An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt

<p>Abstract</p> <p>Background</p> <p>The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors.</p> <p>Aim</p> <p>Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization.</p> <p>Methods</p> <p>This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation.</p> <p>Results</p> <p>Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences.</p> <p>Conclusions</p> <p>An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring.</p

Opportunities and Challenges in Using Learning Analytics in Learning Design

Educational institutions are designing, creating and evaluating courses to optimize learning outcomes for highly diverse student populations. Yet, most of the delivery is still monitored retrospectively with summative evaluation forms. Therefore, improvements to the course design are only implemented at the very end of a course, thus missing to benefit the current cohort. Teachers find it difficult to interpret and plan interventions just-in-time. In this context, Learning Analytics (LA) data streams gathered from ‘authentic’ student learning activities, may provide new opportunities to receive valuable information on the students' learning behaviors and could be utilised to adjust the learning design already "on the fly" during runtime. We presume that Learning Analytics applied within Learning Design (LD) and presented in a learning dashboard provide opportunities that can lead to more personalized learning experiences, if implemented thoughtfully. In this paper, we describe opportunities and challenges for using LA in LD. We identify three key opportunities for using LA in LD: (O1) using on demand indicators for evidence based decisions on learning design; (O2) intervening during the run-time of a course; and, (O3) increasing student learning outcomes and satisfaction. In order to benefit from these opportunities, several challenges have to be overcome. We mapped the identified opportunities and challenges in a conceptual model that considers the interaction of LA in LD.SURF Foundation & NRO under the REFLECTOR project grant

Fenielmerkuri-asetaat as voorkomingsmiddel vir loofblaarverbruining by Protea neriifolia R. Br.

M.Sc. (Botany)Please refer to full text to view abstrac

A study of students??? perspectives on a flipped learning model and associations among personality, learning styles and satisfaction

The study explored students??? reflections with flipped learning in a university. Further, it examined relationships among learning styles, personality traits and satisfaction from flipped learning classes. For the quantitative survey data, 123 undergraduate students who enrolled in a flipped communication course were administered questionnaires. Qualitative results were obtained by administering in-depth interviews to a purposive sample of 15 students. As a result, students reported more personal involvement in learning, better content understanding, convenience in time and pace, and enhancement of interactions as the benefits of flipped classes. However, the heavy workloads, greater time preparation, and lacks of familiarity and motivation were mentioned as pitfalls. According to analysis of covariance tests, there was a significant difference in satisfaction among learning styles. Assimilators had the highest total satisfaction scores while Divergers had the lowest total satisfaction scores. However, there is no significant differences between personality traits and satisfaction with the flipped learning course

Phenology, nectar dynamics and reproductive success of Inga vera (Leguminosae) in monospecific plantations and forest remnants in Atlantic forest: Dataset exploration

Distinct approaches have been adopted for tropical forest restoration in the last decades. The long-term viability of these restored forests and their capacity to provide the required services demand continuous evaluation to guide future initiatives. In addition, the resilience and maintenance of plant and animals communities in restored forests in tropical regions are closely related to the recovery of animal-mediated interactions. We provide, in this article, raw data related to the reproductive ecology of Inga vera, one of the most common tree species used in forest restoration initiatives in the Brazilian northeastern Atlantic forest. Specifically, we explore data on phenology, nectar dynamics and reproductive success of I. vera in natural and planted (monospecific) populations. This data article is related to the research article “Pollination partial recovery across monospecific plantations of a native tree (Inga vera, Leguminosae) in the Atlantic forest: lessons for restoration” (Cruz-Neto et al., 2018) [1]

Force-based assessment of tissue handling skills in simulation training for robot-assisted surgery

Introduction: Although robotic-assisted surgery is increasingly performed, objective assessment of technical skills is lacking. The aim of this study is to provide validity evidence for objective assessment of technical skills for robotic-assisted surgery. Methods: An international multicenter study was conducted with participants from the academic hospitals Heidelberg University Hospital (Germany, Heidelberg) and the Amsterdam University Medical Centers (The Netherlands, Amsterdam). Trainees with distinctly different levels of robotic surgery experience were divided into three groups (novice, intermediate, expert) and enrolled in a training curriculum. Each trainee performed six trials of a standardized suturing task using the da Vinci Surgical System. Using the ForceSense system, five force-based parameters were analyzed, for objective assessment of tissue handling skills. Mann–Whitney U test and linear regression were used to analyze performance differences and the Wilcoxon signed-rank test to analyze skills progression. Results: A total of 360 trials, performed by 60 participants, were analyzed. Significant differences between the novices, intermediates and experts were observed regarding the total completion time (41 s vs 29 s vs 22 s p = 0.003), mean non zero force (29 N vs 33 N vs 19 N p = 0.032), maximum impulse (40 Ns vs 31 Ns vs 20 Ns p = 0.001) and force volume (38 N3 vs 32 N3 vs 22 N3p = 0.018). Furthermore, the experts showed better results in mean non-zero force (22 N vs 13 N p = 0.015), maximum impulse (24 Ns vs 17 Ns p = 0.043) and force volume (25 N3 vs 16 N3p = 0.025) compared to the intermediates (p ≤ 0.05). Lastly, learning curve improvement was observed for the total task completion time, mean non-zero force, maximum impulse and force volume (p ≤ 0.05). Conclusion: Construct validity for force-based assessment of tissue handling skills in robot-assisted surgery is established. It is advised to incorporate objective assessment and feedback in robot-assisted surgery training programs to determine technical proficiency and, potentially, to prevent tissue trauma.</p