Teaching tools in Evidence Based Practice: evaluation of reusable learning objects (RLOs) for learning about Meta-analysis

<p>Abstract</p> <p>Background</p> <p>All healthcare students are taught the principles of evidence based practice on their courses. The ability to understand the procedures used in systematically reviewing evidence reported in studies, such as meta-analysis, are an important element of evidence based practice. Meta-analysis is a difficult statistical concept for healthcare students to understand yet it is an important technique used in systematic reviews to pool data from studies to look at combined effectiveness of treatments. In other areas of the healthcare curricula, by supplementing lectures, workbooks and workshops with pedagogically designed, multimedia learning objects (known as reusable learning objects or RLOs) we have shown an improvement in students' perceived understanding in subjects they found difficult. In this study we describe the development and evaluation of two RLOs on meta-analysis. The RLOs supplement associated lectures and aim to improve students' understanding of meta-analysis in healthcare students.</p> <p>Methods</p> <p>Following a quality controlled design process two RLOs were developed and delivered to two cohorts of students, a Master in Public Health course and Postgraduate diploma in nursing course. Students' understanding of five key concepts of Meta-analysis were measured before and after a lecture and again after RLO use. RLOs were also evaluated for their educational value, learning support, media attributes and usability using closed and open questions.</p> <p>Results</p> <p>Students rated their understanding of meta-analysis as improved after a lecture and further improved after completing the RLOs (Wilcoxon paired test, p < 0.01 in all cases) Whilst the media components of the RLOs such as animations helped most students (86%) understand concepts including for example Forest plots, 93% of students rated usability and control as important to their learning. A small number of students stated they needed the support of a lecturer alongside the RLOs (7% 'Agreed' and 21% 'Neutral').</p> <p>Conclusions</p> <p>Meta-analysis RLOs that are openly accessible and unrestricted by usernames and passwords provide flexible support for students who find the process of meta-analysis difficult.</p

Coagulase gene polymorphism of Staphylococcus aureus isolated from clinical and sub-clinical bovine mastitis in Isfahan and Chaharmahal va Bakhtiari provinces of Iran

Mastitis is a common disease in dairy cattle and is an inflammatory response of the breast tissue to bacterial attack to this tissue. Mastitis causes considerable loss to the dairy industry, among the several bacterial pathogens that can cause mastitis; Staphylococcus aureus is probably the most lethal agent because it causes chronic and deep infection in the mammary glands that is extremely difficult to cure. Several virulence factors including coagulase gene are produced by S. aureus and may contribute to its pathogenicity. This study was conducted to investigate the coagulase gene polymorphism of S. aureus isolated from clinical and sub-clinical bovine mastitis milk samples in Isfahan and Chaharmahal va Bakhtiari provinces of Iran. Amplification of the coagulase gene from 86 S. aureus strains isolates by specific primers showed 31 specimens contained 970 bp fragment, and 11 strains contained 730 bp fragment relevant to coa gene (coagulase) in PCR. After enzymatic digestion with AluI, 31 specimens contained three bands: 320, 490, and 160 bp (genotype I) and 11 specimens contained two bands: 490 and 240 bp (genotype VIII) in the RFLP

Pharmacology education for nurse prescribing students – a lesson in reusable learning objects

<p>Abstract</p> <p>Background</p> <p>The shift away from a biological science to a social science model of nursing care has resulted in a reduction in pharmacology knowledge and understanding in pre-registration nursing students. This has a significant impact on nurse prescribing training where pharmacology is a critical component of the course from a patient safety perspective.</p> <p>Methods</p> <p>Reusable learning objects (RLOs) are electronic resources based on a single learning objective which use high quality graphics and audio to help engagement with the material and to facilitate learning. This study used questionnaire data from three successive cohorts of nurse prescribing students (n = 84) to evaluate the use of RLOs focussed around pharmacology concepts to promote the understanding of these concepts in students. A small number of students (n = 10) were followed up by telephone interview one year after qualification to gain further insight into students' perceptions of the value of RLOs as an educational tool.</p> <p>Results</p> <p>Students' perceptions of their own understanding of pharmacology concepts increased substantially following the introduction of RLOs to supplement the pharmacology component of the course. Student evaluation of the RLOs themselves was extremely positive with a number of students continuing to access these tools post-qualification.</p> <p>Conclusion</p> <p>The use of RLOs to support the pharmacology component of nurse prescribing courses successfully resulted in a perceived increase in pharmacology understanding, with some students directly implicating these educational tools in developing confidence in their own prescribing abilities.</p

The role of plant-derived natural antioxidants in reduction of oxidative stress.

Free radicals are a group of damaging molecules produced during the normal metabolism of cells in the human body. Exposure to ultraviolet radiation, cigarette smoking, and other environmental pollutants enhances free radicals in the human body. The destructive effects of free radicals may also cause harm to membranes, enzymes, and DNA, leading to several human diseases such as cancer, atherosclerosis, malaria, coronavirus disease (COVID-19), rheumatoid arthritis, and neurodegenerative illnesses. This process occurs when there is an imbalance between free radicals and antioxidant defenses. Since antioxidants scavenge free radicals and repair damaged cells, increasing the consumption of fruits and vegetables containing high antioxidant values is recommended to slow down oxidative stress in the body. Additionally, natural products demonstrated a wide range of biological impacts such as anti-inflammatory, anti-aging, anti-atherosclerosis, and anti-cancer properties. Hence, in this review article, our goal is to explore the role of natural therapeutic antioxidant effects to reduce oxidative stress in the diseases. [Abstract copyright: © 2022 International Union of Biochemistry and Molecular Biology.

Is technology-mediated learning made equal for all? Examining the influences of gender and learning style

The current research investigates the equality of students’ learning outcomes in technology-mediated learning. We study important individual differences and focus on the influences of gender and learning style. We perform two experimental studies that employ methodologically rigorous designs, multiple learning outcome measures, and previously validated measurement scales. Specifically, we examine learning effectiveness, perceived learn ability, and learning satisfaction in technology mediated learning, using classroom-based face-to-face learning as a comparative baseline. Our investigations address some limitations commonly found in many prior studies, including instrument reliability and confounding factors. Overall, our findings suggest that students benefit from technology-mediated learning differently, dependent on their gender. For example, female students consider technology-mediated learning more effective and satisfactory than male students, but their learning motivation is significantly lower than that of their male counterparts. Learning style also matters, perhaps to a lesser extent. Students who rely more on concrete experience, as opposed to abstract conceptualization, find the course materials delivered through technology-mediated learning more difficult to learn. Our findings have several implications for research and practice, which are discussed