythm patterns, melody, music scores; E-vocal learning, with simultaneous appearance of sound and notation, conducted by famous musicians. DIMA - Direct Impact of Multimedia Application - a platform that comprises courses, audio and video examples focusing on music history, performing and listening activities.</p><p class="Abstract">The partners proceed from various areas (higher education, innovation/development centers), and the projects were conceived to stimulate the implementation of ICT in the educational process in music, approaching teaching staff as a target group, and students as an interested party.</p>The need for such products was revealed by interviews and questionnaires and the results’ evaluation proved that the online environment can be accessed in order to develop educational resources, enrich lesson content, motivate and engage children in music education, deliver information and learning opportunities, stimulate children in their musical endeavors.
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Ülavere, Pärje. "Value Education in Estonian Preschool Child Care Institutions." Journal of Teacher Education for Sustainability 19, no. 1 (June 27, 2017): 129–46. http://dx.doi.org/10.1515/jtes-2017-0009.
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Abstract For systematic implementation of value education in educational institutions, the national programme ìValues Development in Estonian Society 2009ñ2013î (Ministry of Education and Research, 2009) was prepared in Estonia. However, it was launched only in 2010, and the authors intended to ascertain the values of the heads of preschool child care institutions, teachers and parents as well as their conception of value education. The national programme was updated as “Values Development in Estonian Society 2015- 2020” (Ministry of Education and Research 2015). In 2015, the researchers aimed to investigate if and how values of teachers of child care institutions and their conception of value education had changed. The sample in 2010 included nine respondents related to preschool child care institutions: three heads, three teachers, and three parents. The 2015 sample included 10 teachers. The research was conducted by using a qualitative method, which included semi-structured interviews and video observations of activities that teachers carried out with children. In 2010 and 2015, the values were said to be incorporated in general curricular goals and topics of the year. In 2010, the teachers said that values were not separately designated in the kindergarten curriculum; however, they were incorporated into the curriculum. They did not teach values as a separate discipline; values were highlighted in various activities and situation games. In 2015, it was mentioned that value education was consciously included in activities proceeding from the relevant schooling and education domain and the topic of the week. It may be said that in 2010 value education related topics had not been sufficiently introduced in kindergartens yet. Based on interviews and video observations conducted in 2015, it could be claimed that educators would benefit from a more deliberate approach to value education.
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Stevenson, Lauren, Sherry Ball, Leah M. Haverhals, David C. Aron, and Julie Lowery. "Evaluation of a national telemedicine initiative in the Veterans Health Administration: Factors associated with successful implementation." Journal of Telemedicine and Telecare 24, no. 3 (November 30, 2016): 168–78. http://dx.doi.org/10.1177/1357633x16677676.
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Background The Consolidated Framework for Implementation Research was used to evaluate implementation facilitators and barriers of Specialty Care Access Network-Extension for Community Healthcare Outcomes (SCAN-ECHO) within the Veterans Health Administration. SCAN-ECHO is a video teleconferencing-based programme where specialist teams train and mentor remotely-located primary care providers in providing routine speciality care for common chronic illnesses. The goal of SCAN-ECHO was to improve access to speciality care for Veterans. The aim of this study was to provide guidance and support for the implementation and spread of SCAN-ECHO. Methods Semi-structured telephone interviews with 55 key informants (primary care providers, specialists and support staff) were conducted post-implementation with nine sites and analysed using Consolidated Framework for Implementation Research constructs. Data were analysed to distinguish sites based on level of implementation measured by the numbers of SCAN-ECHO sessions. Surveys with all SCAN-ECHO sites further explored implementation information. Results Analysis of the interviews revealed three of 14 Consolidated Framework for Implementation Research constructs that distinguished between low and high implementation sites: design quality and packaging; compatibility; and reflecting and evaluating. The survey data generally supported these findings, while also revealing a fourth distinguishing construct – leadership engagement. All sites expressed positive attitudes toward SCAN-ECHO, despite struggling with the complexity of programme implementation. Conclusions Recommendations based on the findings include: (a) expend more effort in developing and distributing educational materials; (b) restructure the delivery process to improve programme compatibility; (c) establish an audit and feedback mechanism for monitoring and improving the programme; (d) engage in more upfront planning to reduce complexity; and (e) obtain local leadership support for providing primary care providers with dedicated time for participation.
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Cirule, Iveta, Monta Balta, Irena Komarova, and Ina Gudele. "Senior Digital Up-Skilling – Erasmus Plus Programme Project Dial Case Study." Economics and Culture 16, no. 2 (December 1, 2019): 82–92. http://dx.doi.org/10.2478/jec-2019-0024.
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Abstract Research purpose. With the current and progressive ageing of the population globally, in Europe over the past three decades, the urgency of creating a specific theoretical and educational model for older adults, in which the professional purpose is not the most important, is rising. Senior digital up-skilling is one of the pathways to widen the horizon of senior citizens (aged 55 plus) to be socially included in both society and labour market. The research article reveals the results of the project ‘Digital Acquisition through Intergenerational Learning’ (DIAL No. 2017-1-LV01-KA204-035455, Erasmus Plus programme) senior survey on training needs of digital skills from Latvia. Design/Methodology/Approach. The research was carried out based on a quantitative survey conducted in four project partner countries in 2018, totally reaching out 1003 respondents. The sample of Latvia represents 236 adult learners, aged 55 plus. The survey was conducted based on two main scales: ‘skill self-assessment and study needs’ and four subscales ‘computer essentials, communication and collaboration, hardware and Internet’. The main aim of the research was to estimate digital literacy level among senior citizens in project countries and develop training and teaching materials for adult learners and teachers based on survey results. Findings. The main finding reveals the senior digital skill self-assessment and study needs. The majority of respondents revealed that they lack skills of communication in social media; at the same time they are willing to learn how to use Facebook and Viber, but they are not interested to use WhatsApp and Twitter for communication purposes with friends and family. The respondents are interested in apprehending video skills via mobile phones and e-governance service tools. These are only some findings out of almost 70 survey statements. Originality/Value/Practical implications. The training materials in five languages (English, Latvian, Portuguese, Turkish and Greek) were developed based on the senior digital skills self-assessment and study needs survey. This is a practical intellectual output and value of the project DIAL – creation of innovative teaching materials for senior digital up-skilling.
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Touzet, Sandrine, Pauline Occelli, Angelique Denis, Pierre-Loïc Cornut, Jean-Baptiste Fassier, Marie-Annick Le Pogam, Antoine Duclos, and Carole Burillon. "Impact of a comprehensive prevention programme aimed at reducing incivility and verbal violence against healthcare workers in a French ophthalmic emergency department: an interrupted time-series study." BMJ Open 9, no. 9 (September 2019): e031054. http://dx.doi.org/10.1136/bmjopen-2019-031054.
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Objective and settingPrimary prevention, comprising patient-oriented and environmental interventions, is considered to be one of the best ways to reduce violence in the emergency department (ED). We assessed the impact of a comprehensive prevention programme aimed at preventing incivility and verbal violence against healthcare professionals working in the ophthalmology ED (OED) of a university hospital.InterventionThe programme was designed to address long waiting times and lack of information. It combined a computerised triage algorithm linked to a waiting room patient call system, signage to assist patients to navigate in the OED, educational messages broadcast in the waiting room, presence of a mediator and video surveillance.ParticipantsAll patients admitted to the OED and those accompanying them.DesignSingle-centre prospective interrupted time-series study conducted over 18 months.Primary outcomeViolent acts self-reported by healthcare workers committed by patients or those accompanying them against healthcare workers.Secondary outcomesWaiting time and length of stay.ResultsThere were a total of 22 107 admissions, including 272 (1.4%) with at least one act of violence reported by the healthcare workers. Almost all acts of violence were incivility or verbal harassment. The rate of violence significantly decreased from the pre-intervention to the intervention period (24.8, 95% CI 20.0 to 29.5, to 9.5, 95% CI 8.0 to 10.9, acts per 1000 admissions, p<0.001). An immediate 53% decrease in the violence rate (incidence rate ratio=0.47, 95% CI 0.27 to 0.82, p=0.0121) was observed in the first month of the intervention period, after implementation of the triage algorithm.ConclusionA comprehensive prevention programme targeting patients and environment can reduce self-reported incivility and verbal violence against healthcare workers in an OED.Trial registration numberNCT02015884
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Cremin, Teresa, Rosie Flewitt, Joan Swann, Dorothy Faulkner, and Natalia Kucirkova. "Storytelling and story-acting: Co-construction in action." Journal of Early Childhood Research 16, no. 1 (December 26, 2017): 3–17. http://dx.doi.org/10.1177/1476718x17750205.
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In the light of sustained interest in the potential value of young children’s narrative play, this article examines Vivian Gussin Paley’s approach to storytelling and story-acting, in this case with 3- to 5-year-olds. It scrutinises how children’s narratives are co-constructed during adult–child and peer interactions through spoken and embodied modes, as their stories are scribed by an adult and later dramatised by their peers. Data are drawn from an evaluation of an 8-week training programme, based on Paley’s approach, designed for early years professionals and undertaken in different geographic and demographic locations in England. Naturalistic data collection techniques including video and field notes were used to record the storytelling and story-acting of 18 case study children. The resultant data were subject to close discursive and multimodal analysis of storytelling and story-acting interactions. Findings reveal discursive co-construction ‘in action’ and illustrate how the child storytellers, story actors and practitioners co-construct narratives through complex combinations of gaze, body posture and speech in responsive and finely tuned interactional patterns. The study contributes significantly to knowledge about how young children’s narratives are co-constructed through multiple modes in the classroom.
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Rudenko, Yuliia. "Testing the results of the training aimed at future preschool educators by means of the Microsoft Teams program in distance and mixed forms of teaching / learning." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 1 (134) (March 25, 2021): 75–81. http://dx.doi.org/10.24195/2617-6688-2021-1-10.
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The article considers the specifics of teaching the discipline "Methods of Acquainting Children with Ukrainian Ethnography in Establishments of Preschool Education" in terms of distant and blended learning. The educational and methodological complex of the course is elaborated in accordance with the syllabi; program learning outcomes; a list of general and profession-related competences that are expected to be formed while studying the discipline; lectures, seminars, practical, laboratory classes; tasks for independent work; individual educational research tasks; evaluation criteria for different types of work for all types of control, etc. At the initial stage of teaching the discipline, a special seminar was held for students – future educators on the topic "Organisation of distance learning using Microsoft Teams software». During a specialised seminar, the future educators were acquainted with: the features of the online content of Microsoft Teams; registration procedure on the platform; obtaining an access password and e-mail address to participate in the work of virtual classes and commands; organisation of the educational process, remote dialogic communication using Microsoft Teams resources; creation of a library of learning materials (lecture notes, video lectures, presentations on the content of lectures, assignments for seminars, practical classes, etc.); possibilities of placing practical materials (tasks for practical classes, independent work, individual educational research tasks, etc.) with the help of OneDrive. The specialised seminar helped to increase the level of digital, information-related, information-digital competence of future educators of preschool educational institutions, which was a prerequisite for success in mastering profession-related disciplines. The article provides instructions for organising practical classes and lectures on the course "Methods of Acquainting Children with Ukrainian Ethnography in Establishments of Preschool Education", prescribes the procedure for testing (current (modular) and final testing). The testing of the programme outcomes using Microsoft Teams and Office 365 software allowed us to optimise the teaching of the course within blended and distance learning.
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Kasimovskaya, Nataliya A., Carol Chabrera, Saara Laaksonen, Tiina Pelander, Gregor Štiglic, Natalia S. Geraskina, Eva Schulc, and Esther Cabrera. "Integration of the ASSURE Model for Bachelor of Nursing Training: An International Project." Economic History 25, no. 3 (September 30, 2021): 372–86. http://dx.doi.org/10.15507/1991-9468.104.025.202103.372-386.
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Introduction. The active integration of digital technologies into the modern educational process is an urgent task for the global education ecosystem. In this paper, within the framework of the joint international educational project “Digital Toolbox for Innovation in Nursing Education (I-BOX)”, conducted under the Erasmus+ Programme of the European Union, we present a new instructional design of the educational process using digital technologies on an electronic platform, based on the ASSURE model. The aim of the study is to design digital educational process using the ASSURE model with a view of its integration into electronic platforms. Materials and Methods. The development of the ASSURE model for instructional design was based on three stages. The first stage involved the analysis of available instructional models in order to determine the feasibility of application for the project. The second stage included the adaptation of the ASSURE model for instructional design as consistent with the project objectives. The third stage covered the definition and integration of modern digital technologies in the process of instructional design following the ASSURE model. Results. Based on the results of the study, the participants of the I-BOX Strategic Partnership Consortium developed an ASSURE model that can be applied for the instructional design in educational process when the use of digital technologies (video, audio, podcasts) and the placement of learning materials on an electronic platform are required. Project participants developed a guide “ASSURE MODEL: Conceptual Structure of the Project and Assessment” based on the results of the study with a step-by-step description of the ASSURE model for the e-learning process. The developed educational and audiovisual e-learning materials based on the ASSURE model will be available on the electronic platform. Discussion and Conclusion. The materials of the paper will be useful when designing the educational process on an electronic platform or in an online format. The presented ASSURE model will increase the possibilities and effectiveness of teaching students from different countries using digital technologies on electronic platforms.
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M.I., Ayesha. "Training Public Speaking and Presentation Skills for Rural Students on Online Platform: An Experimental Study." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 2 (May 10, 2021): 27–36. http://dx.doi.org/10.47631/mejress.v2i2.229.
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Purpose: This training programme aimed to improve the public speaking and presentation skills of the rural students. This experimental study sought to enhance the speaking skills and learning outcome of the students by bringing training modules, students and technology together. This paper highlights the challenges and findings of training rural students on “Public Speaking and Presentation Skills” and suggests some better ways for effective language teaching on online platform. Methodology/Approach/Design: The study is of an experimental design. The sample for the experimental study was chosen based on the requirements and interests of the learners. Entry level proficiency test and exit test were conducted for the participants of the training programme. The performances of the target students were video recorded and analysed. Comparison was made to assess the level of improvement found in the target group. Results: When students were taught the twenty strategies for public speaking, each learner came forward to present their speech but few students faced network issue which made their presentation not to sound good. During the exit test it is seen that there is a slight increase in the performance of the learners. In order to assure quality in E- learning platform there is a need for flexibility on the side of both learner and teacher. Practical Implications: The study presents practical implications for teachers. The results of the study might be of use for handling speaking lessons for students of rural areas. Originality/Value: From the trainers’ perspective, remote learning or virtual learning has become the current educational ultimatum. Teachers should be flexible to adapt virtual classroom than clinging on to the outdated methods used in a physical or traditional classroom.
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Tarrant, Mark, Chris Code, Nathan Carter, Mary Carter, and Raff Calitri. "Development and progression of group cohesiveness in a singing programme for people with post stroke aphasia: an evaluation study using video analysis." Aphasiology 32, sup1 (July 26, 2018): 222–23. http://dx.doi.org/10.1080/02687038.2018.1487527.
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Ortiz-Sanz, J. P., M. Gil-Docampo, T. Rego-Sanmartín, M. Arza-García, G. Tucci, E. I. Parisi, V. Bonora, and F. Mugnai. "D3MOBILE METROLOGY WORLD LEAGUE: TRAINING SECONDARY STUDENTS ON SMARTPHONE-BASED PHOTOGRAMMETRY." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIII-B5-2020 (August 24, 2020): 235–41. http://dx.doi.org/10.5194/isprs-archives-xliii-b5-2020-235-2020.
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Abstract. The advent of the smartphones brought with them higher processing capabilities and improved camera specifications which boosted the applications of mobile-based imagery in a range of domains. One of them is the 3-D reconstruction of objects by means of photogrammetry, which now enjoys great popularity. This fact brings potential opportunities to develop educational procedures in high schools using smartphone-based 3-D scanning techniques. On this basis, we designed a Project Based e-Learning (PBeL) initiative to introduce secondary students to the disciplines of photogrammetry through the use of their mobile phones in an attractive and challenging way for them. The paper describes the motivation behind the project "D3MOBILE Metrology World League”, supported by ISPRS as part of the "Educational and Capacity Building Initiative 2020" programme. With this Science, Technology, Engineering and Mathematics (STEM) initiative, we implement a methodology with the format of an international competition, that can be adapted to daily classwork at the high school level anywhere in the world. Therefore, the championship is essentially structured around a collection of well-thought-out e-learning materials (text guidelines, video tutorials, proposed exercises, etc.), providing a more flexible access to content and instruction at any time and from any place. The methodology allows students to gain spatial skills and to practice other transversal abilities, learn the basics of photogrammetric techniques and workflows, gain experience in the 3-D modelling of simple objects and practice a range of techniques related to the science of measurement.
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HA, Amy S., Stephen H. WONG, and Daniel W. CHAN. "The Jump Rope for Heart Project: An Education Programme for Hong Kong School Children." Asian Journal of Physical Education & Recreation 5, no. 2 (December 1, 1999): 17–20. http://dx.doi.org/10.24112/ajper.51223.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The primary objectives of this project are twofold: First, to enrich the learning experiences of the Hong Kong school children in health and physical education through a comprehensive rope-jumping programme. Second, to promote and maintain cardiovascular health among the Hong Kong school children through the active participation in rope-jumping activities. The target population for this project will be student of ten primary schools (P.4-P.6) and ten junior secondary schools (S.1 - S.3) in the territories. About 2,500 male and female students aged 9-14 will be included. The project will be implemented between September 1999 and March 2001. Under this project, an educational package including video series and handbooks on nutrition, exercise, and fitness will be developed in assisting school physical educators to promote a healthy lifestyle to their students. By inserting this proposed project into the present physical education curriculum, physical educators will find necessary philosophy, strategies, and pedagogical models to incorporate health and fitness education into a well-balanced school physical education curriculum. All in all, it is most important to develop a comprehensive and quality physical education programme which integrates appropriate physical activities, concepts, and value leading to healthy lives throughout a child's experiences in the home, school and community.本計劃主要目的為：一. 透過一項綜合性的跳繩活動計劃來增加香港學童在體育敎育方面的學習經驗。二. 通過參與跳繩活動向香港學童推廣保持心肺健康的信息。是項計劃對象為二千五百名年齡介乎九至十四歲之中(中一至中三)，小(小四至小六)學男女學童。計劃於一九九九年九月至二零零一年三月期間進行。為協助學校體育敎師向學生推廣健康生活的意識，此計劃特別設計了一套完備的敎材：包括營養、運動和體適能敎學手冊及錄影帶。
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Amoah, Charles Agyei, and Anna Mwinbuabu Naah. "Pre-Service Teachers’ Perception of Online Teaching and Learning During the COVID – 19 Era." International Journal of Scientific Research and Management 8, `10 (October 2, 2020): 1649–62. http://dx.doi.org/10.18535/ijsrm/v8i10.el01.
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The disclosure of COVID – 19 saw an increasing popularity of Information technology. Most of the educational institutions has resort to online teaching and learning. The purpose of the study was intended to find out pre-service teachers’ perception of online teaching and learning during the COVID – 19 era. In this study, a quantitative descriptive survey research design was adopted. The research instrument that was used to collect the data was questionnaire. The items on the instrument that is the questionnaire were self-developed by the researcher for this study. The non-probability sampling technique namely purposive sampling was employed to select the respondents from Offinso College of Education in the Ashanti Region. A total of 94 pre-service teachers participated in the study. Out of this total, 49 females and 45 males, were pre-service teachers’ trainees on a 4-year Bed Primary Education Programme pursuing General Chemistry as one of their core courses.
The results from the study showed that most of the pre-service teachers’ had an idea of the units taught for the semester. Pre-service teachers’ expressed great need for lessons to be delivered using video and audio as it makes lesson real and also see their tutor even though it required much data to access video. The pre-service teachers’ expressed great interest in tutors using trial questions and quiz in assessing them and responds from assessment should be submitted through what’s up platform. With all the challenges pre-service teachers’ encountered during online teaching and learning they appreciated the tutor-learner relationship and interactions as cordial, collaborative and done in a form of discussion. It is therefore recommended that there should be stable network connectivity and subside on data bundle for learners.
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Shanley, Emer, Zena Moore, Declan Patton, Tom O’Connor, Linda Nugent, Aglecia MV Budri, and Pinar Avsar. "Patient education for preventing recurrence of venous leg ulcers: a systematic review." Journal of Wound Care 29, no. 2 (February 2, 2020): 79–91. http://dx.doi.org/10.12968/jowc.2020.29.2.79.
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Objective: To investigate the impact of patient education interventions on preventing the recurrence of venous leg ulcers (VLU). Method: A systematic review was undertaken using the following databases: Cochrane Wounds Specialised Register; the Cochrane Central Register of Controlled Trials (CENTRAL; The Cochrane Library); Ovid; Ovid (In-process and Other Non-Indexed Citations); Ovid Embase and EBSCO CINAHL. Trial registries and reference lists of relevant publications for published and ongoing trials were also searched. There were no language or publication date restrictions. Randomised controlled trials (RCTs) and cluster RCTs of patient educational interventions for preventing VLU recurrence were included. Review authors working independently assessed trials for their appropriateness for inclusion and for their risk of bias, using pre-determined inclusion and quality criteria. Results: A total of four studies met the inclusion criteria (274 participants). Each trial explored different interventions as follows: the Lively legs programme; education delivered via a video compared with education delivered via a pamphlet; the Leg Ulcer Prevention Programme and the Lindsay Leg Club. Only one study reported the primary outcome of incidence of VLU recurrence. All studies reported at least one of the secondary outcomes: patient behaviours, patient knowledge and patient quality of life (QoL). It is uncertain whether patient education programmes make any difference to VLU recurrence at 18 months (risk ratio [RR]: 0.82; 95% confidence interval: [CI] 0.59 to 1.14) or to patient behaviours (walked at least 10 minutes/five days a week RR: 1.48; 95%CI: 0.99 to 2.21; walked at least 30 minutes/five days a week: RR 1.14; 95%CI: 0.66 to 1.98; performed leg exercises: RR: 1.47; 95%CI: 1.04 to 2.09); to knowledge scores (MD (mean difference) 5.12, 95% CI –1.54 to 11.78); or to QoL (MD: 0.85, 95% CI –0.13 to 1.83), as the certainty of evidence has been assessed as very low. It is also uncertain whether different types of education delivery make any difference to knowledge scores (MD: 12.40; 95%CI: –5.68 to 30.48). Overall, GRADE assessments of the evidence resulted predominantly in judgments of very low certainty. The studies were at high risk of bias and outcome measures were imprecise due to wide CIs and small sample sizes. Conclusion: It is uncertain whether education makes any difference to the prevention of VLU recurrence. Therefore, further well-designed trials, addressing important clinical, QoL and economic outcomes are justified, based on the incidence of the problem and the high costs associated with VLU management.
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Kamal, Shaukat. "Impact of School Health Education on Prevalence of Dengue Fever in Lucknow City, India." Journal of Communicable Diseases 53, no. 02 (June 30, 2021): 52–56. http://dx.doi.org/10.24321/0019.5138.202125.
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Of the six vector-borne diseases prevalent in the country, dengue is the second largest cause of morbidity and mortality. The disease is widely prevalent in all parts of the country with variation in intensity including Uttar Pradesh, the largest state of India. Though the disease is known to be urban in nature, cases are being reported from rural areas too. Uttar Pradesh experienced a statewide outbreak of dengue in 2016 and reported 15033 cases and 42 deaths, of which 2772 cases (18.44% of the state) and 18 deaths (42.86% of the state) occurred in the district of Lucknow. The disease is tackled under the guidelines of the Directorate of the National Vector Borne Disease Control Programme (NVBDCP). Accordingly, source reduction and prevention from mosquito bites are the most important techniques in order to prevent the disease spread. Various means like pamphlets and posters containing signs and symptoms of the disease including source reduction and prevention from mosquito bites, written in simple language (Hindi), video clips etc. were used as health educational material. Selected secondary/junior schools were visited as per daily schedule during the month of July in 2017 and 2018, respectively. The sensitisation of the school children played a significant role in bringing down dengue morbidity by 83.73% and 74.74% and mortality by 88.89% and 94.44%, during 2017 and 2018, respectively in comparison to 2016, whereas the case fatality rate (CFR) declined from 0.65% in 2016 to 0.14% in 2018, as the school children along with their teachers played an important role in sensitisation towards the prevention of dengue, due to which they not only became actively involved but also communicated the required messages pertaining to the elimination of breeding sites and prevention from mosquito bites.
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Instr. Angham T. Saleh J. "Using Wordscapes Game as a Tool to Develop EFL Learners’ Vocabulary Repertoire." journal of the college of basic education 25, no. 105 (December 1, 2019): 129–47. http://dx.doi.org/10.35950/cbej.v25i105.4793.
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The most vital part of our lives nowadays is technology. It has changed our lives in many ways. It makes life well-situated for us. At the present time, young people are more expected to be seen playing video games. Some assume that movies, TV, and video games are a bad influence on kids, and they hold responsible on these media for causing different problems. Supposed negative effects such as addiction, increased aggression, and various health consequences such as obesity and repetitive strain injuries tend to get far more media coverage than the positives. While there are some negatives on playing video games, there’s no denying that they stop us from getting outside. There are also some benefits. Surprisingly, playing video games can help our physical, mental, and emotional health. A growing number of researchers believed that if used in the right way, video and computer games have the potential to inspire learning. And they can help players improve organization and visual skills.
Thus, when learning is channeled into an enjoyable game, they are very often willing to invest considerable time and effort in playing it. Moreover, in view of diverse learning styles and preferences the students display, benefits from games seem to cater for everyone as learners find playing activities much richer language studying work than doing other kinds of practice. If games are properly designed, they may become an excellent and essential part of a learners’ learning programme. On the other hand, it is noteworthy that games like any other activity or tool can be overused when exploited too much so that the motivating element disappears rapidly.
ABSTRACT
Playing games such as puzzle games, word search, crosswords, mix and matching, scrabble, etc. are brain motivating problems that test one’s creativity. These games increase brain power which makes them a proper choice for use in educational purposes besides just providing mere entertainment. They educate, improve your intelligence proportion, improve your cognitive ability, improve your concentration, develop motor skills, improve your problem solving skills, improve productivity and can improve your social skills.
The most preferred game at the moment is the game developed by People Fun! named “WordScapes”. The game starts with easy puzzles and becomes challenging. There are over 800 puzzles in this game which is really astonishing. Despite the fact that, the developers call it up-to-the-minute word game, it’s quite regular word games. In addition, not too much only one of its kind like Alpha Swipe or Under a Spell. But, it’s really pleasurable and one of the most addicting word puzzle game.
In addition to the distraction significance of games, they have great didactic latent. Games exclusively intended to deal with a specific problem such as developing learners’ vocabulary repertoire or teach a specific skill have been very successful, in particular because they are motivating, engaging, interactive, and provide rewards and strengthening to improve.
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Mayama, Shigeki, Matt Julius, and Karthick Balasubramanian. "International river environment education that combines simulations with specimens from different times and regions." Impact 2021, no. 3 (March 29, 2021): 35–37. http://dx.doi.org/10.21820/23987073.2021.3.35.
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Over the years, humankind has contributed to the destruction of the environment, including river pollution. When comparing river water quality in developed and developing countries, the history is the opposite, with developed countries suffering from polluted rivers at a time when developing countries had relatively clean rivers. Although the literature provides descriptions of past water quality across the globe, there are no samples of this water, leading to a gap in knowledge. Fortunately, a team of researchers led by Dr Shigeki Mayama, Advanced Support Center for Science Teachers, Tokyo Gakugei University Koganei, Japan, has found a way to ascertain past water quality and decipher how it relates to the environmental concerns of the present. Ultimately, they want to help address environmental challenges by helping children to understand the direct impact of human activity on river environments. As such, the researchers are developing an educational programme involving a virtual environment and microorganisms called diatoms. Mayama and the team have developed simulation software called SimRIver, using which students can set up their own river basin environments and use diatoms as proxies for the aquatic environment to learn how they affect water quality. SimRIver is available in 22 languages, making it accessible to children in different countries and broadening its impact. In addition, it operates in a manner that mimics video games in order to be as appealing to students as possible. To circumvent a possible lack of reality, SimRiver is supplemented with actual specimens collected from the river. The idea is that combining virtual simulations with real-life specimens will promote effective learning.
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Sleiman, Joseph, David J. Savage, Benjamin Switzer, Colleen Y. Colbert, Cory Chevalier, Kathleen Neuendorf, and David Harris. "Teaching residents how to break bad news: piloting a resident-led curriculum and feedback task force as a proof-of-concept study." BMJ Simulation and Technology Enhanced Learning 7, no. 6 (June 22, 2021): 568–74. http://dx.doi.org/10.1136/bmjstel-2021-000897.
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BackgroundBreaking bad news (BBN) is a critically important skill set for residents. Limited formal supervision and unpredictable timing of bad news delivery serve as barriers to the exchange of meaningful feedback.Purpose of studyThe goal of this educational innovation was to improve internal medicine residents’ communication skills during challenging BBN encounters. A formal BBN training programme and innovative on-demand task force were part of this two-phase project.Study designInternal medicine residents at a large academic medical centre participated in an interactive workshop focused on BBN. Workshop survey results served as a needs assessment for the development of a novel resident-led BBN task force. The task force was created to provide observations at the bedside and feedback after BBN encounters. Training of task force members incorporated video triggers and a feedback checklist. Inter-rater reliability was analysed prior to field testing, which provided data on real-world implementation challenges.Results148 residents were trained during the 2-hour communications skills workshop. Based on survey results, 73% (108 of 148) of the residents indicated enhanced confidence in BBN after participation. Field testing of the task force on a hospital ward revealed potential workflow barriers for residents requesting observations and prompted troubleshooting. Solutions were implemented based on field testing results.ConclusionsA trainee-led BBN task force and communication skills workshop is offered as an innovative model for improving residents’ interpersonal and communication skills in BBN. We believe the model is both sustainable and reproducible. Lessons learnt are offered to aid in implementation in other settings.
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Boeckmann, K., K. Nessmann, and M. Petermandl. "Effects of Formal Features in Educational Video Programmes on Recall." Journal of Educational Television 14, no. 2 (January 1988): 107–22. http://dx.doi.org/10.1080/0260741880140203.
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Vourliotis, N., K. Grimshaw, and R. Harris. "5 Quality Improvement Project (QIP): A Teamwork Approach to Optimise Fluid Intake in Older Inpatients #ButFirstADrink." Age and Ageing 50, Supplement_1 (March 2021): i1—i6. http://dx.doi.org/10.1093/ageing/afab028.05.
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Abstract The shortfalls of hydration management have been widely exposed since the Frances report in 2013. Age-related changes create challenges for people to drink adequate fluid amounts (Nazarko, 2018), making dehydration prevention in older people an ongoing public health priority (NICE, 2016). Hydration needs of older people are complex and may not be fully understood. A proactive MDT approach to facilitate regular drinking opportunities seems an achievable solution to increase hydration awareness, knowledge and daily fluid intake in older inpatients. A QI methodology was used, including stakeholder engagement and PDSA learning cycles to influence, engage and educate staff on hydration management. Outcome measures: Fluid intake (ml/day), number of drinks/days based on fluid balance chart recordings. Interventions: Sharing the #ButFirstADrink social media hydration movement, which includes educational posters, flyers and a YouTube video. Face to face drop-in education sessions were implemented using local hydration education resources from Age UK Salford and GM nutrition and hydration programme as teaching tools. SPC charts were used to show a time-series data. In 15 weeks, 461/525 fluid charts were reviewed from 169 patients. Mean age was 84 years and 68% females. Average daily fluid intake increased by 25% (exceeding aim) indicating 176mls more fluid was offered on average/day. Mean number of drinks/days increased from 4.6 to 6 post interventions. Knowledge and attitude improved in some areas; however fluid output is not routinely recorded. Post intervention, 89% of staff felt that offering a drink at first contact is a suitable hydration promotion campaign. The project scored 58% using the NHS sustainability model (ACT Academy, 2018) suggesting reason for optimism. As it is a behaviour change project, further engagement and momentum is dependent on ongoing enthusiasm to drive the #ButFirstADrink approach. This intervention is free, simple and innovative and stimulates behaviour change, raises drinking awareness and increases hydration.
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Saward, Angela. "‘Television Discourses’: how the University of London’s Audio-Visual Centre professionalised and democratised the televisual lecture for postgraduate medical students." Gesnerus 76, no. 2 (November 6, 2019): 192–224. http://dx.doi.org/10.24894/gesn-en.2019.76010.
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The focus of this article is on a discrete group of videos that are, for the most part, held at Wellcome Collection in the United Kingdom. It is a case study of a ‘hidden’ archive – one that was almost lost, and certainly overlooked, of the closed-circuit television output from a university department. This department, the University of London Audio-Visual Centre, produced a large corpus of postgraduate medical educational video programmes from 1971– 1991. The article looks at the initial technological optimism, the ‘ideology’ and passion behind this endeavour through the lenses of an influential governmental report and those archives relating to this department. These documents reveal the myriad problems in meeting their original objective. The legacy of two decades of media production, represented by a small selection of videos, had long-term impacts in the educational sector and, arguably, democratised audio-visual education for postgraduate students engaged in the medical disciplines.
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Bell, C., C. Mellows, R. Rogans-Watson, H. May-Miller, and E. Heitz. "82 Virtual Reality Home Visit Simulation: Pilot Study." Age and Ageing 49, Supplement_1 (February 2020): i25—i26. http://dx.doi.org/10.1093/ageing/afz191.07.
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Abstract Introduction There are multiple drivers to move healthcare into community settings, including people’s own homes. Traditional healthcare training, particularly medical training, is largely hospital-based, and hospital-based models of care. Few professions have explicit training in how best to assess an individual at home, and the additional elements to examine when visiting an induvial in their own home. To meet this training need Croydon Health Services were successful in a bid for funding to develop training to meet this gap. With this funding, a programme was developed and after attempts at simulation home visits in the simulation centre, a virtual reality (VR) home visit scenario was devised and filmed in the community using a professional actor to simulate a housebound individual. The recording was then professionally edited by a specialist VR team to maximise its effectiveness including interactive educational elements. Methods A pilot study examining the acceptability of the virtual reality home visit scenario was designed. A user group of medical staff with limited community experience participated in undertaking the virtual reality scenarios, delivered via Samsung Note 8 devices combined with Samsung Gear VR headsets. Feedback was received from participants by standardised paper-based surveys. Results 7 responses were obtained. 100% of respondents described the scenario as easy to use, as well as agreeing that the same experience could not be gained from watching a standard video of the same scenario. 100% of respondents felt that the on-screen information was helpful. Feedback on areas for improvement suggested a desire for greater interactivity of other aspects of home assessment, and a desire to improve interactivity with the simulated patient, including history taking. Conclusions Virtual reality home visit simulations are an acceptable and effective tool to introduce new concepts to staff. Further development should aim to maximise interactivity in the scenario and explore options for greater interaction with the simulated patient. Further role out of the virtual reality is planned for local and regional training sessions.
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Allan, Margaret S. "Preparing for interactive video." ELT Journal 45, no. 1 (January 1, 1991): 54–60. http://dx.doi.org/10.1093/elt/45.1.54.
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Abstract A comparison of the properties of the video cassette recorder (VCR) and the videodisc player points up the advantages for education of disc as a medium for the storage and playback of video signals. It is argued that some form of optical disc technology is very likely to come into language classrooms before the end of the 1990s and that it will be welcomed by those teachers who are currently attempting to use their VCRs as flexible resources in their language programmes. Different applications of interactive video in education and language study are described, with reference to recent examples.
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Silva, Angélica Baptista, and Annibal Coelho de Amorim. "A Brazilian educational experiment: teleradiology on web TV." Journal of Telemedicine and Telecare 15, no. 7 (October 2009): 373–76. http://dx.doi.org/10.1258/jtt.2009.090204.
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Since 2004, educational videoconferences have been held in Brazil for paediatric radiologists in training. The RUTE network has been used, a high-speed national research and education network. Twelve videoconferences were recorded by the Health Channel and transformed into TV programmes, both for conventional broadcast and for access via the Internet. Between October 2007 and December 2009 the Health Channel website registered 2378 hits. Our experience suggests that for successful recording of multipoint videoconferences, four areas are important: (1) a pre-planned script is required, for both physicians and film-makers; (2) particular care is necessary when editing the audiovisual material; (3) the audio and video equipment requires careful adjustment to preserve clinical discussions and the quality of radiology images; (4) to produce a product suitable for both TV sets and computer devices, the master tape needs to be encoded in low resolution digital video formats for Internet media (wmv and rm format for streaming, and compressed zip files for downloading) and MPEG format for DVDs.
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Lohan, Maria, Áine Aventin, Lisa Maguire, Rhonda Curran, Clíona McDowell, Ashley Agus, Cam Donaldson, et al. "Increasing boys’ and girls’ intentions to avoid teenage pregnancy: a cluster randomised controlled feasibility trial of an interactive video drama-based intervention in post-primary schools in Northern Ireland." Public Health Research 5, no. 1 (March 2017): 1–344. http://dx.doi.org/10.3310/phr05010.
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BackgroundAdolescent men have a vital yet neglected role in reducing unintended teenage pregnancy (UTP). There is a need for gender-sensitive educational interventions.ObjectivesTo determine the value and feasibility of conducting an effectiveness trial of theIf I Were JackRelationship and Sexuality Education (RSE) intervention in a convenience quota sample of post-primary schools in Northern Ireland. Secondary objectives were to assess acceptability to schools, pupils (male/female, aged 14–15 years) and parents/guardians; to identify optimal delivery structures and systems; to establish participation rates and reach, including equality of engagement of different socioeconomic and religious types; to assess trial recruitment and retention rates; to assess variation in normal RSE practice; to refine survey instruments; to assess differences in outcomes for male and female pupils; to identify potential effect sizes that might be detected in an effectiveness trial and estimate appropriate sample size for that trial; and to identify costs of delivery and pilot methods for assessing cost-effectiveness.DesignCluster randomised Phase II feasibility trial with an embedded process and economic evaluation.InterventionA teacher-delivered classroom-based RSE resource – an interactive video drama (IVD) with classroom materials, teacher training and an information session for parents – to immerse young people in a hypothetical scenario of Jack, a teenager whose girlfriend is unintentionally pregnant. It addresses gender inequalities in RSE by focusing on young men and is designed to increase intentions to avoid UTP by encouraging young people to delay sexual intercourse and to use contraception consistently in sexual relationships.Main outcome measuresAbstinence from sexual intercourse (delaying initiation of sex or returning to abstinence) or avoidance of unprotected sexual intercourse (consistent correct use of contraception). Secondary outcomes included Knowledge, Attitudes, Skills and Intentions.ResultsThe intervention proved acceptable to schools, pupils and parents, as evidenced through positive process evaluation. One minor refinement to the parental component was required, namely the replacement of the teacher-led face-to-face information session for parents by online videos designed to deliver the intervention to parents/guardians into their home. School recruitment was successful (target 25%, achieved 38%). No school dropped out. Pupil retention was successful (target 85%, achieved 93%). The between-group difference in incidence of unprotected sex of 1.3% (95% confidence interval 0.55% to 2.2%) by 9 months demonstrated an effect size consistent with those reported to have had meaningful impact on UTP rates (resulting in an achievable sample size of 66 schools at Phase III). Survey instruments showed high acceptability and reliability of measures (Cronbach’s alpha: 0.5–0.7). Economic evaluation at Phase III is feasible because it was possible to (1) identify costs of deliveringIf I Were Jack(mean cost per pupil, including training of teachers, was calculated as £13.66); and (2) develop a framework for assessing cost-effectiveness.ConclusionTrial methods were appropriate, and recruitment and retention of schools and pupils was satisfactory, successfully demonstrating all criteria for progression to a main trial. The perceived value of culture- and gender-sensitive public health interventions has been highlighted.Future workProgression to a Phase III effectiveness trial.Trial registrationCurrent Controlled Trials ISRCTN99459996.FundingThis project was funded by the NIHR Public Health Research programme and will be published in full inPublic Health Research; Vol. 5, No. 1. See the NIHR Journals Library website for further project information.
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Stones, S. "POS1473-HPR SELF- AND SHARED-MANAGEMENT INTERVENTIONS FOR CHILDREN, YOUNG PEOPLE, AND FAMILIES LIVING WITH RHEUMATIC AND MUSCULOSKELETAL DISEASES: AN INTEGRATIVE REVIEW." Annals of the Rheumatic Diseases 80, Suppl 1 (May 19, 2021): 1022.1–1022. http://dx.doi.org/10.1136/annrheumdis-2021-eular.3824.
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Background:Self-management refers to the manner in which individuals manage the symptoms, treatment, physical and psychosocial impact of long-term conditions (LTCs). The importance of equipping children and young people living with LTCs, like rheumatic and musculoskeletal diseases (RMDs) with the capacity to self-manage is increasingly recognised in the literature, and in conversation. In addition, there is a strong case to support families who assume a shared-management role for their child. However, there is a limited understanding of interventions designed to improve self- and shared-management capacity in this population, prompting for a review of the literature, across multiple study designs.Objectives:The aim of this integrative review was to identify and describe interventions promoting self-management of RMDs by children and young people, and shared-management of RMDs by families.Methods:The integrative review followed a six-stage process [1]. Studies published since 2010 were identified through a search of eight bibliographic databases. Studies reporting on any paediatric-onset RMD were included, as were those in multiple condition areas where RMDs were included in the analysis. Twenty-six articles met the inclusion criteria: 24 research articles reporting on 17 interventions, and two review articles containing a further four research articles. The methodological quality of included articles was assessed using the Mixed Methods Appraisal Tool, and a thematic synthesis was undertaken.Results:Most study participants were CYP and families living with JIA. A minority of studies included CYP and families living with other RMDs, as well as chronic pain, type 1 diabetes mellitus, epilepsy, sleeping disorder, and cancer. Around half of the articles reported a specific theory and/or model or framework guiding the intervention. Interventions tended to be focussed at either CYP or families, with few designed to span the lifecourse from birth to young adulthood, while supporting all members of the family unit. Intervention types included: decisional aids; comic educational book; family retreat weekend; internet- and group-based cognitive behavioural programme; internet-based peer mentoring intervention; internet-based self-guided self-management intervention with weekly social support; internet-based electronic patient-reported outcome platform; smartphone applications; telenursing intervention; therapeutic recreational camp; therapeutic family nursing conversations; transition programme/clinic; and video games-based task-orientated activity training.Conclusion:This integrative review identified a range of interventions that have been evaluated to promote self- and shared management of RMDs by CYP and their families. There is a noticeable lack of emphasis on targeting the whole lifecourse for CYP, as well as supporting both CYP and families as they manage their RMD. Further work is needed to explore the underlying mechanisms which dictate how self- and shared-management interventions influence outcomes for CYP and families, under differing contexts, since this was overlooked by the majority of included studies.References:[1]De Souza et al. Integrative review: What is it? How to do it? Einstein (São Paulo) 2010; 8(1): 102-106.Acknowledgements:This work formed part of a PhD study funded by the University of Leeds.Disclosure of Interests:Simon Stones Speakers bureau: Janssen, Consultant of: Envision Pharma Group
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Ruddock, Kenneth, Kim Herbert, Catriona Neil, Neera Gajree, and Karli Dempsey. "Immersive psychiatry simulation: a novel course for medical student training." BJPsych Open 7, S1 (June 2021): S153—S154. http://dx.doi.org/10.1192/bjo.2021.430.
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AimsOver the last decade, there have been significant developments in the use of simulation for undergraduate medical education. Despite simulation's diverse applications across the medical school curriculum, it has thus far been underutilised within psychiatry teaching. Psychiatric simulation can support students to develop strategies to elicit psychopathology, de-escalate an aggressive patient or perform a risk assessment. Such experiences can be difficult to encounter during clinical placements and may expose a student or patient to an unacceptable level of risk. We have therefore developed an immersive simulation course that aims to enhance undergraduate psychiatry training.MethodOur course was developed by medical education faculty and psychiatry staff. The course handbook includes storyboards, patient scripts and debrief guidelines. Clinical scenarios are mapped to university intended learning outcomes and include; conducting a risk assessment for a patient with emotionally unstable personality disorder and comorbid depression, managing a manic patient in the Emergency Department and assessing a patient with obsessive-compulsive disorder who has developed skin damage due to hand washing.The one-day course is delivered to groups of 4-8 students from the Universities of Glasgow and Edinburgh during their placements in NHS Lanarkshire. The course takes place in a simulation suite and is facilitated by psychiatrists and medical education faculty. Students each take the lead role during a clinical scenario in which they will encounter a simulated patient. Live video from the simulation is broadcast to other candidates. Scenarios last 10-15 minutes with a 20-30 minute group debrief immediately afterwards. The debrief utilises the PEARLS framework (Promoting Excellence and Reflective Learning in Simulation) and provides the opportunity for peer and facilitator feedback, as well as discussions regarding mental state examination, diagnosis and management.ResultQualitative and quantitative feedback has been collected via an anonymous electronic post-course questionnaire. To date, the course has received universally positive feedback. 93% of candidates rated the overall quality of the course as a learning experience as ‘excellent’. Students reported that the course helped them develop communication skills which they could apply to future clinical situations. In addition, candidates felt participation had increased their confidence in taking a psychiatric history and performing a risk assessment.ConclusionImmersive simulation is an underutilised tool in psychiatry education. Our course complements the existing educational programme of lectures and ward-based teaching and has been positively received. It provides the opportunity for students to develop interview techniques and communication skills in a safe, controlled environment.
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Moore, Zoe, Linda Irwin, Stuart Brown, Julie Anderson, and Stephen Moore. "Peer mentoring in psychiatry: a trainee-led initiative." BJPsych Open 7, S1 (June 2021): S149. http://dx.doi.org/10.1192/bjo.2021.418.
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AimsOur aim was to establish a Peer Mentoring Network within Psychiatry Training in Northern Ireland.Recognising that starting a new job can be a stressful time in any junior doctor's career, we wanted to ensure that new Core Trainees (CT1s) joining our Specialty Programme were well supported through this transition.Although Clinical and Educational Supervision is well established in providing a support structure for trainees, we believed that a peer mentoring relationship, (with allocation of a Higher Psychiatry Trainee as mentor), would be of additional benefit.It was hoped that the scheme would prove mutually beneficial to both mentee and mentor.MethodWe delivered a presentation at CT1 induction and sent out follow-up emails to encourage participation. Higher trainees were also sent information via email and asked to complete a basic application form if interested in becoming a mentor. Prospective mentors then attended a one-day training session.Two lead mentors, (also higher trainees), were allocated to oversee the scheme, with additional supervision from two lead Consultants. Mentor-Mentee matches were made based on information such as location, sub-specialty affiliations and outside interests.Matched pairs were advised about the intended frequency and nature of contacts. Check-in emails were sent halfway through the year and feedback evaluations completed at the end.Result95% of trainees who completed the evaluations said they would recommend the scheme to colleagues.Mentees reported benefits in terms of personal and professional development, whilst mentors reported improved listening, coaching, and supervisory skills.A small number of trainees highlighted that 6 monthly rotations impacted on ability to maintain face to face contacts.Recruitment and engagement have improved annually. We are currently running the third year of the scheme and have achieved 100% uptake amongst CT1s and are over-subscribed with mentors, (19 mentors to 13 mentees).ConclusionThe majority of feedback received has been positive and interest in the scheme continues to grow.Potential issues relating to location of postings has been overcome, at least in part, by recent changes to ways of working and the use of alternative forms of contact, such as video calling.Having exceeded demand in terms of mentor recruitment, we hope to extend the scheme to include trainees of other grades, and particularly those who are new to Northern Ireland.We are excited to see where the next stage of our journey takes us and hope that others will be inspired to embark on similar schemes within their areas of work.
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Tsaloukidis, Nikolaos, Vassiliki Michopoulou, Dimitrios Zarakovitis, and Athina Lazakidou. "Design and development of e-learning materials for cardiopulmonary resuscitation." British Journal of Healthcare Management 25, no. 8 (August 2, 2019): 1–6. http://dx.doi.org/10.12968/bjhc.2018.0077.
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Background/Aims There are a number of educational programmes that teach life support skills to the whole population. A number of these programmes are now taught using smart technologies. This study aimed to develop interactive electronic training materials for cardiopulmonary resuscitation training in Greece. Methods The online programming tool, Articulate Storyline 2, was used to generate an online training course. Discussion These materials needed to include Sign Language in order to communicate cardiopulmonary resuscitation training. The material consists of nine educational sessions, including video-teaching, interactive questions and evaluation tests. The majority of the programmes were adjusted to include Sign Language options, so people with hearing defects can also be taught. The above material will be uploaded on a distance-learning platform and will be evaluated for its efficacy and friendliness. Results It is hoped that the materials will be used for the mass training of the general population as well as health professionals.
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Morris, Nigel, Richard Davies, and Catherine Beattie. "Evaluating new technology: the case of the Interactive Video in Schools (IVIS) programme." British Journal of Educational Technology 21, no. 2 (May 1990): 84–94. http://dx.doi.org/10.1111/j.1467-8535.1990.tb00280.x.
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Lynch, B. "PARE0003 MY RA STORY - PERSONAL ACCOUNTS OF LIVING WITH RHEUMATOID ARTHRITIS." Annals of the Rheumatic Diseases 79, Suppl 1 (June 2020): 1287.3–1288. http://dx.doi.org/10.1136/annrheumdis-2020-eular.6466.
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Background:Over 2,000 people are diagnosed with rheumatoid arthritis (RA) in Ireland each year; three in four are of working age. In total, RA affects some 45,000 people in the country; 70 per cent of whom are women.For someone newly diagnosed with RA, coming to terms with the news can seem overwhelming.Such a dramatic shift in life circumstances can impact one’s physical and mental well-being. While there is no shortage of information available about the condition, it can be overwhelming trying to filter this, assess what is trustworthy and reliable.Objectives:•To provide information and hope to people newly diagnosed with RA, and to give a voice to those living with the condition;•To increase awareness and understanding of RA – encourage engagement with HCPs, contributing to early diagnosis and better outcomes;•To increase awareness of work of Arthritis Ireland as a patient organisation.Methods:Arthritis Ireland approached best-selling author and RA patient, Sinead Moriarty, to front an RA awareness campaign, called My RA Story.The purpose of the campaign was to increase awareness and understanding of rheumatoid arthritis, of what it is like to live with this chronic condition with its invisible pain and life-changing impact. In so doing, Arthritis Ireland wanted to give a platform to people to tell their own story, so that they could be heard. We then wanted to publish these experiences in book form.In April 2019, we launched a video on social media featuring Sinead Moriarty speaking about her experience of living with RA. The video generated lots of engagement across social media and also helped garner national and regional media coverage in print and broadcast.The call for RA stories received a fantastic response from the public and the reading panel had a tough job in selecting the contributions which would feature in the published volume. Once the successful contributions were chosen, Arthritis Ireland proceeded to design a book, which could be sold in the book trade and online.Results:In September 2019, Arthritis Ireland published My RA Story: Personal accounts of living with rheumatoid arthritis. Launched in the National Library of Ireland by Sinead Moriarty, the 46 contributions touched upon themes of pain, fatigue, emotional impact, disability, surgery, education, career, family, goal-setting, self-management, connecting with others, hope, etc.The contributors came from people who were living with RA for over 40 years, as well as from those who were more recently diagnosed.The book is a hugely valuable contribution to health literature. Arthritis Ireland now plans to make the book available for sale internationally, through Amazon and other retail channels, as well as promoting it more extensively in rheumatology clinics.In October, one of the contributors was interviewed on national television about her RA story, as part of a feature on World Arthritis Day.Conclusion:This campaign gave people living with RA a platform to write about and share about their condition. Fronted by an RA champion with significant name recognition and an enormous audience in her own right, best-selling author, Sinéad Moriarty, the book, My RA Story. Crucially, the book is a valuable resource for people who are newly diagnosed with the disease and uncertain of what the future holds.Acknowledgments:This project was supported by an educational grant from MSD.Disclosure of Interests:Brian Lynch Grant/research support from: Arthritis Ireland received a grant from MSD to develop this patient education programme. Brian Lynch has not benefited personally in any way.
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Pettersson, Beatrice, Lillemor Lundin-Olsson, Dawn A. Skelton, Per Liv, Magnus Zingmark, Erik Rosendahl, and Marlene Sandlund. "Effectiveness of a self-managed digital exercise programme to prevent falls in older community-dwelling adults: study protocol for the Safe Step randomised controlled trial." BMJ Open 10, no. 5 (May 2020): e036194. http://dx.doi.org/10.1136/bmjopen-2019-036194.
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IntroductionExercise interventions have a strong evidence base for falls prevention. However, exercise can be challenging to implement and often has limited reach and poor adherence. Digital technology provides opportunities for both increased access to the intervention and support over time. Further knowledge needs to be gained regarding the effectiveness of completely self-managed digital exercise interventions. The main objective of this study is to compare the effectiveness of a self-managed digital exercise programme, Safe Step, in combination with monthly educational videos with educational videos alone, on falls over 1 year in older community-dwelling adults.Methods and analysisA two-arm parallel randomised controlled trial will be conducted with at least 1400 community-living older adults (70+ years) who experience impaired balance. Participants will be recruited throughout Sweden with enrolment through the project website. They will be randomly allocated to either the Safe Step exercise programme with additional monthly educational videos about healthy ageing and fall prevention, or the monthly education videos alone. Participants receiving the exercise intervention will be asked to exercise at home for at least 30 min, 3 times/week with support of the Safe Step application. The primary outcome will be rate of falls (fall per person year). Participants will keep a fall calendar and report falls at the end of each month through a digital questionnaire. Further assessments of secondary outcomes will be made through self-reported questionnaires and a self-test of 30 s chair stand test at baseline and 3, 6, 9 and 12 months after study start. Data will be analysed according to the intention-to-treat principle.Ethics and disseminationEthical approval was obtained by The Regional Ethical Review Board in Umeå (Dnr 2018/433-31). Findings will be disseminated through the project web-site, peer-reviewed journals, national and international conferences and through senior citizen organisations’ newsletters.Trial registration numberNCT03963570.
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Ihnatyeva, O. S., S. M. Koval, L. V. Uskova, and M. V. Chepurna. "Innovative methods of foreign language teaching for ESP students." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (341) (2021): 170–78. http://dx.doi.org/10.12958/2227-2844-2021-3(341)-170-178.
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The article deals with the problem of successful usage of foreign language teaching progressive methods for university students of technical specialties in Ukraine. The major didactic functions (cognitive, developing, research, communicative) by means of computer technologies in the learning process are determined. The effectiveness and the expediency of innovative approaches usage in the process of foreign language study to improve the quality of students’ education are analyzed. The ways of informational technology application in the system of Ukrainian higher education are characterized. The effectiveness of learning foreign languages through innovative approaches and devices is analyzed and the characteristics of modern multimedia technologies in foreign language teaching are clarified. The restructuring of high school requires not only revision and improvement of general education according to new challenges of modern society but it also requires the change of educational processes methods. According to this it is important and necessary to use multimedia educational technologies. In the process of learning, multimedia education primarily presumes the usage of videos in the work with different computer programmes as well as making special presentations on the topic given through the usage of technically oriented audio and video information. The usage of computers in the process of teaching foreign languages increases the intensity of educational process. The factor determining successful application of informational technologies is teacher’s work with scientific and methodical support. The examples of multimedia technology usage are shown. The attention is paid to the multimedia presentation, its characteristic features and peculiarities. Computers greatly empower teacher’s abilities, promotes individualized studying, students’ individual activities and allows to adapt educational process to individual characteristics of students.
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Davies, Christine. "Online seminars in statistics for doctoral students: A case study." Journal of University Teaching and Learning Practice 18, no. 2 (April 1, 2021): 83–93. http://dx.doi.org/10.53761/1.18.1.6.
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The Doctorate in Professional Practice (DProf) programme at the University of Wales Trinity Saint David (UWTSD) provides a means for practitioners in a range of professions to undertake research, and achieve doctoral status, whilst maintaining their professional roles. The programme is generic, covering a wide range of professional backgrounds, though most are allied to the social sciences. Students on the programmes are generally mature individuals, senior in their fields, from across the world. They have significant expertise in their professional fields, but often have limited understanding of quantitative research processes, including the use of statistics. This deficit is addressed via a module in Quantitative Research delivered via a series of seven online seminars utilising meeting/webinar applications. Though the use of online technology has become commonplace since the advent of COVID19, its use as a means of delivering a series of discursive, problem-orientated statistics seminars for small groups of students is innovative. Also, learners are required to undertake specific reading and viewing of videos before each seminar so that they become acquainted with key points in advance. During seminars, students discuss specific topics, participate in problem-solving, and learn how to use software for statistical tests. Screensharing permits real-time observation of the use of software. At the end of the seminar series, students are provided with at least one individual online tutorial so that specific issues can be addressed. This Case Study examined learners’ views of the Quantitative Research module by means of dialogic interviews. Thematic analysis of interview transcripts indicated that the use of an online seminar series to deliver the module was viewed positively by learners. They particularly appreciated the social aspects of the seminars which helped to remove fears and encourage participation. Understanding was enhanced by viewing short videos before and after the seminars, and by activities during the sessions. This innovative way of teaching statistics appears to have been effective in equipping DProf candidates with the statistical knowledge and skills required to undertake their Part 2 research.
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Stickel, Tabitha, Esther Prins, and Anna Kaiper-Marquez. "‘The video is an upgrade from them all’: how incarcerated fathers view the affordances of video in a family literacy programme." Learning, Media and Technology 46, no. 2 (February 16, 2021): 174–89. http://dx.doi.org/10.1080/17439884.2021.1888117.
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