What Happened Next? Making and Using an Interactive DVD Quiz Game

ERIC Educational Resources Information Center

Sluman, Jonny

2013-01-01

In this article Jonny Sluman describes how he adapted an interactive DVD quiz game at a Christmas family get-together into an exciting, creative science activity to teach his students. The rounds included: a "quick fire" question round, a "what happened next" round, a music round, and a "spot the difference" round.…

Student Performance in Online Quizzes as a Function of Time in Undergraduate Financial Management Courses

ERIC Educational Resources Information Center

Schnusenberg, Oliver

2009-01-01

An interesting research question in light of recent technological developments is an investigation of the relationship between the time remaining to complete online quizzes and quiz scores. The data consist of over 4,000 individual quiz scores for six sections of Financial Management at The University of North Florida taught between the Summer of…

August Has No Holidays.

ERIC Educational Resources Information Center

Krapp, JoAnn Vergona

2000-01-01

Presents a Holiday Trivia Quiz that is designed to highlight American holidays throughout the year. Includes primary questions for grades one through three and intermediate questions for grades three through six; bonus questions; and a writing activity to create a holiday for the month of August. (LRW)

Development and evaluation of a web-based assent for adolescents considering an HIV vaccine trial.

PubMed

Blake, Diane R; Lemay, Celeste A; Maranda, Louise S; Fortenberry, J Dennis; Kearney, Margaret H; Mazor, Kathleen M

2015-01-01

HIV vaccine trials with minors will likely require parental permission and informed assent from adolescents. For this to be a valid process, the information needs to be presented in a manner that promotes adolescent comprehension. Previous studies suggest that adolescent comprehension of assent is often insufficient. We developed an interactive web-based assent that included interspersed quiz questions for a hypothetical HIV vaccine trial. Efficacy of the web-based assent was compared to a standard paper assent with and without interspersed questions. One hundred twenty teen participants, ages 15-17 years, from five community organizations were randomized to self-administered web-based assent (n=60) or investigator-administered paper assent with (n=29) or without (n=31) interspersed quiz questions. After reviewing the assent, participants completed a 27-item comprehension test. Comprehension scores were compared between groups. The mean number of correctly answered questions were 21.2 for the full paper group and 21.1 for the web-based group (t118=-0.08, p=0.94). Scores were 20.2 for the paper without interspersed questions sub-group and 22.1 for the paper with interspersed questions sub-group (t58=1.96, p=0.055). Participants in the web-based group performed as well on the comprehension test as those in the paper group, and those in the paper with questions sub-group performed better than those in the paper without questions sub-group, suggesting that interspersed quiz questions may improve understanding of a traditional paper assent. The minimal investigator time and standardized administration of the web-based assent as well as ability to tailor the assent discussion to topics identified by incorrect comprehension test responses are advantages worthy of further investigation.

Evaluating the effectiveness of personal response system technology on millennial student learning.

PubMed

McCurry, Mary K; Hunter Revell, Susan M

2011-08-01

As nurse educators, we must explore new technologies that capitalize on the characteristics of millennial learners. One such technology, the personal response system (PRS), is an effective way to promote active learning and increase comprehension. Few nursing studies have examined the benefits of PRS technology on student outcomes. The purpose of this study was to evaluate the effectiveness of PRS technology on learning outcomes in two sections of an undergraduate nursing research course. A crossover design compared class quiz averages between and within groups. Findings related to between and within class quiz scores were mixed, whereas the effectiveness of in-class PRS questions on paper-and-pencil quiz scores and PRS-targeted quiz items was significant. Knowledge gained from this study can be used to enhance our ability to actively engage our technologically savvy undergraduate students. By threading technology into the undergraduate curriculum, learning outcomes may be improved. Copyright 2011, SLACK Incorporated.

Testing to enhance retention in human anatomy

PubMed Central

Logan, Jessica M.; Thompson, Andrew J.; Marshak, David W.

2011-01-01

Recent work in cognitive psychology has shown that repeatedly testing one’s knowledge is a powerful learning aid and provides substantial benefits for retention of the material. To apply this in a human anatomy course for medical students, 39 fill-in-the-blank quizzes of about 50 questions each, one for each region of the body and four about the nervous system, were developed. The quizzes were optional, and no credit was awarded. They were posted online using Blackboard, which provided feedback, and they were very popular. To determine whether the quizzes had any effect on retention, they were given in a controlled setting to 21 future medical and dental students. The weekly quizzes included questions on regional anatomy and an expanded set of questions on the nervous system. Each question about the nervous system was given three times, in a slightly different form each time. The second quiz was given approximately half an hour after the first one, and the third was given one week after the second to assess retention. The quizzes were unpopular, but students showed robust improvement on the questions about the nervous system. The scores increased by almost 9% on the second quiz, with no intervention except viewing the correct answers. The scores were 29% higher on the third quiz than on the first, and there was also a positive correlation between the grades on the quizzes and the final examination. Thus, repeated testing is an effective strategy for learning and retaining information about human anatomy. PMID:21805688

An evaluation of two hands-on lab styles for plant biodiversity in undergraduate biology.

PubMed

Basey, John M; Maines, Anastasia P; Francis, Clinton D; Melbourne, Brett

2014-01-01

We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice exam in the concurrent lecture. Attitudes toward biology and treatments were also assessed. We used linear mixed-effect models to determine impacts of lab style on lower-order cognition (LO) and higher-order cognition (HO) based on Bloom's taxonomy. Relative to the expository treatment, the learning cycle treatment had a positive effect on HO and a negative effect on LO included in lab reports; a positive effect on transfer of LO from the lab report to the quiz; negative impacts on LO quiz performance and on attitudes toward the lab; and a higher degree of perceived difficulty. The learning cycle treatment had no influence on transfer of HO from lab report to quiz or exam; quiz performance on HO questions; exam performance on LO and HO questions; and attitudes toward biology as a science. The importance of LO as a foundation for HO relative to these lab styles is addressed. © 2014 J. M. Basey et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Climbing Bloom's Taxonomy Pyramid: Lessons from a Graduate Histology Course

ERIC Educational Resources Information Center

Zaidi, Nikki B.; Hwang, Charles; Scott, Sara; Stallard, Stefanie; Purkiss, Joel; Hortsch, Michael

2017-01-01

Bloom's taxonomy was adopted to create a subject-specific scoring tool for histology multiple-choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher- and student-generated quiz and examination questions from a graduate level histology course. Multiple-choice questions using histological images were…

Testing to enhance retention in human anatomy.

PubMed

Logan, Jessica M; Thompson, Andrew J; Marshak, David W

2011-01-01

Recent work in cognitive psychology has shown that repeatedly testing one's knowledge is a powerful learning aid and provides substantial benefits for retention of the material. To apply this in a human anatomy course for medical students, 39 fill-in-the-blank quizzes of about 50 questions each, one for each region of the body, and four about the nervous system, were developed. The quizzes were optional, and no credit was awarded. They were posted online using Blackboard, which provided feedback, and they were very popular. To determine whether the quizzes had any effect on retention, they were given in a controlled setting to 21 future medical and dental students. The weekly quizzes included questions on regional anatomy and an expanded set of questions on the nervous system. Each question about the nervous system was given three times, in a slightly different form each time. The second quiz was given approximately half an hour after the first one, and the third was given one week after the second to assess retention. The quizzes were unpopular, but students showed robust improvement on the questions about the nervous system. The scores increased by almost 9% on the second quiz, with no intervention except viewing the correct answers. The scores were 29% higher on the third quiz than on the first, and there was also a positive correlation between the grades on the quizzes and the final examination. Thus, repeated testing is an effective strategy for learning and retaining information about human anatomy. Copyright © 2011 American Association of Anatomists.

Augmenting Fellow Education Through Spaced Multiple-Choice Questions.

PubMed

Barsoumian, Alice E; Yun, Heather C

2018-01-01

The San Antonio Uniformed Services Health Education Consortium Infectious Disease Fellowship program historically included a monthly short-answer and multiple-choice quiz. The intent was to ensure medical knowledge in relevant content areas that may not be addressed through clinical rotations, such as operationally relevant infectious disease. After completion, it was discussed in a small group with faculty. Over time, faculty noted increasing dissatisfaction with the activity. Spaced interval education is useful in retention of medical knowledge and skills by medical students and residents. Its use in infectious disease fellow education has not been described. To improve the quiz experience, we assessed the introduction of spaced education curriculum in our program. A pre-intervention survey was distributed to assess the monthly quiz with Likert scale and open-ended questions. A multiple-choice question spaced education curriculum was created using the Qstream(R) platform in 2011. Faculty development on question writing was conducted. Two questions were delivered every 2 d. Incorrectly and correctly answered questions were repeated after 7 and 13 d, respectively. Questions needed to be answered correctly twice to be retired. Fellow satisfaction was assessed at semi-annual fellowship reviews over 5 yr and by a one-time repeat survey. Pre-intervention survey of six fellows indicated dissatisfaction with the time commitment of the monthly quiz (median Likert score of 2, mean 6.5 h to complete), neutral in perceived utility, but satisfaction with knowledge retention (Likert score 4). Eighteen fellows over 5 yr participated in the spaced education curriculum. Three quizzes with 20, 39, and 48 questions were designed. Seventeen percentage of questions addressed operationally relevant topics. Fifty-nine percentage of questions were answered correctly on first attempt, improving to 93% correct answer rate at the end of the analysis. Questions were attempted 2,999 times. Fellows consistently indicated that the platform was "highly enjoyed," "beneficial," a "fun format," and "completely satisfied." Fellows additionally commented that they desired more questions and considered the platform helpful in board preparation. Formal survey data post-intervention found that the fellows were satisfied with the new approach, found it to be useful in board preparation, overall educational value, and in-line with their personal learning style (median Likert score of 4 for all queries). Fellows were satisfied with time commitment, spending a mean of 47 min on the spaced education curriculum questions per month. Introduction of a spaced education curriculum resulted in a sustained positive learner experience for >5 yr with demonstrated mastery of material. Spaced education learning is a viable addition to augment training experience, especially in areas of curricular gaps such as operational medicine. Correct answer data may also be useful to perform Accreditation Council for Graduate Medical Education-required objective assessment of knowledge. Published by Oxford University Press on behalf of the Association of Military Surgeons of the United States 2017. This work is written by (a) US Government employee(s) and is in the public domain in the US.

Female Genital Mutilation/Cutting: Innovative Training Approach for Nurse-Midwives in High Prevalent Settings.

PubMed

Kimani, Samuel; Esho, Tammary; Kimani, Violet; Muniu, Samuel; Kamau, Jane; Kigondu, Christine; Karanja, Joseph; Guyo, Jaldesa

2018-01-01

Female genital mutilation/cutting (FGM/C) has no medical benefits and is associated with serious health complications. FGM/C including medicalization is illegal in Kenya. Capacity building for nurse-midwives to manage and prevent FGM/C is therefore critical. Determine the current FGM/C knowledge and effect of training among nurse-midwives using an electronic tool derived from a paper-based quiz on FGM/C among nurse-midwives. Nurse-midwives ( n =26) were assessed pre- and post-FGM/C training using a quiz comprising 12 questions. The quiz assessed the following factors: definition, classification, determining factors, epidemiology, medicalization, prevention, health consequences, and nurse-midwives' roles in FGM/C prevention themes. The scores for individuals and all the questions were computed and compared using SPSS V22. The mean scores for the quiz were 64.8%, improving to 96.2% p < 0.05 after training. Before the training, the following proportions of participants correctly answered questions demonstrating their knowledge of types of cutting (84.6%), link with health problems (96.2%), FGM/C-related complications (96.2%), communities that practice FGM/C (61.5%), medicalization (43.6%), reinfibulation (46.2%), dissociation from religion (46.2%), and the law as it relates to FGM/C (46.2%). The participants demonstrated knowledge of FGM/C-related complications with the proportion of nurse-midwives correctly answering questions relating to physical impact (69.2%), psychological impact (69.2%), sexual impact (57.7%), and social impact (38.5%). Additionally, participant awareness of NM roles in managing FGM/C included the following: knowledge of the nurse-midwife as counselor (69.2%), advocate (80.8%), leader (26.9%), role model (42.3%), and caregiver (34.6%). These scores improved significantly after training. Substantial FGM/C-related knowledge was demonstrated by nurse-midwives. They, however, showed challenges in preventing/rejecting medicalization of FGM/C, and there were knowledge gaps concerning sexual and social complications, as well as the specific roles of NM. This underscores the need to implement innovative FGM/C training interventions to empower health professionals to better respond to its management and prevention.

Female Genital Mutilation/Cutting: Innovative Training Approach for Nurse-Midwives in High Prevalent Settings

PubMed Central

Esho, Tammary; Kimani, Violet; Kamau, Jane; Kigondu, Christine; Karanja, Joseph; Guyo, Jaldesa

2018-01-01

Background Female genital mutilation/cutting (FGM/C) has no medical benefits and is associated with serious health complications. FGM/C including medicalization is illegal in Kenya. Capacity building for nurse-midwives to manage and prevent FGM/C is therefore critical. Objective Determine the current FGM/C knowledge and effect of training among nurse-midwives using an electronic tool derived from a paper-based quiz on FGM/C among nurse-midwives. Methods Nurse-midwives (n=26) were assessed pre- and post-FGM/C training using a quiz comprising 12 questions. The quiz assessed the following factors: definition, classification, determining factors, epidemiology, medicalization, prevention, health consequences, and nurse-midwives' roles in FGM/C prevention themes. The scores for individuals and all the questions were computed and compared using SPSS V22. Results The mean scores for the quiz were 64.8%, improving to 96.2% p < 0.05 after training. Before the training, the following proportions of participants correctly answered questions demonstrating their knowledge of types of cutting (84.6%), link with health problems (96.2%), FGM/C-related complications (96.2%), communities that practice FGM/C (61.5%), medicalization (43.6%), reinfibulation (46.2%), dissociation from religion (46.2%), and the law as it relates to FGM/C (46.2%). The participants demonstrated knowledge of FGM/C-related complications with the proportion of nurse-midwives correctly answering questions relating to physical impact (69.2%), psychological impact (69.2%), sexual impact (57.7%), and social impact (38.5%). Additionally, participant awareness of NM roles in managing FGM/C included the following: knowledge of the nurse-midwife as counselor (69.2%), advocate (80.8%), leader (26.9%), role model (42.3%), and caregiver (34.6%). These scores improved significantly after training. Conclusion Substantial FGM/C-related knowledge was demonstrated by nurse-midwives. They, however, showed challenges in preventing/rejecting medicalization of FGM/C, and there were knowledge gaps concerning sexual and social complications, as well as the specific roles of NM. This underscores the need to implement innovative FGM/C training interventions to empower health professionals to better respond to its management and prevention. PMID:29736171

Skin Allergy Quiz

MedlinePlus

... long time. True False False: This is called contact dermatitis, which is often due to nickel. Question 9 ... dermatitis. True False True: This is called Irritant contact dermatitis which is more common than allergic contact dermatitis. ...

Exploring the reach and program use of Hello World, an email-based health promotion program for pregnant women in the Netherlands.

PubMed

van Dongen, Johanna M; van Poppel, Mireille N M; Milder, Ivon E J; van Oers, Hans A M; Brug, Johannes

2012-09-22

In 2006, the Dutch government initiated Hello World, an email-based program promoting healthy lifestyles among pregnant women through quizzes with pregnancy-related questions. In 2008, an updated version was released.The present study aimed to (1) examine the reach of Hello World and the representativeness of its users for all pregnant women in the Netherlands, (2) explore the relationship between program engagement and lifestyle characteristics, and (3) explore the relationship between the program content participants accessed (content on smoking, physical activity, and nutrition) and their lifestyle characteristics. Data from 4,363 pregnant women were included. After registration, women received an online questionnaire with demographic and lifestyle questions. To evaluate their representativeness, their demographic characteristics were compared with existing data for Dutch (pregnant) women. Women were classified on the following lifestyle characteristics: smoking, nutrition, physical activity, and pre-pregnancy weight status. Program use was tracked and the relationships between lifestyle characteristics, program engagement, and the percentage of smoking, physical activity, and nutrition questions accessed after opening a quiz were explored using Mann-Whitney U tests and Kruskal-Wallis tests. Hello World reached ±4% of its target population. Ten percent of participants were low educated and 22% immigrants. On average, women received 6.1 (SD:2.8) quiz emails and opened 32% of the associated quizzes (2.0, SD:2.1). A significant positive association was found between the number of quizzes opened and the number of healthy lifestyle characteristics. After opening a quiz, women accessed most smoking, nutrition, and physical activity questions. Significant relationships were found between several lifestyle characteristics and the percentage of smoking, physical activity, and nutrition questions accessed. However, between-group differences were small, quiz topics were largely unrelated to their lifestyle characteristics, and inconsistencies were found regarding the directions of these associations. Hello World reached ±4% of its target population, which is lower than the reach of its previous version (±8%). Relatively few low educated and immigrant women registered for the program. Active participation in the program was positively associated with the number of healthy behaviours participants engaged in. The program content participants chose to access was largely unrelated to their lifestyle characteristics.

Gaming used as an informal instructional technique: effects on learner knowledge and satisfaction.

PubMed

Webb, Travis P; Simpson, Deborah; Denson, Steven; Duthie, Edmund

2012-01-01

Jeopardy!, Concentration, quiz bowls, and other gaming formats have been incorporated into health sciences classroom and online education. However, there is limited information about the impact of these strategies on learner engagement and outcomes. To address this gap, we hypothesized that gaming would lead to a significant increase in retained short- and long-term medical knowledge with high learner session satisfaction. Using the Jeopardy! game show model as a primary instructional technique to teach geriatrics, 8 PGY2 General Surgery residents were divided into 2 teams and competed to provide the "question" to each stated "answer" during 5 protected block curriculum units (1-h/U). A surgical faculty facilitator acted as the game host and provided feedback and brief elaboration of quiz answers/questions as necessary. Each quiz session contained two 25-question rounds. Paper-based pretests and posttests contained questions related to all core curriculum unit topics with 5 geriatric gaming questions per test. Residents completed the pretests 3 days before the session and a delayed posttest of geriatric topics on average 9.2 weeks (range, 5-12 weeks) after the instructional session. The cumulative average percent correct was compared between pretests and posttests using the Student t test. The residents completed session evaluation forms using Likert scale ratings after each gaming session and each protected curriculum block to assess educational value. A total of 25 identical geriatric preunit and delayed postunit questions were administered across the instructional sessions. The combined pretest average score across all 8 residents was 51.5% for geriatric topics compared with 59.5% (p = 0.12) for all other unit topics. Delayed posttest geriatric scores demonstrated a statistically significant increase in retained medical knowledge with an average of 82.6% (p = 0.02). The difference between delayed posttest geriatric scores and posttest scores of all other unit topics was not significant. Residents reported a high level of satisfaction with the gaming sessions: The average session content rating was 4.9 compared with the overall block content rating of 4.6 (scale, 1-5, 5 = Outstanding). The quiz type and competitive gaming sessions can be used as a primary instructional technique leading to significant improvements in delayed posttests of medical knowledge and high resident satisfaction of educational value. Knowledge gains seem to be sustained based on the intervals between the interventions and recorded gains. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Introducing Laboratory Safety.

ERIC Educational Resources Information Center

DeLorenzo, Ronald

1985-01-01

Presents a simple, 10-item quiz designed to make students aware that they must learn laboratory safety. The items include questions on acid/base accidents, several types of fire extinguishers, and safety glassses. Answers and some explanations are included. (DH)

COPD Quiz | NIH MedlinePlus the Magazine

MedlinePlus

... irritant that causes COPD is: allergies cigarette smoke air pollution Question 4. Common signs and symptoms of COPD ... secondhand smoke avoid other lung irritants, such as air pollution, chemical fumes, and dust follow your treatment plan ...

Writing to Promote and Assess Conceptual Understanding in College Algebra

ERIC Educational Resources Information Center

Gay, A. Susan; Peterson, Ingrid

2014-01-01

Concept-focused quiz questions required College Algebra students to write about their understanding. The questions can be viewed in three broad categories: a focus on sense-making, a focus on describing a mathematical object such as a graph or an equation, and a focus on understanding vocabulary. Student responses from 10 classes were analyzed.…

Effectiveness of a Radiographic Anatomy Software Application for Enhancing Learning of Veterinary Radiographic Anatomy.

PubMed

Reiter, Rachel; Viehdorfer, Matt; Hescock, Kimmy; Clark, Terri; Nemanic, Sarah

The goal of this study was to determine the effectiveness of an interactive radiology software application that we developed to enhance learning of normal canine radiographic anatomy. All first-year veterinary medical students were eligible to participate in this subject pre-test-post-test experimental design. When presented with the software application, all students had completed two terms of gross anatomy in which the complete anatomy of the dog had been taught using a combination of lectures and laboratory dissections, including radiographic examples. The software application was divided into four body regions: front limb, hind limb, skull/spine, and thorax/abdomen, each with a learning mode and a quiz mode. Quizzes were composed of 15 questions drawn pseudo-randomly without repeat from all structures within a region (median 206 structures). Students were initially given the software application with only the quiz mode activated. After completing four quizzes, one for each body region, students were given access to the software application with both learning mode and quiz mode activated. Students were instructed to spend 30 minutes using the learning mode to study the radiographic anatomy of each region and to retake each quiz. Quiz scores after using the learning mode were significantly higher for each body region (p<.001), with a large effect size for all four regions (Cohen's d=0.83-1.56). These results suggest that this radiographic anatomy software application is an effective tool for students to use to learn normal radiographic anatomy.

The Primates.

ERIC Educational Resources Information Center

Naturescope, 1986

1986-01-01

Presents information about primates, including definitions and examples. Includes the activities "Thumbless Relay" and "Face It," which relate attributes of primates. Includes a story about chimpanzees along with discussion questions about the story. Reproducible worksheets and a quiz are also provided. (TW)

Skin Allergy Quiz

MedlinePlus

... You answered questions correctly. Learn more about skin allergy symptoms, diagnosis, treatment and management. Utility navigation Donate Annual ... allergist / immunologist Journals Login / My membership Search your symptoms Shop the AAAAI ... American Academy of Allergy Asthma & Immunology 555 East Wells Street Suite 1100, ...

Research and Teaching: Exploring the Use of an Online Quiz Game to Provide Formative Feedback in a Large-Enrollment, Introductory Biochemistry Course

ERIC Educational Resources Information Center

Milner, Rachel; Parrish, Jonathan; Wright, Adrienne; Gnarpe, Judy; Keenan, Louanne

2015-01-01

In a large-enrollment, introductory biochemistry course for nonmajors, the authors provide students with formative feedback through practice questions in PDF format. Recently, they investigated possible benefits of providing the practice questions via an online game (Brainspan). Participants were randomly assigned to either the online game group…

Gender-based performance differences in an introductory physics course

NASA Astrophysics Data System (ADS)

McKinnon, Mark Lee

Cognitive research has indicated that the difference between males and females is negligible. Paradoxically, in traditionally-taught college level introductory physics courses, males have outperformed females. UC Davis' Physics 7A (the first class of a three-quarter Introduction to Physics sequence for Life-Science students), however, counters this trend since females perform similarly to males. The gender-based performance difference within the other two quarters (Physics 7B & 7C) of the radically restructured, active-learning physics sequence still echo the traditionally-taught courses. In one experiment, I modified the laboratory activity instructions of the Physics 7C course to encourage further group interaction. These modifications did not affect the gender-based performance difference. In a later experiment, I compared students' performance on different forms of assessment for certain physics concepts during the Physics 7C course. Over 500 students took weekly quizzes at different times. The students were given different quiz questions on the same topics. Several quiz questions seemed to favor males while others were more gender equitable. I highlighted comparisons between a few pairs of questions that assessed students' understanding of the same physical concept. Males tended to perform better in responding to questions that seemed to require spatial visualization. Questions that required greater understanding of the physical concept or scientific model were more gender neutral.

Helping students learn effective problem solving strategies by reflecting with peers

NASA Astrophysics Data System (ADS)

Mason, Andrew; Singh, Chandralekha

2010-07-01

We study how introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into a "peer reflection" (PR) group and a traditional group. Each week in recitation, small teams of students in the PR group reflected on selected problems from the homework and discussed why the solutions of some students employed better problem solving strategies than others. The graduate and undergraduate teaching assistants in the PR recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the traditional group recitations students could ask the graduate TA questions about the homework before they took a weekly quiz. The traditional group recitation quiz questions were similar to the homework questions selected for peer reflection in the PR group recitations. As one measure of the impact of this intervention, we investigated how likely students were to draw diagrams to help with problem solving on the final exam with only multiple-choice questions. We found that the PR group drew diagrams on more problems than the traditional group even when there was no explicit reward for doing so. Also, students who drew more diagrams for the multiple-choice questions outperformed those who did not, regardless of which group they were a member.

Improving biobank consent comprehension: a national randomized survey to assess the effect of a simplified form and review/retest intervention.

PubMed

Beskow, Laura M; Lin, Li; Dombeck, Carrie B; Gao, Emily; Weinfurt, Kevin P

2017-05-01

To determine the individual and combined effects of a simplified form and a review/retest intervention on biobanking consent comprehension. We conducted a national online survey in which participants were randomized within four educational strata to review a simplified or traditional consent form. Participants then completed a comprehension quiz; for each item answered incorrectly, they reviewed the corresponding consent form section and answered another quiz item on that topic. Consistent with our first hypothesis, comprehension among those who received the simplified form was not inferior to that among those who received the traditional form. Contrary to expectations, receipt of the simplified form did not result in significantly better comprehension compared with the traditional form among those in the lowest educational group. The review/retest procedure significantly improved quiz scores in every combination of consent form and education level. Although improved, comprehension remained a challenge in the lowest-education group. Higher quiz scores were significantly associated with willingness to participate. Ensuring consent comprehension remains a challenge, but simplified forms have virtues independent of their impact on understanding. A review/retest intervention may have a significant effect, but assessing comprehension raises complex questions about setting thresholds for understanding and consequences of not meeting them.Genet Med advance online publication 13 October 2016.

Computer Series, 13: Bits and Pieces, 11.

ERIC Educational Resources Information Center

Moore, John W., Ed.

1982-01-01

Describes computer programs (with ordering information) on various topics including, among others, modeling of thermodynamics and economics of solar energy, radioactive decay simulation, stoichiometry drill/tutorial (in Spanish), computer-generated safety quiz, medical chemistry computer game, medical biochemistry question bank, generation of…

Repeated Assessments of Informed Consent Comprehension among HIV-Infected Participants of a Three-Year Clinical Trial in Botswana

PubMed Central

Chaisson, Lelia H.; Kass, Nancy E.; Chengeta, Bafanana; Mathebula, Unami; Samandari, Taraz

2011-01-01

Background Informed consent (IC) has been an international standard for decades for the ethical conduct of clinical trials. Yet frequently study participants have incomplete understanding of key issues, a problem exacerbated by language barriers or lack of familiarity with research concepts. Few investigators measure participant comprehension of IC, while even fewer conduct interim assessments once a trial is underway. Methods and Findings We assessed comprehension of IC using a 20-question true/false quiz administered in 6-month intervals in the context of a placebo-controlled, randomized trial for the prevention of tuberculosis among HIV-infected adults in Botswana (2004–2009). Quizzes were offered in both Setswana and English. To enroll in the TB trial, participants were required to have ≥16/20 correct responses. We examined concepts understood and the degree to which understanding changed over three-years. We analyzed 5,555 quizzes from 1,835 participants. The participants' highest education levels were: 28% primary, 59% secondary, 9% tertiary and 7% no formal education. Eighty percent of participants passed the enrollment quiz (Quiz1) on their first attempt and the remainder passed on their second attempt. Those having higher than primary education and those who took the quiz in English were more likely to receive a passing score on their first attempt (adjusted odds ratios and 95% confidence intervals, 3.1 (2.4–4.0) and 1.5 (1.2, 1.9), respectively). The trial's purpose or procedures were understood by 90–100% of participants, while 44–77% understood randomization, placebos, or risks. Participants who failed Quiz1 on their initial attempt were more likely to fail quizzes later in the trial. Pass rates improved with quiz re-administration in subsequent years. Conclusions Administration of a comprehension quiz at enrollment and during follow-up was feasible in a large, international collaboration and efficiently determined IC comprehension by trial participants. Strategies to improve understanding of concepts like placebos and randomization are needed. Comprehension assessments throughout a study may reinforce key concepts. PMID:22046230

"Depletion": A Game with Natural Rules for Teaching Reaction Rate Theory.

ERIC Educational Resources Information Center

Olbris, Donald J.; Herzfeld, Judith

2002-01-01

Depletion is a game that reinforces central concepts of reaction rate theory through simulation. Presents the game with a set of follow-up questions suitable for either a quiz or discussion. Also describes student reaction to the game. (MM)

Online testable concept maps: benefits for learning about the pathogenesis of disease.

PubMed

Ho, Veronica; Kumar, Rakesh K; Velan, Gary

2014-07-01

Concept maps have been used to promote meaningful learning and critical thinking. Although these are crucially important in all disciplines, evidence for the benefits of concept mapping for learning in medicine is limited. We performed a randomised crossover study to assess the benefits of online testable concept maps for learning in pathology by volunteer junior medical students. Participants (n = 65) were randomly allocated to either of two groups with equivalent mean prior academic performance, in which they were given access to either online maps or existing online resources for a 2-week block on renal disease. Groups then crossed over for a 2-week block on hepatic disease. Outcomes were assessed using timed online quizzes, which included questions unrelated to topics in the pathogenesis maps as an internal control. Questionnaires were administered to evaluate students' acceptance of the maps. In both blocks, the group with access to pathogenesis maps achieved significantly higher average scores than the control group on quiz questions related to topics covered by the maps (Block 1: p < 0.001, Cohen's d = 0.9; Block 2: p = 0.008, Cohen's d = 0.7). However, mean scores on unrelated questions did not differ significantly between the groups. In a third block on pancreatic disease, both groups received pathogenesis maps and collectively performed significantly better on quiz topics related to the maps than on unrelated topics (p < 0.01, Cohen's d = 0.5). Regression analysis revealed that access to pathogenesis maps was the dominant contributor to variance in performance on map-related quiz questions. Responses to questionnaire items on pathogenesis maps were overwhelmingly positive in both groups. These results indicate that online testable pathogenesis maps are well accepted and can improve learning of concepts in pathology by medical students. © 2014 John Wiley & Sons Ltd.

Examination Outcomes Following Use of Card Games for Learning Radiographic Image Quality in Veterinary Medicine.

PubMed

Ober, Christopher P

Understanding the concepts of radiographic image quality and artifact formation can be difficult for veterinary students. Two educational card games were previously developed to help students learn about factors affecting contrast and blackness as well as radiographic artifacts. Second-year veterinary students played one of the two card games as a part of their normal studies for their veterinary imaging course and later took the radiographic physics quiz normally administered during the course. Performance on quiz questions related to each of the two games was compared between students who played each respective game and those who did not. The hypothesis was that students who played a game would perform better on related questions than those who did not play that game. For the contrast and blackness questions, students who played the associated game as part of their studies performed better than those who only studied by conventional means (mean 4.3 vs. 3.8 out of 5 points, p=.02). However, there was no significant difference in results between groups for artifacts questions (mean 4.7 vs. 4.5 out of 5 points, p=.35). Based on these results, educational game play can have benefits to student learning, but performance may be dependent on specific game objectives and play mechanics.

Improved knowledge gain and retention for third-year medical students during surgical journal club using basic science review: A pilot study.

PubMed

Williams, Austin D; Mann, Barry D

2017-02-01

As they enter the clinical years, medical students face large adjustments in the acquisition of medical knowledge. We hypothesized that basic science review related to the topic of journal club papers would increase the educational benefit for third-year medical students. Students were randomized either to participation in a review session about basic science related to the journal club paper, or to no review. After one day, and after three months, students were given a 10-question quiz encompassing the basic science and the clinical implications of the paper. Twenty-six of 50 students were randomized to basic science review. These students scored better on both sections of the quiz one day after journal club, but only on basic science questions after three months. Students who participated in basic science review had better knowledge gain and retention. Educational activities building upon foundational knowledge improves learning on clinical rotations. Copyright © 2016 Elsevier Inc. All rights reserved.

Improving biobank consent comprehension: a national randomized survey to assess the effect of a simplified form and review/retest intervention

PubMed Central

Beskow, Laura M.; Lin, Li; Dombeck, Carrie B.; Gao, Emily; Weinfurt, Kevin P.

2017-01-01

Purpose: To determine the individual and combined effects of a simplified form and a review/retest intervention on biobanking consent comprehension. Methods: We conducted a national online survey in which participants were randomized within four educational strata to review a simplified or traditional consent form. Participants then completed a comprehension quiz; for each item answered incorrectly, they reviewed the corresponding consent form section and answered another quiz item on that topic. Results: Consistent with our first hypothesis, comprehension among those who received the simplified form was not inferior to that among those who received the traditional form. Contrary to expectations, receipt of the simplified form did not result in significantly better comprehension compared with the traditional form among those in the lowest educational group. The review/retest procedure significantly improved quiz scores in every combination of consent form and education level. Although improved, comprehension remained a challenge in the lowest-education group. Higher quiz scores were significantly associated with willingness to participate. Conclusion: Ensuring consent comprehension remains a challenge, but simplified forms have virtues independent of their impact on understanding. A review/retest intervention may have a significant effect, but assessing comprehension raises complex questions about setting thresholds for understanding and consequences of not meeting them. Genet Med advance online publication 13 October 2016 PMID:27735922

Can formative quizzes predict or improve summative exam performance?*

PubMed Central

Zhang, Niu; Henderson, Charles N.R.

2015-01-01

Objective Despite wide use, the value of formative exams remains unclear. We evaluated the possible benefits of formative assessments in a physical examination course at our chiropractic college. Methods Three hypotheses were examined: (1) Receiving formative quizzes (FQs) will increase summative exam (SX) scores, (2) writing FQ questions will further increase SE scores, and (3) FQs can predict SX scores. Hypotheses were tested across three separate iterations of the class. Results The SX scores for the control group (Class 3) were significantly less than those of Classes 1 and 2, but writing quiz questions and taking FQs (Class 1) did not produce significantly higher SX scores than only taking FQs (Class 2). The FQ scores were significant predictors of SX scores, accounting for 52% of the SX score. Sex, age, academic degrees, and ethnicity were not significant copredictors. Conclusion Our results support the assertion that FQs can improve written SX performance, but students producing quiz questions didn't further increase SX scores. We concluded that nonthreatening FQs may be used to enhance student learning and suggest that they also may serve to identify students who, without additional remediation, will perform poorly on subsequent summative written exams. PMID:25517737

Redesigning the Preexam Review Session

ERIC Educational Resources Information Center

King, Daniel

2010-01-01

In a large enrollment, multiple-section course, review sessions enable efficient and consistent delivery of information to all students. A redesigned review session has been implemented to increase attendance and improve effectiveness. The new design involves a practice quiz consisting of about 20 multiple-choice questions that students answer…

Development of a Web-based question database for students' self-assessment.

PubMed

Hammoud, Maya M; Barclay, Mel L

2002-09-01

Computer-based testing (CBT) for the purpose of the national licensure examination has increased interest among medical students in this modality of testing. The advent of Web-based question-delivery systems for self-assessment and learning has made it possible for students to practice this technology and participate in self-directed learning. Test Pilot(TM) is a Web-based program that provides a fast and easy tool for the development and deployment of online testing. Our objectives for introducing the program were to (1) develop a large database of questions for students' practice and self-assessment; (2) include multimedia tools such as illustrations and short videos to enhance learning; (3) provide a feedback tool for clerkship and site directors regarding student performance; and (4) evaluate this tool in terms of students' frequency of use, students' satisfaction, and its potential effectiveness in enhancing learning. The Obstetrics and Gynecology clerkship at the University of Michigan is held at four different sites. In the past, students have been provided with access to floppy disks that contain about 500 self-assessment questions. These questions have been reformatted, updated, and transferred to Test Pilot. Visual illustrations have been added to the questions along with more varied formats, including extended matching, fill-in, and essay questions. The questions are divided into ten-question quizzes. The students get immediate feedback after answering each question and a summary of performance at the end of each quiz. Security, access, and analysis are facilitated because the questions and responses are stored centrally. In addition, Test Pilot captures information regarding individual and collective students' performances. At the end of the rotation, students fill out a form evaluating the Test Pilot program and comparing it with the quiz disks. In addition, we are collecting data regarding the actual use of Test Pilot, which will be compared with the students' surveys and final exam scores. Test Pilot has many benefits, including access control, immediate feedback, automated scoring, interactive learning, and data analysis. The enhancement of material permitted by a Web-based system increases the depth and variety of the learning experience by adding perceptual dimensions. Test Pilot also provides the clerkship director with the capability to obtain improved measurements of student performance and captures the student's self-learning and testing process. It can potentially identify weaknesses or inconsistencies across the different sites and recognize students who may need additional help early in the rotation. Over a one-year period, most students have switched from the quiz disks to Test Pilot. The students reported satisfaction with the Web-based format and found it user friendly. They especially liked the immediate feedback. The students have requested more questions and multimedia options be added. We plan to continue the development and assessment of this learning tool.

Public's Knowledge of Science and Technology

ERIC Educational Resources Information Center

Pew Research Center, 2013

2013-01-01

The public's knowledge of science and technology varies widely across a range of questions on current topics and basic scientific concepts, according to a new quiz by the Pew Research Center and "Smithsonian" magazine. About eight-in-ten Americans (83%) identify ultraviolet as the type of radiation that sunscreen protects against. Nearly…

A Hypermedia Computer-Aided Parasitology Tutoring System.

ERIC Educational Resources Information Center

Theodoropoulos, Georgios; Loumos, Vassili

A hypermedia tutoring system for teaching parasitology to college students was developed using an object oriented software development tool, Knowledge Pro. The program was designed to meet four objectives: knowledge incorporation, tutoring, indexing of key words for Boolean search, and random generation of quiz questions with instant scoring. The…

The impact of Body Worlds on adult visitors' knowledge on human anatomy: A preliminary study.

PubMed

Fonseca, Guilherme R B C; Finn, Gabrielle M

2016-05-01

Body Worlds is an anatomical exhibition that shows human remains to the public. It has been considered controversial since it raises ethical tensions and issues. However, organizers and supporters of Body Worlds have claimed the exhibition is intended to promote visitors' understanding over the human body. Despite these claims, no studies were found that support or refute the hypothesis that a visit to Body Worlds increases the public's objective knowledge on human anatomy. Consequently, the objective of this study was to determine the impact of Body Worlds on anatomical knowledge. We constructed and delivered a questionnaire to both a previsit random sample and a postvisit random sample of visitors of Body Worlds' event Facets of Life, in Berlin. The questionnaire was available in both English and German languages and contained (a) basic sociodemographic questions and (b) a valid and reliable anatomy quiz. The quiz consisted of 16 multiple-choice questions that assessed the ability to identify the location of major anatomical structures on the human body. Average scores achieved on the quiz by the postvisit sample (X¯= 9.08, s = 2.48, n = 164) were significantly higher (unpaired t = 3.3957, P = 0.0008) than those achieved by the previsit sample (X¯= 8.11, s = 2.69, n = 167). Our results suggest that a visit to Body Worlds' event Facets of Life may have a beneficial effect in anatomical knowledge. However, further studies with better empirical designs and fewer limitations are needed to confirm our results. © 2016 Wiley Periodicals, Inc.

Wheeling & Dealing: A Guide for Handicapped Consumers.

ERIC Educational Resources Information Center

Nemeth, Cheryl

The resource guide is intended to aid disabled persons develop independence by presenting consumer information on all areas of the United States. A preface explains the need for consumer education by the disabled and the introduction describes the guide's purpose and format. Each subject is introduced with a 4-question self quiz and an explanation…

A comparison of interteaching and lecture in the college classroom.

PubMed

Saville, Bryan K; Zinn, Tracy E; Neef, Nancy A; Van Norman, Renee; Ferreri, Summer J

2006-01-01

Interteaching is a new method of classroom instruction that is based on behavioral principles but offers more flexibility than other behaviorally based methods. We examined the effectiveness of interteaching relative to a traditional form of classroom instruction-the lecture. In Study 1, participants in a graduate course in special education took short quizzes after alternating conditions of interteaching and lecture. Quiz scores following interteaching were higher than quiz scores following lecture, although both methods improved performance relative to pretest measures. In Study 2, we also alternated interteaching and lecture but counterbalanced the conditions across two sections of an undergraduate research methods class. After each unit of information, participants from both sections took the same test. Again, test scores following interteaching were higher than test scores following lecture. In addition, students correctly answered more interteaching-based questions than lecture-based questions on a cumulative final test. In both studies, the majority of students reported a preference for interteaching relative to traditional lecture. In sum, the results suggest that interteaching may be an effective alternative to traditional lecture-based methods of instruction.

Nontraditional approach to algebra-based general physics

NASA Astrophysics Data System (ADS)

Meltzer, David E.

1997-03-01

In order to improve the degree of conceptual learning in our algebra-based general physics course, the second semester (of a two-semester sequence) has been taught in a nontraditional format during the past year. The key characteristics of this course were: 1) Intense and continuous use of interactive-engagement methods and cooperative learning; 2) coverage of less than half of the conventional number of topics, 3) heavy emphasis on qualitative questions as opposed to quantitative problems, 4) adjustment of the pacing of the course based on continuous (twice per week) formative assessment. The students enrolled in the course were relatively poorly prepared, with weak mathematical skills. Open-book quizzes stressing qualitative concepts in electricity and magnetism were given twice per week; most were given in "group quiz" format, allowing collaboration. Exams (also open-book) were all done individually. Most of the class time was taken up by quizzes, and by interactive discussion and group work related to quiz questions. New topics were not introduced until a majority of the class demonstrated competence in the topic under discussion. Despite lengthy and intensive focus on qualitative, conceptual questions and simple quantitative problems, only a small minority of the class ultimately demonstrated mastery of the targeted concepts. Frequent testing and re-testing of the students on basic concepts disclosed tenacious persistence of misconceptions.

A Website for Astronomy Education and Outreach

NASA Astrophysics Data System (ADS)

Impey, C.; Danehy, A.

2017-09-01

Teach Astronomy is a free, open access website designed for formal and informal learners of astronomy. The site features: an online textbook complete with quiz questions and a glossary; over ten thousand images; a curated collection of the astronomy articles in Wikipedia; a complete video lecture course; a video Frequently Asked Questions tool; and other materials provided by content partners. Clustering algorithms and an interactive visual interface allow users to browse related content. This article reviews the features of the website and how it can be used.

Immune System Quiz

MedlinePlus

... Videos for Educators Search English Español Quiz: Immune System KidsHealth / For Kids / Quiz: Immune System Print How much do you know about your immune system? Find out by taking this quiz! About Us ...

Student See versus Student Do: A Comparative Study of Two Online Tutorials

ERIC Educational Resources Information Center

Stonebraker, Ilana; Robertshaw, M. Brooke; Moss, Jennifer D.

2016-01-01

This study examines the impact on student performance after interactive and non-interactive tutorials using a 2?×?2 treatment-control design. In an undergraduate management course, a control group watched a video tutorial while the treatment group received the same content using a dynamic tutorial. Both groups received the same quiz questions.…

Online feedback assessments in physiology: effects on students' learning experiences and outcomes.

PubMed

Marden, Nicole Y; Ulman, Lesley G; Wilson, Fiona S; Velan, Gary M

2013-06-01

Online formative assessments have become increasingly popular; however, formal evidence supporting their educational benefits is limited. This study investigated the impact of online feedback quizzes on the learning experiences and outcomes of undergraduate students enrolled in an introductory physiology course. Four quiz models were tested, which differed in the amount of credit available, the number of attempts permitted, and whether the quizzes were invigilated or unsupervised, timed or untimed, or open or closed book. All quizzes were composed of multiple-choice questions and provided immediate individualized feedback. Summative end-of-course examination marks were analyzed with respect to performance in quizzes and were also compared with examination performance in the year before the quizzes were introduced. Online surveys were conducted to gather students' perceptions regarding the quizzes. The vast majority of students perceived online quizzes as a valuable learning tool. For all quiz models tested, there was a significant relationship between performance in quizzes and end-of-course examination scores. Importantly, students who performed poorly in quizzes were more likely to fail the examination, suggesting that formative online quizzes may be a useful tool to identify students in need of assistance. Of the four quiz models, only one quiz model was associated with a significant increase in mean examination performance. This model had the strongest formative focus, allowing multiple unsupervised and untimed attempts. This study suggests that the format of online formative assessments is critical in achieving the desired impact on student learning. Specifically, such assessments are most effective when they are low stakes.

Quiz: Water and Your Health

MedlinePlus

... your health Quiz: Water and your health Quiz: Water and your health Clean water is an important part of being healthy. Do you know all of these fun facts about water? Take this quiz to find out! Then, test ...

A Study of Concept Mapping as an Instructional Intervention in an Undergraduate General Chemistry Calorimetry Laboratory

NASA Astrophysics Data System (ADS)

Stroud, Mary W.

This investigation, rooted in both chemistry and education, considers outcomes occurring in a small-scale study in which concept mapping was used as an instructional intervention in an undergraduate calorimetry laboratory. A quasi-experimental, multiple-methods approach was employed since the research questions posed in this study warranted the use of both qualitative and quantitative perspectives and evaluations. For the intervention group of students, a convenience sample, post-lab concept maps, written discussions, quiz responses and learning surveys were characterized and evaluated. Archived quiz responses for non-intervention students were also analyzed for comparison. Students uniquely constructed individual concept maps containing incorrect, conceptually correct and "scientifically thin" calorimetry characterizations. Students more greatly emphasized mathematical relationships and equations utilized during the calorimetry experiment; the meaning of calorimetry concepts was demonstrated to a lesser extent.

Quiz: Alzheimer's Disease Quiz | Alzheimer's disease | NIH MedlinePlus the Magazine

MedlinePlus

... of this page please turn Javascript on. Feature: Alzheimer's Disease Quiz: Alzheimer's Disease Quiz Past Issues / Fall 2010 Table of ... How many people in the United States have Alzheimer's disease? as many as 5.1 million as ...

Educational Intervention in a Medically Underserved Area.

PubMed

Atance, Joel; Mickalis, Morgan; Kincade, Brianna

2018-04-01

Medical students from rural and medically underserved areas (MUAs) are more likely than their peers to practice medicine in rural areas and MUAs. However, students from MUAs are also more likely to face socioeconomic barriers to a career in medicine. To determine whether a week-long summer enrichment experience (SEE) at Edward Via College of Osteopathic Medicine-Carolinas could successfully teach high school students from MUAs basic biomedical concepts and foster an interest in medicine and the health sciences. The SEE program is open to high school students in the Spartanburg, South Carolina, area. The program includes interactive lectures, laboratories, demonstrations on gross anatomy prosections, demonstrations on medical simulation models, tours of emergency vehicles, an introduction to osteopathic manipulative medicine, and student-led research projects. Participants were asked to complete a 15-question quiz that assessed their knowledge of basic biomedical concepts and a 10-question survey that assessed their attitudes toward careers in medicine and health sciences. Both the quiz and the survey were completed on both the first and final days of the program. The data were analyzed using paired t tests. Participant knowledge of basic biomedical concepts, as determined by the quiz scores, increased after completion of the program (9.1 average correct answers vs 12.6 average correct answers) (P<.001). Participant attitude toward medicine and the health sciences improved in 9 of the 10 items surveyed after completion of the program (P<.05). Participant knowledge of basic biomedical concepts and their knowledge of and interest in careers in the health sciences improved after completing the SEE program. These findings suggest that educational interventions for high school students could help to develop primary care physicians for rural areas and MUAs and that there is a role for osteopathic medical schools to nurture these students as early as possible.

Evaluating a Positive Parenting Curriculum Package: An Analysis of the Acquisition of Key Skills

ERIC Educational Resources Information Center

Berard, Kerri P.; Smith, Richard G.

2008-01-01

The effectiveness of a parenting curriculum designed for parents who exhibit risk factors for child maltreatment was evaluated. Six skills were taught during a 5-week series of 3-hour classes that met 1 day per week. A written quiz containing questions corresponding to skills taught in each class was administered to participants before the series…

A Semantically Enriched Context-Aware OER Recommendation Strategy and Its Application to a Computer Science OER Repository

ERIC Educational Resources Information Center

Ruiz-Iniesta, Almudena; Jiménez-Díaz, Guillermo; Gómez-Albarrán, Mercedes

2014-01-01

This paper describes a knowledge-based strategy for recommending educational resources-worked problems, exercises, quiz questions, and lecture notes-to learners in the first two courses in the introductory sequence of a computer science major (CS1 and CS2). The goal of the recommendation strategy is to provide support for personalized access to…

Smartphone Response System Using Twitter to Enable Effective Interaction and Improve Engagement in Large Classrooms

ERIC Educational Resources Information Center

Kim, Yeongjun; Jeong, Soonmook; Ji, Yongwoon; Lee, Sangeun; Kwon, Key Ho; Jeon, Jae Wook

2015-01-01

This paper proposes a method for seamless interaction between students and their professor using Twitter, one of the typical social network service (SNS) platforms, in large lectures. During the lecture, the professor poses surprise questions in the form of a quiz on an overhead screen at unexpected moments, and students submit their answers…

Exercise-Induced Bronchoconstriction Quiz

MedlinePlus

... navigation Home ▸ Conditions & Treatments ▸ Asthma ▸ EIB Quiz Share | Exercise-Induced Bronchoconstriction or Exercise-Induced Asthma Quiz Exercise-Induced Bronchoconstriction (also called ...

Students distracted by electronic devices perform at the same level as those who are focused on the lecture.

PubMed

Nalliah, Romesh P; Allareddy, Veerasathpurush

2014-01-01

Background. Little is known about the characteristics of internet distractions that students may engage in during lecture. The objective of this pilot study is to identify some of the internet-based distractions students engage in during in-person lectures. The findings will help identify what activities most commonly cause students to be distracted from the lecture and if these activities impact student learning. Methods. This study is a quasi-experimental pilot study of 26 students from a single institution. In the current study, one class of third-year students were surveyed after a lecture on special needs dentistry. The survey identified self-reported utilization patterns of "smart" devices during the lecture. Additionally, twelve quiz-type questions were given to assess the students' recall of important points in the lecture material that had just been covered. Results. The sample was comprised of 26 students. Of these, 17 were distracted in some form (either checking email, sending email, checking Facebook, or sending texts). The overall mean score on the test was 9.85 (9.53 for distracted students and 10.44 for non-distracted students). There were no significant differences in test scores between distracted and non-distracted students (p = 0.652). Gender and types of distractions were not significantly associated with test scores (p > 0.05). All students believed that they understood all the important points from the lecture. Conclusions. Every class member felt that they acquired the important learning points during the lecture. Those who were distracted by electronic devices during the lecture performed similarly to those who were not. However, results should be interpreted with caution as this study was a small quasi-experimental design and further research should examine the influence of different types of distraction on different types of learning.

Cholesterol IQ Quiz

MedlinePlus

... Peripheral Artery Disease Venous Thromboembolism Aortic Aneurysm More Cholesterol IQ Quiz Updated:Jul 5,2017 Begin the quiz Cholesterol • Home • About Cholesterol Introduction Atherosclerosis What Your Cholesterol ...

Projectile Motion Gets the Hose

ERIC Educational Resources Information Center

Goff, John Eric; Liyanage, Chinthaka

2011-01-01

Students take a weekly quiz in our introductory physics course. During the week in which material focused on projectile motion, we not-so-subtly suggested what problem the students would see on the quiz. The quiz problem was an almost exact replica of a homework problem we worked through in the class preceding the quiz. The goal of the problem is…

Definite Integral Automatic Analysis Mechanism Research and Development Using the "Find the Area by Integration" Unit as an Example

ERIC Educational Resources Information Center

Ting, Mu Yu

2017-01-01

Using the capabilities of expert knowledge structures, the researcher prepared test questions on the university calculus topic of "finding the area by integration." The quiz is divided into two types of multiple choice items (one out of four and one out of many). After the calculus course was taught and tested, the results revealed that…

Retention of Text Information as a Function of the Nature, Timing, and Number of Quizzes.

ERIC Educational Resources Information Center

Anderson, Richard C.; And Others

Two experiments were conducted, the purpose of which was to investigate the direct effects of questioning. In experiment one, 240 sophomores, juniors, and seniors from a small town high school read one of two versions of a 550-word passage describing the social behavior of the army ant. The subjects then took either a verbatim or paraphrase quiz,…

Quiz Making Activities Using the Multi-Mouse Quiz System in an Elementary School

ERIC Educational Resources Information Center

Zhou, Juan; Mori, Mikihiko; Ueda, Hiroshi; Kita, Hajime

2013-01-01

The Multi-Mouse Quiz System is an application used to treat quizzes in a classroom or other learning environment. The system comprises the Multi Mouse Quiz (MMQ) and MMQEditor. The MMQ is an application of Single Display Groupware (SDG), which enables multiple users to answer quizzes by connecting several mice to an ordinary computer. The…

Using Reading Guides and On-Line Quizzes to Improve Reading Compliance and Quiz Scores

ERIC Educational Resources Information Center

Maurer, Trent W.; Longfield, Judith

2015-01-01

This study compared students' daily in-class reading quiz scores in an introductory Child Development course across five conditions: control, reading guide only, reading guide and on-line practice quiz, reading guide and on-line graded quiz, and reading guide and both types of on-line quizzes. At the beginning of class, students completed a 5-item…

Sleep Quiz

MedlinePlus

Skip Navigation Bar Home Current Issue Past Issues Sleep Quiz Past Issues / Summer 2007 Table of Contents ... on. Photo: iStock Take the National Center on Sleep Disorders Research Sleep Quiz TRUE OR FALSE ? _____1. ...

Headaches and Migraines: Migraine 101 Quiz

MedlinePlus

... Bar Home Current Issue Past Issues Headaches and Migraines Migraine 101 Quiz Past Issues / Spring 2009 Table of ... the facts when it comes to headaches and migraines? Test your knowledge with this quick quiz. True/ ...

Nicotine Withdrawal; Measure Your Symptoms (Quiz)

MedlinePlus

... Free Resources Medications Can Help You Quit Using Nicotine Replacement Therapy Busting NRT Myths Smokefree Phone Apps ... Withdrawal Understanding Withdrawal Quiz: How Strong is Your Nicotine Addiction? Quiz: What Are Your Withdrawal Symptoms? Dealing ...

Exploring the Universe Together: Cooperative Quizzes With and Without a Classroom Performance System in Astronomy 101

NASA Astrophysics Data System (ADS)

Byrd, Gene G.; Coleman, Susanna; Werneth, Charles

Our University of Alabama introductory astronomy course has large enrollments, with the usual problems of low attendance and students putting off studying until just before major exams--with predictable consequences. We tried one strategy--cooperatively answering quiz questions--during our May 2002 interim term. Classes were long: three hours a day over three weeks. Before midclass break, we presented a multiple-choice open-book-and-notes quiz to be answered after the break. Quizzes could increase grades without excessively diluting the importance of closed-book major exams. The interim 2002 final exam average was 80%, much better than the 2001 class average of 57%. During a regular semester, handing out and taking up papers would take up much time during the more frequent classes. It's also more interesting if students vote for different answers together, then see the correct answer. We obtained funds for a Classroom Performance System (CPS) consisting of two computer receiver units, a hub, and 128 TV remote-style response pads. We used the CPS during interim 2003. Ease of giving quizzes and grading permitted two shorter quizzes a day. Improvement was maintained, with a slight 3% increase. In addition, students graded the "cooperative quiz" 2002 and 2003 courses higher than the 2001 course. We also used the CPS for public astronomy events and introductory physics courses.

The effectiveness of annotated (vs. non-annotated) digital pathology slides as a teaching tool during dermatology and pathology residencies.

PubMed

Marsch, Amanda F; Espiritu, Baltazar; Groth, John; Hutchens, Kelli A

2014-06-01

With today's technology, paraffin-embedded, hematoxylin & eosin-stained pathology slides can be scanned to generate high quality virtual slides. Using proprietary software, digital images can also be annotated with arrows, circles and boxes to highlight certain diagnostic features. Previous studies assessing digital microscopy as a teaching tool did not involve the annotation of digital images. The objective of this study was to compare the effectiveness of annotated digital pathology slides versus non-annotated digital pathology slides as a teaching tool during dermatology and pathology residencies. A study group composed of 31 dermatology and pathology residents was asked to complete an online pre-quiz consisting of 20 multiple choice style questions, each associated with a static digital pathology image. After completion, participants were given access to an online tutorial composed of digitally annotated pathology slides and subsequently asked to complete a post-quiz. A control group of 12 residents completed a non-annotated version of the tutorial. Nearly all participants in the study group improved their quiz score, with an average improvement of 17%, versus only 3% (P = 0.005) in the control group. These results support the notion that annotated digital pathology slides are superior to non-annotated slides for the purpose of resident education. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

MISR Where on Earth...? MISR Mystery Image Quiz #28

NASA Image and Video Library

2016-11-16

Are you ready for a challenge? Become a geographical detective and solve the latest mystery quiz from NASA's MISR (Multi-angle Imaging SpectroRadiometer) instrument onboard the Terra satellite. Prize submissions for perfect scores accepted until Wednesday, November 23, at 4:00 p.m. PST. Happy sleuthing! Take the quiz here http://climate.nasa.gov/quizzes/misr_quiz_28. http://photojournal.jpl.nasa.gov/catalog/PIA15375

MISR Where on Earth ...? MISR Mystery Image Quiz #29

NASA Image and Video Library

2017-06-21

Are you ready for a challenge? Become a geographical detective and solve the latest mystery quiz from NASA's MISR Multi-angle Imaging SpectroRadiometer (MISR) instrument onboard the Terra satellite. Prize submissions for perfect scores accepted until Wednesday, June 28, at 4:00 p.m. PDT. Happy sleuthing! Take the quiz here http://climate.nasa.gov/quizzes/misr_quiz_29. https://photojournal.jpl.nasa.gov/catalog/PIA21762

The Irish: In Their Homeland, In America, In Connecticut. The Peoples of Connecticut Multicultural Ethnic Heritage Studies Series, Number One.

ERIC Educational Resources Information Center

Stone, Frank Andrews

The curriculum guide is designed to promote understanding of Irish Americans and their culture in their homeland and in America. It is part of a series of guides about ethnic groups in America and in Connecticut. Written for grades nine through 12, the material is adaptable for younger readers or adults. A 15-question quiz to test students'…

Special considerations for hiring an associate.

PubMed

Hills, Laura Sachs

2004-01-01

If you 're thinking about hiring an associate for your medical practice, you will have many things to consider and many decisions to make. This article weighs the pros and cons of associateships and provides a 12-question quiz to help you determine whether an associate will be a good fit for your goal, philosophy, needs, and personality. It suggests helpful tips for recruiting and interviewing top-notch applicants to your associateship, including effective interview questions. It also offers advice about evaluating associateship applicants and suggests typical compensation arrangements. This article also includes questions to answer in your associateship contract and practical advice about restrictive covenants and externships. Finally, the article offers 12 suggestions for getting your new associate up to speed right away in your practice.

MISR Where on Earth…? Mystery Image Quiz #29

Atmospheric Science Data Center

2017-09-07

... ready for a challenge? Become a geographical detective and solve the latest mystery quiz from NASA’s MISR (Multi-angle Imaging ... ready for a challenge? Become a geographical detective and solve the latest mystery quiz from NASA’s MISR (Multi-angle Imaging ...

A standardized online clinical education and assessment tool for neurology clerkship students assigned to multiple sites.

PubMed

Holland, Neil R; Grinberg, Ilya; Tabby, David

2014-01-01

The Drexel neurology clerkship experience can vary from large groups at a university hospital inpatient unit to smaller groups at private physician offices. Evaluations are based on the site director's subjective assessment and performance on the National Board of Medical Examiners neurology shelf examination. We are developing a standardized online clinical neurology course and quiz for the whole clerkship. We piloted the course and quiz at a single site for one academic year and compared their test scores with a control group of students at other clerkship sites who took the online quiz without viewing the course. Students at the pilot site achieved higher scores both on the neurology shelf examination and the clinical quiz and also reported higher teaching satisfaction scores than students at all other sites. There was a 97 % participation rate in the online quiz from the other sites. Use of this online course and quiz provides effective standardized clinical neurology teaching and evaluation that can be applied to students across multiple sites.

Quiz Today: Should I Skip Class?

ERIC Educational Resources Information Center

Zizler, Peter

2013-01-01

How does selective assessment, wherein one counts only the best "k" out of "n" quizzes set, impact grade inflation? Based on our analysis, a specific quantitative answer can be given to a student who plans to skip a quiz, depending, of course, on the student's quiz writing consistency or inconsistency.

Integrating an Information Literacy Quiz into the Learning Management System

ERIC Educational Resources Information Center

Lowe, M. Sara; Booth, Char; Tagge, Natalie; Stone, Sean

2014-01-01

The Claremont Colleges Library Instruction Services Department developed a quiz that could be integrated into the consortial learning management software to accompany a local online, open-source information literacy tutorial. The quiz is integrated into individual course pages, allowing students to receive a grade for completion and improving…

Effects Of The Contingency For Homework Submission On Homework Submission And Quiz Performance In A College Course

PubMed Central

2005-01-01

Effects of the contingency for submission of homework assignments on the probability of assignment submission and on quiz grades were assessed in an undergraduate psychology course. Under an alternating treatments design, each student was assigned to a points condition for 5 of 10 quiz-related homework assignments corresponding to textbook chapters. Points were available for homework submission under this condition; points were not available under the no-points condition. The group-mean percentage of homework assignments submitted and quiz grades were higher for all chapters under the points condition than in the no-points condition. These findings, which were replicated in Experiment 2, demonstrate that homework submission was not maintained when the only consequences were instructor-provided feedback and expectation of improved quiz performance. PMID:15898476

Web-Based Quiz-Game-Like Formative Assessment: Development and Evaluation

ERIC Educational Resources Information Center

Wang, Tzu-Hua

2008-01-01

This research aims to develop a multiple-choice Web-based quiz-game-like formative assessment system, named GAM-WATA. The unique design of "Ask-Hint Strategy" turns the Web-based formative assessment into an online quiz game. "Ask-Hint Strategy" is composed of "Prune Strategy" and "Call-in Strategy".…

The Facts on Aging Quiz: A Review of Findings and a Revision of Palmore's Facts on Aging Quiz.

ERIC Educational Resources Information Center

Palmore, Erdman; And Others

1980-01-01

In a review of studies using the Facts on Aging Quiz (FAQ), group reliability was high, but item reliability was low. Less educated groups were more biased against the elderly. In some ways the revised FAQ supports the Palmore scale, while compensating for its weaknesses. (JAC)

Self-Assessment Quiz Taking Behaviour Analysis in an Online Course

ERIC Educational Resources Information Center

Ozarslan, Yasin; Ozan, Ozlem

2016-01-01

Self-assessment is vital for online learning since it is one of the most essential skills of distance learners. In this respect, the purpose of this study was to understand learners' self-assessment quiz taking behaviours in an undergraduate level online course. We tried to figure out whether there is a relation between self-assessment quiz taking…

Does a gatekeeper suicide prevention program work in a school setting? Evaluating training outcome and moderators of effectiveness.

PubMed

Tompkins, Tanya L; Witt, Jody; Abraibesh, Nadia

2009-12-01

The current study sought to evaluate the suicide prevention gatekeeper training program QPR (Question, Persuade, and Refer) among school personnel using a non-equivalent control group design. Substantial gains were demonstrated from pre- to post-test for attitudes, knowledge, and beliefs regarding suicide and suicide prevention. Exploratory analyses revealed the possible moderating effects of age, professional role, prior training, and recent contact with suicidal youth on QPR participants' general knowledge, questioning, attitudes toward suicide and suicide prevention, QPR quiz scores, and self-efficacy. The need for replication using a more rigorous experimental design in the context of strong community collaboration is discussed.

A Support System for Error Correction Questions in Programming Education

ERIC Educational Resources Information Center

Hachisu, Yoshinari; Yoshida, Atsushi

2014-01-01

For supporting the education of debugging skills, we propose a system for generating error correction questions of programs and checking the correctness. The system generates HTML files for answering questions and CGI programs for checking answers. Learners read and answer questions on Web browsers. For management of error injection, we have…

Examination of the Psychometric Properties of the Knowledge of Aging for Social Work Quiz

ERIC Educational Resources Information Center

Nakao, Kayoko C.; Damron-Rodriguez, JoAnn; Lawrance, Frances P.; Volland, Patricia J.

2013-01-01

Using graduate social work students' data ("n" = 481) in the Hartford Partnership Program for Aging Education (HPPAE) in the United States, the study examined psychometric properties of the Knowledge of Aging for Social Work Quiz (KASW), a revision of the Facts on Aging Quiz, to evaluate biopsychosocial knowledge relevant to social work.…

Reflective questions in health counseling.

PubMed

Poskiparta, M; Kettunen, T; Liimatainen, L

1998-09-01

This study explores questions that nurses ask patients in order to awaken reflection on their health behavior in health counseling. Thirty-eight counseling situations were videotaped in a hospital. The data were analyzed using conversation analysis which was adapted for the purpose of this study. Nonverbal communication supported speech and was interpreted alongside it. This study found that nurses used only a few reflective questions, most of which were future-oriented or introduced hypotheses. In a nonreflective discussion, nurses used only check-up and alternative questions to get information about patients' illnesses and health care measures. Findings indicated that reflective conversation began with check-up questions about patients' immediate situation, followed by questions about patients' feelings in the past, present, or future. On the third level of questioning, the structure might vary between embedded questions, check-up, alternative, or feeling questions. Nonverbal communication supported the discussion. Reflective questions tended to ensure patient-centered conversation and might improve the effectiveness of health counselling.

Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: perceptions of peer teachers and students.

PubMed

Wait, Kevin R; Cloud, Beth A; Forster, Lindsey A; Jones, Tiffany M; Nokleby, Jessica J; Wolfe, Cortney R; Youdas, James W

2009-01-01

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12-15 item ARS quiz assembled by six second-year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first-year DPT students in attendance. This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First-year students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students' level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy.

Learning Curve for Teaching Constellations in a Planetarium

NASA Astrophysics Data System (ADS)

Hintz, Eric G.; Smith, N.; Moody, J. W.; Stephens, D. C.; Joner, M. D.; Hintz, M.; Lawler, J.; Jones, M.; Bench, N.

2014-01-01

As part of a larger project we have examined how students learn constellations in a planetarium environment. Students in our introductory descriptive astronomy class were given a 50 object quiz before any instruction. This quiz includes 30 constellations, 17 bright stars, two star clusters, and the Orion Nebula. In addition we gathered a small set of demographic information. After the initial quiz we tracked student scores through the semester to see how long it took for them to learn all 50 objects. We also plan to give a follow-up constellation quiz to students who have previously taken the quiz to test for retention. This will cover a time line for 6 months up to 4 years. We will present our early results from this study. This data will also be used as a baseline for a study of Head Mounted Displays to teach a deaf audience in a planetarium. This work is partially supported by funding from the National Science Foundation grant IIS-1124548 and the Sorenson Foundation.

Feeling and Understanding Plate Tectonics - How can We attract Museum Visitors Attention?

NASA Astrophysics Data System (ADS)

Simon, Gilla; Apel, Michael

2017-04-01

Earthquakes, volcano eruptions and other natural hazards are commonly paid attention to, if news about disastrous events reach us. The mission of an Earth Science or Natural History Museum, however, goes beyond explaining the causes of natural disasters, but should also present science history and cutting edge research. Since dealing with a subject, especially with one, which seems to be in the abstract, is more effective, we realised two new projects where our visitors can feel and understand plate tectonics in a more exciting way. In 2015 we installed an earthquake simulator in our permanent exhibition to allow our visitors the physical experience of an earthquake. Because of static restrictions the simulator is housed in a container outside the building where it can be visited as a booked program upon prior reservation or by joining public tours on Sundays and special occasions. The simulation of six real earthquakes in two spatial directions is accompanied by a movie presenting facts about the earthquake itself (e.g. location, magnitude, damage and victims), but also general information about plate tectonics. This standard program takes about 20 minutes. During an educational program, however, not only the simulator is visited, but also the permanent exhibition, where the guide can focus on different aspects and then might choose specific earthquakes and information blocs in the simulator. In addition workshops with experiments are offered for school classes and other groups. This allows us to offer an individual program fitting to the visitor group. In 2016 we converted an old movie room to a state of the art media room. In cooperation with Media Informatics students we developed a quiz for three different levels and various themes like earthquakes, volcanoes, history and plate tectonics in general. Starting the quiz, a virtual earthquake destroys a building which will be reconstructed if the participants answer multiple choice questions correctly. Though, the rebuilding of the house is faster if a group of participants plays together. A first statistic evaluation of the media room shows that the quiz is greatly accepted by the visitors: The quiz is played on an average six times per hour and abortion rate is very low with less than 10%.

The effect of case-based discussion of topics with experts on learners' opinions: implications for spinal education and training.

PubMed

Berjano, Pedro; Villafañe, Jorge Hugo; Vanacker, Gerard; Cecchinato, Riccardo; Ismael, Maryem; Gunzburg, Robert; Marruzzo, Daniele; Lamartina, Claudio

2018-02-01

This investigation aimed to examine the extent to which case-based discussion with experts could influence the audience's opinions on the treatment of patients during a continuing medical education event for spine surgeons. We conducted a prospective controlled crossover study of 90 surgeons. During a continuing medical education activity using case-based discussion, quiz questions were used which asked participants (attendants and faculty group) their opinions on the best choices about diagnosis and treatment in a number of cases. No answer was considered correct, but we evaluated the number of participants choosing each specific answer among a number of valid options. Quiz questions were collected with an automated response system at the entry and at the end of each case discussion. Change in participant's opinions was estimated from the change in the preferred answers between the entry and exit quizzes. Chi-square analysis was performed to determine significance. Sixty-two attendants out of eighty three (75%) and six faculties out of twelve (50%) responded to the survey. After the case discussion, 68.2% (p < 0.04, Chi-square test) of the attendants changed their opinion on the appropriate treatment. The faculty answers, however, showed no significant change in opinions regarding the identification of the appropriate treatment. On the basis of our results, case-based discussion driven by experts, as a form of teaching, has a measurable effect in terms of changes in the learners' opinions.

The effect of case-based discussion of topics with experts on learners' opinions: implications for spinal education and training.

PubMed

Berjano, Pedro; Villafañe, Jorge Hugo; Vanacker, Gerard; Cecchinato, Riccardo; Ismael, Maryem; Gunzburg, Robert; Marruzzo, Daniele; Lamartina, Claudio

2017-10-01

This investigation aimed to examine the extent to which case-based discussion with experts could influence the audience's opinions on the treatment of patients during a continuing medical education event for spine surgeons. We conducted a prospective controlled crossover study of 90 surgeons. During a continuing medical education activity using case-based discussion, quiz questions were used which asked participants (attendants and faculty group) their opinions on the best choices about diagnosis and treatment in a number of cases. No answer was considered correct, but we evaluated the number of participants choosing each specific answer among a number of valid options. Quiz questions were collected with an automated response system at the entry and at the end of each case discussion. Change in participant's opinions was estimated from the change in the preferred answers between the entry and exit quizzes. Chi-square analysis was performed to determine significance. Sixty-two attendants out of eighty three (75%) and six faculties out of twelve (50%) responded to the survey. After the case discussion, 68.2% (p < 0.04, Chi-square test) of the attendants changed their opinion on the appropriate treatment. The faculty answers, however, showed no significant change in opinions regarding the identification of the appropriate treatment. On the basis of our results, case-based discussion driven by experts, as a form of teaching, has a measurable effect in terms of changes in the learners' opinions.

Does the Sex Risk Quiz Predict Mycoplasma genitalium Infection in Urban Adolescents and Young Adult Women?

PubMed

Ronda, Jocelyn; Gaydos, Charlotte A; Perin, Jamie; Tabacco, Lisa; Coleman, Jenell; Trent, Maria

2018-06-04

Mycoplasma genitalium (MG) is a common sexually transmitted infection (STI) but there are limited strategies to identify individuals at risk of MG. Previously a sex risk quiz was used to predict STIs including Chlamydia trachomatis (CT), Neisseria gonorrhoeae (GC), and/or Trichomonas vaginalis (TV). The original quiz categorized individuals ≤25 years old as at risk of STIs, but the Centers for Disease Control identifies females <25 years old as at risk of STIs. In this study, the quiz was changed to categorize females <25 years old as high risk. The objective was to determine if the age-modified risk quiz predicted MG infection. A cross-sectional analysis of a prospective longitudinal study was performed including female adolescents and young adults (AYA) evaluated in multiple outpatient clinics. Participants completed an age-modified risk quiz about sexual practices. Scores ranged from 0 to 10 and were categorized as low-risk (0-3), medium-risk (4-7), and high-risk (8-10) based upon the STI prevalence for each score. Vaginal and/or endocervical specimens were tested for MG, TV, CT, and GC using the Aptima Gen-Probe nucleic amplification test. There were 693 participants. Most participants reported having 0-1 sexual partners in the last 90 days (91%) and inconsistent condom use (84%). Multivariable logistic regression analysis controlling for race, education, and symptom status demonstrated that a medium-risk score predicted MG infection among AYA <25 years old (adjusted OR 2.56 [95% CI 1.06-6.18]). A risk quiz may be useful during clinical encounters to identify AYA at risk of MG.

Importance of Survey Design for Studying the Epidemiology of Emerging Tobacco Product Use Among Youth.

PubMed

Delnevo, Cristine D; Gundersen, Daniel A; Manderski, Michelle T B; Giovenco, Daniel P; Giovino, Gary A

2017-08-15

Accurate surveillance is critical for monitoring the epidemiology of emerging tobacco products in the United States, and survey science suggests that survey response format can impact prevalence estimates. We utilized data from the 2014 New Jersey Youth Tobacco Survey (n = 3,909) to compare estimates of the prevalence of 4 behaviors (ever hookah use, current hookah use, ever e-cigarette use, and current e-cigarette use) among New Jersey high school students, as assessed using "check-all-that-apply" questions, with estimates measured by means of "forced-choice" questions. Measurement discrepancies were apparent for all 4 outcomes, with the forced-choice questions yielding prevalence estimates approximately twice those of the check-all-that-apply questions, and agreement was fair to moderate. The sensitivity of the check-all-that-apply questions, treating the forced-choice format as the "gold standard," ranged from 38.1% (current hookah use) to 58.3% (ever e-cigarette use), indicating substantial false-negative rates. These findings highlight the impact of question response format on prevalence estimates of emerging tobacco products among youth and suggest that estimates generated by means of check-all-that-apply questions may be biased downward. Alternative survey designs should be considered to avoid check-all-that-apply response formats, and researchers should use caution when interpreting tobacco use data obtained from check-all-that-apply formats. © The Author(s) 2017. Published by Oxford University Press on behalf of the Johns Hopkins Bloomberg School of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Folic Acid Quiz

MedlinePlus

... Surveillance References Birth Defects COUNT Data & Statistics Research Articles & Key Findings About Us Partners Links to Other Websites Information For… Media Policy Makers Folic Acid Quiz Language: English (US) ...

Social effects of an anthropomorphic help agent: humans versus computers.

PubMed

David, Prabu; Lu, Tingting; Kline, Susan; Cai, Li

2007-06-01

The purpose of this study was to examine perceptions of fairness of a computer-administered quiz as a function of the anthropomorphic features of the help agent offered within the quiz environment. The addition of simple anthropomorphic cues to a computer help agent reduced the perceived friendliness of the agent, perceived intelligence of the agent, and the perceived fairness of the quiz. These differences were observed only for male anthropomorphic cues, but not for female anthropomorphic cues. The results were not explained by the social attraction of the anthropomorphic agents used in the quiz or by gender identification with the agents. Priming of visual cues provides the best account of the data. Practical implications of the study are discussed.

Debate preparation/participation: an active, effective learning tool.

PubMed

Koklanaris, Nikki; MacKenzie, Andrew P; Fino, M Elizabeth; Arslan, Alan A; Seubert, David E

2008-01-01

Passive educational techniques (such as lectures) are thought to be less productive than active learning. We examined whether preparing for and participating in a debate would be an effective, active way to learn about a controversial topic. We compared quiz performance in residents who attended a lecture to residents who prepared for/participated in a debate. Twelve residents each participated in one lecture session and one debate session. Learning was evaluated via a quiz. Quizzes were given twice: before the debate/lecture and 1 week after the debate/lecture. Quiz scores were compared using repeated measures analysis of variance, with a p value of < .05 considered significant. A survey evaluating the usefulness of debating was given to all participants. There was a statistically significant difference in the pretest mean quiz score between the debate and lecture groups: 78.3% and 52.5%, respectively (p = .02). Similarly, on posttest quizzes, the average debater scored 85.8%, versus 61.7% for the lecture group (p = .003). Although no one in the debate group scored lower on a follow-up quiz, 3 residents in the lecture group did worse on follow-up. When learning about a controversial topic, residents who prepared for/participated in a debate achieved higher quiz scores and were better at retaining information than those who attended a lecture. When faced with teaching a controversial topic, organizing a debate may be more effective than giving a lecture.

Do clinical and translational science graduate students understand linear regression? Development and early validation of the REGRESS quiz.

PubMed

Enders, Felicity

2013-12-01

Although regression is widely used for reading and publishing in the medical literature, no instruments were previously available to assess students' understanding. The goal of this study was to design and assess such an instrument for graduate students in Clinical and Translational Science and Public Health. A 27-item REsearch on Global Regression Expectations in StatisticS (REGRESS) quiz was developed through an iterative process. Consenting students taking a course on linear regression in a Clinical and Translational Science program completed the quiz pre- and postcourse. Student results were compared to practicing statisticians with a master's or doctoral degree in statistics or a closely related field. Fifty-two students responded precourse, 59 postcourse , and 22 practicing statisticians completed the quiz. The mean (SD) score was 9.3 (4.3) for students precourse and 19.0 (3.5) postcourse (P < 0.001). Postcourse students had similar results to practicing statisticians (mean (SD) of 20.1(3.5); P = 0.21). Students also showed significant improvement pre/postcourse in each of six domain areas (P < 0.001). The REGRESS quiz was internally reliable (Cronbach's alpha 0.89). The initial validation is quite promising with statistically significant and meaningful differences across time and study populations. Further work is needed to validate the quiz across multiple institutions. © 2013 Wiley Periodicals, Inc.

Neural signatures of response planning occur midway through an incoming question in conversation

PubMed Central

Bögels, Sara; Magyari, Lilla; Levinson, Stephen C.

2015-01-01

A striking puzzle about language use in everyday conversation is that turn-taking latencies are usually very short, whereas planning language production takes much longer. This implies overlap between language comprehension and production processes, but the nature and extent of such overlap has never been studied directly. Combining an interactive quiz paradigm with EEG measurements in an innovative way, we show that production planning processes start as soon as possible, that is, within half a second after the answer to a question can be retrieved (up to several seconds before the end of the question). Localization of ERP data shows early activation even of brain areas related to late stages of production planning (e.g., syllabification). Finally, oscillation results suggest an attention switch from comprehension to production around the same time frame. This perspective from interactive language use throws new light on the performance characteristics that language competence involves. PMID:26242909

Validation of clay modeling as a learning tool for the periventricular structures of the human brain.

PubMed

Akle, Veronica; Peña-Silva, Ricardo A; Valencia, Diego M; Rincón-Perez, Carlos W

2018-03-01

Visualizing anatomical structures and functional processes in three dimensions (3D) are important skills for medical students. However, contemplating 3D structures mentally and interpreting biomedical images can be challenging. This study examines the impact of a new pedagogical approach to teaching neuroanatomy, specifically how building a 3D-model from oil-based modeling clay affects learners' understanding of periventricular structures of the brain among undergraduate medical students in Colombia. Students were provided with an instructional video before building the models of the structures, and thereafter took a computer-based quiz. They then brought their clay models to class where they answered questions about the structures via interactive response cards. Their knowledge of periventricular structures was assessed with a paper-based quiz. Afterward, a focus group was conducted and a survey was distributed to understand students' perceptions of the activity, as well as the impact of the intervention on their understanding of anatomical structures in 3D. Quiz scores of students that constructed the models were significantly higher than those taught the material in a more traditional manner (P < 0.05). Moreover, the modeling activity reduced time spent studying the topic and increased understanding of spatial relationships between structures in the brain. The results demonstrated a significant difference between genders in their self-perception of their ability to contemplate and rotate structures mentally (P < 0.05). The study demonstrated that the construction of 3D clay models in combination with autonomous learning activities was a valuable and efficient learning tool in the anatomy course, and that additional models could be designed to promote deeper learning of other neuroanatomy topics. Anat Sci Educ 11: 137-145. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Blood Pressure Quiz | NIH MedlinePlus the Magazine

MedlinePlus

... this page please turn Javascript on. Feature: High Blood Pressure Blood Pressure Quiz Past Issues / Fall 2011 Table of Contents Blood pressure changes throughout the day. It… is highest while ...

The Impact of Cooperative Quizzes in a Large Introductory Astronomy Course for Non Science Majors

NASA Astrophysics Data System (ADS)

Zeilik, Michael; Morris, Vicky J.

In Astronomy 101 at the University of New Mexico, we carried out a repeated-items experiment on quizzes and tests to investigate the impact of cooperative testing. This trial was the only change in a reformed course format that had been refined over previous semesters. Our research questions were: Did cooperative quizzes result in gains for the class overall? Did these gains "stick" within the semester? In the spring and fall semesters of 2000, students took quizzes individually and in cooperative learning teams, and tests individually. Normalized gain, , on the quizzes averaged about 0.4, and effect size about 0.8 (approximately a 10% increase in class mean score). Repeating selected quiz items on a subsequent test demonstrated that the gain was sustained over a month in both semesters. In addition, we compared demographics of UNM students with those of the National Astronomy Diagnostic Test project. We found that UNM students are similar to the national sample, except in ethnicity (more Hispanic American, fewer White). Based on these results, we judge that our cooperative quiz strategy will likely succeed in other "Astro 101" classes.

The STRENGTH Ezine: an application of e-mail for health promotion in adolescent girls.

PubMed

Abroms, Lorien C; Fagan, Pebbles; Eisenberg, Marla E; Lee, Hye-Seung H; Remba, Natania; Sorensen, Glorian

2004-01-01

Few studies have investigated the efficacy of e-mail for promoting behavior change. This study evaluates the participation in and outcomes associated with an e-mail-based health promotion program. Adolescent girls aged 15 to 17 years were recruited at a shopping mall. Participants with an e-mail address were assigned to the interactive e-mail magazine (Ezine) group (n = 37), whereas those not reporting an e-mail address were assigned to the non-Ezine group (n = 33). Participants in the Ezine group received the health Ezine, which included a quiz and an advice column, on a weekly basis. Results indicate that among the Ezine group, there was a high recall of the Ezine (81.1%), and more than one third of the participants replied to Ezine volumes with quiz answers or an advice question (36.6%). Differences in health behavior change between the Ezine and non-Ezine groups were not significant. E-mails on health-related matters can generate moderate levels of involvement in adolescent girls. Given the widespread use of e-mail, more studies are needed on the effective application of e-mail for health behavior change.

Family Health History and Diabetes

MedlinePlus

... Risk Test Family Health History Quiz Family Health History Quiz Family health history is an important risk ... Should Ask Your Family About Diabetes & Family Health History Knowing your family health history is important. Here ...

Introductory Statistics Students' Conceptual Understanding of Study Design and Conclusions

NASA Astrophysics Data System (ADS)

Fry, Elizabeth Brondos

Recommended learning goals for students in introductory statistics courses include the ability to recognize and explain the key role of randomness in designing studies and in drawing conclusions from those studies involving generalizations to a population or causal claims (GAISE College Report ASA Revision Committee, 2016). The purpose of this study was to explore introductory statistics students' understanding of the distinct roles that random sampling and random assignment play in study design and the conclusions that can be made from each. A study design unit lasting two and a half weeks was designed and implemented in four sections of an undergraduate introductory statistics course based on modeling and simulation. The research question that this study attempted to answer is: How does introductory statistics students' conceptual understanding of study design and conclusions (in particular, unbiased estimation and establishing causation) change after participating in a learning intervention designed to promote conceptual change in these areas? In order to answer this research question, a forced-choice assessment called the Inferences from Design Assessment (IDEA) was developed as a pretest and posttest, along with two open-ended assignments, a group quiz and a lab assignment. Quantitative analysis of IDEA results and qualitative analysis of the group quiz and lab assignment revealed that overall, students' mastery of study design concepts significantly increased after the unit, and the great majority of students successfully made the appropriate connections between random sampling and generalization, and between random assignment and causal claims. However, a small, but noticeable portion of students continued to demonstrate misunderstandings, such as confusion between random sampling and random assignment.

Orthopedic Health: Osteoarthritis— What You Should Know (quiz)

MedlinePlus

... Bar Home Current Issue Past Issues Orthopedic Health Osteoarthritis— What You Should Know Past Issues / Spring 2009 ... Javascript on. How much do you know about osteoarthritis, its causes, and its therapies? Take this quiz ...

Face the Fats Quiz 2

MedlinePlus

... heart? Ready to make informed choices about the foods you eat? From fish to French fries to fried chicken, test your knowledge about the fats in some familiar foods. Welcome to Face the Fats Quiz II - and ...

Stay Teen: Games

MedlinePlus

... by You are here Home » Games and Quizzes Games and Quizzes Facebook Twitter Tumblr Shares · 0 quiz ... Year’s Relationship Resolution Be? Shares · 0 Comments · 0 game Block Party Shares · 0 Comments · 0 quiz Should ...

Where on Earth...? MISR Mystery Image Quiz #24: Shandong Province, China

NASA Image and Video Library

2010-11-03

This image of the Shandong Province, China was acquired by the Multi-angle Imaging SpectroRadiometer instrument aboard NASA Terra spacecraft. This image is from the MISR Where on Earth...? Mystery Quiz #24.

Mystery #28

Atmospheric Science Data Center

2017-06-14

... ready for a challenge? Become a geographical detective and solve the latest mystery quiz from NASA’s MISR (Multi-angle Imaging ... ready for a challenge? Become a geographical detective and solve the latest mystery quiz from NASA’s MISR (Multi-angle Imaging ...

What Difference Does a Visit Make? Changes in Animal Welfare Perceptions after Interested Citizens Tour a Dairy Farm

PubMed Central

von Keyserlingk, Marina A. G.; Wittman, Hannah; Weary, Daniel M.

2016-01-01

Citizens’ concerns about farm animal welfare are often dismissed on the assumption that they are not well informed about farming practices. We conducted exploratory surveys of interested citizens (n = 50) before and after a self-guided tour of a 500-head dairy farm. ‘Before’ survey questions explored perceptions, concerns, and values about dairy cattle farming and welfare, in addition to a short knowledge-based quiz on dairy cattle husbandry. An ‘after’ survey explored the extent to which these constructs shifted after the tour. Before, most participants correctly answered quiz questions about general feeding and housing practices, but scores were low on questions about specific practices such as cow-calf separation. Participants considered several elements as necessary for a ‘good’ life for dairy cattle: fresh food and water, pasture access, gentle handling, space, shelter, hygiene, fresh air and sunshine, social companions, absence of stress, health, and safety from predators. These elements reflect a diverse conception of animal welfare that incorporates values for physical and mental well-being, natural living, and humane care. The visit had a mixed effect on perceptions of whether dairy cows had a ‘good’ life, improving perceptions for a quarter of participants, worsening perceptions in a third, with no shift in the remaining participants. The visit appeared to mitigate some concerns (e.g., provision of adequate food and water, gentle humane care) while reinforcing or eliciting others (e.g., lack of pasture access, early cow-calf separation). Moreover, animal welfare-relevant values held by participants (e.g., natural living, care) appeared to play an important role in influencing perceptions of farm practices. These results suggest that education and exposure to livestock farming may resolve certain concerns, but other concerns will likely persist, especially when practices conflict with deeply held values around animal care. PMID:27243965

What Difference Does a Visit Make? Changes in Animal Welfare Perceptions after Interested Citizens Tour a Dairy Farm.

PubMed

Ventura, Beth Ann; von Keyserlingk, Marina A G; Wittman, Hannah; Weary, Daniel M

2016-01-01

Citizens' concerns about farm animal welfare are often dismissed on the assumption that they are not well informed about farming practices. We conducted exploratory surveys of interested citizens (n = 50) before and after a self-guided tour of a 500-head dairy farm. 'Before' survey questions explored perceptions, concerns, and values about dairy cattle farming and welfare, in addition to a short knowledge-based quiz on dairy cattle husbandry. An 'after' survey explored the extent to which these constructs shifted after the tour. Before, most participants correctly answered quiz questions about general feeding and housing practices, but scores were low on questions about specific practices such as cow-calf separation. Participants considered several elements as necessary for a 'good' life for dairy cattle: fresh food and water, pasture access, gentle handling, space, shelter, hygiene, fresh air and sunshine, social companions, absence of stress, health, and safety from predators. These elements reflect a diverse conception of animal welfare that incorporates values for physical and mental well-being, natural living, and humane care. The visit had a mixed effect on perceptions of whether dairy cows had a 'good' life, improving perceptions for a quarter of participants, worsening perceptions in a third, with no shift in the remaining participants. The visit appeared to mitigate some concerns (e.g., provision of adequate food and water, gentle humane care) while reinforcing or eliciting others (e.g., lack of pasture access, early cow-calf separation). Moreover, animal welfare-relevant values held by participants (e.g., natural living, care) appeared to play an important role in influencing perceptions of farm practices. These results suggest that education and exposure to livestock farming may resolve certain concerns, but other concerns will likely persist, especially when practices conflict with deeply held values around animal care.

Web Based Homework for CAPA in General Education Astronomy Courses

NASA Astrophysics Data System (ADS)

Robertson, T. H.

2002-12-01

Qualitative questions in astronomy have been developed to operate under the CAPA web-based homework system. Multiple versions of similar questions and software randomization are used to create different homework sets for each student. The questions are grouped by concept and subject to create more challenging activities from relatively simple questions. These questions have been used for three semesters in five sections of ASTRO 100 which enrolled a total of 500 students over the past two years. Student surveys consistently indicate that they like the system and believe that it helps them to learn. Cognitive measures in the form of exam and course grades do not demonstrate statistically significant improvement in sections which have used the new homework system. This is due in part to a conscious effort to create exam questions which focus on content understanding and not memorization and the persistent student habit of studying for exams by memorizing homework. Differences have been identified between female and male students in terms of completion rates and performance on homework, quiz and exam scores. This work was supported in part by funding from the George and Frances Ball Fund for Academic Excellence and the 21st Century Fund for Faculty Development.

Picture Quiz (questions).

PubMed

Chatha, Hamid Aizaz; Nakash, Shaun

2005-01-01

A 75-year-old man was referred to hospital with a 24 hour history of severe neck pain, associated with fever, rigors and mild confusion. The pain radiated into his arms and was exacerbated by neck movements. Eight days prior to admission he had developed loose stools for 3 days. There was no history of trauma, and no other features of meningism. He gave a past history of ischemic heart disease and atrial fibrillation for which he was taking warfarin. Examination revealed a pyrexia of 38.3°C. There was tenderness over the cervical spine but no other positive findings. Neurological examination was unremarkable.

Special Section: Complementary and Alternative Medicine (CAM):Quiz on Complementary and Alternative Medicine

MedlinePlus

... Special Section CAM Quiz on Complementary and Alternative Medicine Past Issues / Winter 2009 Table of Contents For ... low back pain. True False Complementary and alternative medicine (CAM) includes: Meditation Chiropractic Use of natural products, ...

Quiz: Nails

MedlinePlus

... you know about your nails? Find out by taking this quiz! About Us Contact Us Partners Editorial Policy Permissions Guidelines Privacy Policy & Terms of Use Notice of Nondiscrimination Visit the Nemours Web site. Note: All information on KidsHealth® is for educational purposes ...

Where on Earth...? MISR Mystery Image Quiz #3:Lofoten Islands, Norway

NASA Image and Video Library

2001-09-26

Lofoten Islands, Norway. Norway is deeply indented by fjords, rises precipitously to high plateaus, and is united with the ocean by numerous islands. This image from NASA Terra satellite is MISR Mystery Image Quiz #2.

Where on Earth...? MISR Mystery Image Quiz #13: Western Uzbekistan and Northeastern Turkmenistan

NASA Image and Video Library

2003-03-19

Acquired by the Multi-angle Imaging SpectroRadiometer instrument aboard NASA Terra spacecraft, this image is from the MISR Where on Earth...? Mystery Quiz #13. The location is Western Uzbekistan and Northeastern Turkmenistan.

Meet your Aircraft Quiz

DOT National Transportation Integrated Search

1995-01-01

This quiz is designed to help a pilot meet his or her aircraft. Although no attempt is made to cover in depth all of the information contained in the typical Pilot's Operating Handbook (POH), Owner's Manual (OM), or Aircraft Flight Manual (AFM), the ...

On the placement of practice questions during study.

PubMed

Weinstein, Yana; Nunes, Ludmila D; Karpicke, Jeffrey D

2016-03-01

Retrieval practice improves retention of information on later tests. A question remains: When should retrieval occur during learning-interspersed throughout study or at the end of each study period? In a lab experiment, an online experiment, and a classroom study, we aimed to determine the ideal placement (interspersed vs. at-the-end) of retrieval practice questions. In the lab experiment, 64 subjects viewed slides about APA style and answered short-answer practice questions about the content or restudied the slides (restudy condition). The practice questions either appeared 1 every 1-2 slides (interspersed condition), or all at the end of the presentation (at-the-end condition). One week later, subjects returned and answered the same questions on a final test. In the online experiment, 175 subjects completed the same procedure. In the classroom study, 62 undergraduate students took quizzes as part of class lectures. Short-answer practice questions appeared either throughout the lectures (interspersed condition) or at the end of the lectures (at-the-end condition). Nineteen days after the last quiz, students were given a surprise final test. Results from the 3 experiments converge in demonstrating an advantage for interspersing practice questions on the initial tests, but an absence of this advantage on the final test. (c) 2016 APA, all rights reserved).

Quiz: Does Your Blood Pressure Pass the Test? | NIH MedlinePlus the Magazine

MedlinePlus

... page please turn Javascript on. Special Section: Healthy Blood Pressure Quiz: Does Your Blood Pressure Pass the Test? Past Issues / Winter 2010 Table of Contents Blood pressure changes throughout the day. It is highest while ...

Quiz: What's the buzz about salt? | NIH MedlinePlus the Magazine

MedlinePlus

... page please turn Javascript on. Feature: Too Much Salt Quiz: What's the buzz about salt? Past Issues / Spring - Summer 2010 Table of Contents The body needs how much salt per day: ¼ teaspoon ½ teaspoon 1 teaspoon ...

Using isomorphic problems to learn introductory physics

NASA Astrophysics Data System (ADS)

Lin, Shih-Yin; Singh, Chandralekha

2011-12-01

In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred sixty-two students from a calculus-based and an algebra-based introductory physics course were given a quiz in the recitation in which they had to first learn from a solved problem provided and take advantage of what they learned from it to solve another problem (which we call the quiz problem) which was isomorphic. Previous research suggests that the multiple-concept quiz problem is challenging for introductory students. Students in different recitation classes received different interventions in order to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. We also conducted think-aloud interviews with four introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. We found that most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem. However, they were not necessarily able to apply the principles correctly. Research suggests that more scaffolding is needed to help students in applying these principles appropriately. We outline a few possible strategies for future investigation.

What's Your Fire Safety IQ?

ERIC Educational Resources Information Center

PTA Today, 1992

1992-01-01

The National Fire Protection Association offers a quiz on fire safety designed to help people learn about the major fire dangers and change the way they respond to them. Recommends that families sit down and take the quiz together, focusing on the correct answers provided. (SM)

A point contingency for homework submission in the graduate school classroom.

PubMed

Rehfeldt, Ruth Anne; Walker, Brooke; Garcia, Yors; Lovett, Sadie; Filipiak, Stephen

2010-01-01

We explored the effects of points versus no points on the submission of homework assignments and quiz performance in a graduate-level course. Students were more likely to submit homework assignments during points weeks, but quiz scores were relatively unaffected.

Microlearning mApp raises health competence: hybrid service design.

PubMed

Simons, Luuk P A; Foerster, Florian; Bruck, Peter A; Motiwalla, Luvai; Jonker, Catholijn M

Work place health support interventions can help support our aging work force, with mApps offering cost-effectiveness opportunities. Previous research shows that health support apps should offer users enough newness and relevance each time they are used. Otherwise the 'eHealth law of attrition' applies: 90 % of users are lost prematurely. Our research study builds on this prior research with further investigation on whether a mobile health quiz provides added value for users within a hybrid service mix and whether it promotes long term health? We developed a hybrid health support intervention solution that uses a mix of electronic and physical support services for improving health behaviours, including a mobile micro-learning health quiz. This solution was evaluated in a multiple-case study at three work sites with 86 users. We find that both our mobile health quiz and the overall hybrid solution contributed to improvements in health readiness, -behaviour and -competence. Users indicated that the micro-learning health quiz courses provided new and relevant information. Relatively high utilization rates of the health quiz were observed. Participants indicated that health insights were given that directly influenced every day health perceptions, -choices, coping and goal achievement strategies, plus motivation and self-norms. This points to increased user health self-management competence. Moreover, even after 10 months they indicated to still have improved health awareness, -motivation and -behaviours (food, physical activity, mental recuperation). A design analysis was conducted regarding service mix efficacy; the mobile micro-learning health quiz helped fulfil a set of key requirements that exist for designing ICT-enabled lifestyle interventions, largely in the way it was anticipated.

Comparing student achievement in the problem-based learning classroom and traditional teaching methods classroom

NASA Astrophysics Data System (ADS)

Dobbs, Vicki

Significant numbers of students fail high school chemistry, preventing them from graduating. Starting in the 2013-2014 school year, 100% of the students must pass a science assessment for schools to meet Adequate Yearly Progress (AYP) in accordance to No Child Left Behind (NCLB). Failure to meet AYP results in sanctions, such as state management or closure of a school or replacing a school staff. The purpose of this study was to determine whether the teaching strategy, Problem Based Learning (PBL), will improve student achievement in high school chemistry to a greater degree than traditional teaching methods. PBL is a student-centered, inquiry-based teaching method based on the constructivist learning theory. The research question looked at whether there was a difference in student achievement between students a high school chemistry classroom using PBL and students in a classroom using traditional teaching methods as measured by scores on a 20-question quiz. The research study used a quasi-experimental pretest/posttest control group design. An independent samples t-test compared gains scores between the pretest and posttest. Analysis of quiz scores indicated that there was not a significant difference (t(171) = 1.001, p = .318) in student achievement between the teaching methods. Because there was not a significant difference, each teacher can decide which teaching method best suites the subject matter and the learning styles of the students. This study adds research based data to help teachers and schools choose one teaching method over another so that students may gain knowledge, develop problem-solving skills, and life-long learning skills that will bring about social change in the form of a higher quality of life for the students and community as a whole.

How to Escape a Home Fire (Take This Safety Quiz).

ERIC Educational Resources Information Center

PTA Today, 1994

1994-01-01

A checklist/safety quiz from the National Fire Protection Association examines individual knowledge of how to escape if a home fire breaks out. The organization recommends that every household develop a fire escape plan and practice it at least twice a year. (SM)

The use of quizStar application for online examination in basic physics course

NASA Astrophysics Data System (ADS)

Kustijono, R.; Budiningarti, H.

2018-03-01

The purpose of the study is to produce an online Basic Physics exam system using the QuizStar application. This is a research and development with ADDIE model. The steps are: 1) analysis; 2) design; 3) development; 4) implementation; 5) evaluation. System feasibility is reviewed for its validity, practicality, and effectiveness. The subjects of research are 60 Physics Department students of Universitas Negeri Surabaya. The data analysis used is a descriptive statistic. The validity, practicality, and effectiveness scores are measured using a Likert scale. Criteria feasible if the total score of all aspects obtained is ≥ 61%. The results obtained from the online test system by using QuizStar developed are 1) conceptually feasible to use; 2) the system can be implemented in the Basic Physics assessment process, and the existing constraints can be overcome; 3) student's response to system usage is in a good category. The results conclude that QuizStar application is eligible to be used for online Basic Physics exam system.

Where on Earth...? MISR Mystery Image Quiz #8:Yarlung Tsangpo River, China

NASA Image and Video Library

2002-05-15

The mighty river featured in this image is called the Yarlung Tsangpo in China, and is then known as the Dikrong during its passage through India state of Arunachal Pradesh. This image from NASA Terra satellite is MISR Mystery Image Quiz #8.

Where on Earth...? MISR Mystery Image Quiz #10:Pulau Kimaam, West Papua

NASA Image and Video Library

2002-09-04

Pulau Kimaam, Pulau Dolok, Pulau Yos Sudarso, and Frederik Hendrik Island are all names used to refer to this island, which is part of the Indonesian province of West Papua. This image from NASA Terra satellite is MISR Mystery Image Quiz #10.

Reliability and validity of the Incontinence Quiz-Turkish version.

PubMed

Kara, Kerime C; Çıtak Karakaya, İlkim; Tunalı, Nur; Karakaya, Mehmet G

2018-01-01

The aim of this study was to investigate the reliability and validity of the Turkish version of the Incontinence Quiz, which was developed by Branch et al. (1994), to assess women's knowledge of and attitudes toward urinary incontinence. Comprehensibility of the Turkish version of the 14-item Incontinence Quiz, which was prepared following translation-back translation procedures, was tested on a pilot group of eight women, and its internal reliability, test-retest reliability and construct validity were assessed in 150 women who attended the gynecology clinics of three hospitals in İçel, Turkey. Physical and sociodemographic characteristics and presence of incontinence complaints were also recorded. Data were analyzed at the 0.05 alpha level, using SPSS version 22. The scale had good reliability and validity. The internal reliability coefficient (Cronbach α) was 0.80, test-retest correlation coefficients were 0.83-0.94; and with regard to construct validity, Kaiser-Meyer-Olkin coefficient was 0.76 and Barlett sphericity test was 562.777 (P = 0.000). Turkish version of the Incontinence Quiz had a four-factor structure, with Eigenvalues ranging from 1.17 to 4.08. The Incontinence Quiz-Turkish version is a highly comprehensible, reliable and valid scale, which may be used to assess Turkish-speaking women's knowledge of and attitudes toward urinary incontinence. © 2017 Japan Society of Obstetrics and Gynecology.

Nutrition practices and knowledge among NCAA Division III football players.

PubMed

Abbey, Elizabeth Lea; Wright, Cynthia Joy; Kirkpatrick, Christina M

2017-01-01

Participation in collegiate American football is physically demanding and may have long-term health implications, particularly in relation to cardiovascular and neurological health. National Collegiate Athletic Association (NCAA) Division III (DIII) football players are a relatively unstudied population, particularly in terms of their dietary habits and knowledge. The aim of the present study was to descriptively evaluate the dietary intake of DIII football players including a subset of linemen and assess the nutritional knowledge and sources of information of these athletes. The study sample was 88 DIII football players including a subset of nine linemen. All participants completed a food frequency questionnaire, and a nutritional knowledge questionnaire that included a quiz and questions about their main sources of nutrition information. Heights and body masses were also recorded. The linemen submitted written 3-day diet records for assessment of their dietary intake. Of the 88 participants, >50% reported consuming starches/grains, meat and dairy daily, but <50% reported consuming fruits and vegetables daily. Protein powders were the most commonly used supplements (33% reported daily use). Compared to dietary recommendations, linemen consumed high amounts of total fat, saturated fat, dietary cholesterol, sodium, and potassium, but were low in carbohydrates, fiber, and essential fats. The mean nutrition knowledge quiz score for the 88 participants was 55.2%. Those who had taken a nutrition or health course in college scored significantly higher on the quiz than those who had not. Participants reported relying primarily on coaches, websites, and athletic trainers (ATs) for nutritional guidance; ATs were the most trusted source. DIII football players had dietary habits that may both mitigate and increase their risk of chronic diseases. These athletes have room to improve their nutrition knowledge. Their reliance on athletic team staff for nutrition guidance highlights the importance of nutrition education for both athletes and staff and the potential role of a registered dietitian nutritionist.

Does Computer-Aided Formative Assessment Improve Learning Outcomes?

ERIC Educational Resources Information Center

Hannah, John; James, Alex; Williams, Phillipa

2014-01-01

Two first-year engineering mathematics courses used computer-aided assessment (CAA) to provide students with opportunities for formative assessment via a series of weekly quizzes. Most students used the assessment until they achieved very high (>90%) quiz scores. Although there is a positive correlation between these quiz marks and the final…

What Teachers and Parents Should Know about Ritalin.

ERIC Educational Resources Information Center

Prater, Mary Anne; Pancheri, Christina

1999-01-01

Presents basic information on Ritalin, a frequently prescribed stimulant medication for students with attention deficit hyperactivity disorder. A quiz evaluates the reader's knowledge level and is followed by an explanation of the correct answers. Also considered are pros and cons of Ritalin use, teachers' and parents' responses to the quiz, and…

A Comparison of Escalating versus Fixed Reinforcement Schedules on Undergraduate Quiz Taking

ERIC Educational Resources Information Center

Mahoney, Amanda

2017-01-01

Drug abstinence studies indicate that escalating reinforcement schedules maintain abstinence for longer periods than fixed reinforcement schedules. The current study evaluated whether escalating reinforcement schedules would maintain more quiz taking than fixed reinforcement schedules. During baseline and for the control group, bonus points were…

Remote access application for general physics examinations in the Magistracy Institute of National Research Nuclear University MEPhI

NASA Astrophysics Data System (ADS)

Kalashnikov, N. P.; Muravyev-Smirnov, S. S.; Samarchenko, D. A.; Tyulyusov, A. N.

2017-01-01

We discuss the remote training technique in general physics for foreign students. The examination for the student certification was chosen in the quiz form for all parts of the general physics course. This article describes the basic principles of the creation and placement of the structured question bank for the distance learning system. The possibility of creating an adaptive tests system on the basis of the minimal state education requirements is described. The examination results are analyzed and the tests validity is carried out based on the comparison of the exam results with a student certification during the semester.

Climbing Bloom's taxonomy pyramid: Lessons from a graduate histology course.

PubMed

Zaidi, Nikki B; Hwang, Charles; Scott, Sara; Stallard, Stefanie; Purkiss, Joel; Hortsch, Michael

2017-09-01

Bloom's taxonomy was adopted to create a subject-specific scoring tool for histology multiple-choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher- and student-generated quiz and examination questions from a graduate level histology course. Multiple-choice questions using histological images were generally assigned a higher BTHT level than simple text questions. The type of microscopy technique (light or electron microscopy) used for these image-based questions did not result in any significant differences in their Bloom's taxonomy scores. The BTHT levels for teacher-generated MCQs correlated positively with higher discrimination indices and inversely with the percent of students answering these questions correctly (difficulty index), suggesting that higher-level Bloom's taxonomy questions differentiate well between higher- and lower-performing students. When examining BTHT scores for MCQs that were written by students in a Multiple-Choice Item Development Assignment (MCIDA) there was no significant correlation between these scores and the students' ability to answer teacher-generated MCQs. This suggests that the ability to answer histology MCQs relies on a different skill set than the aptitude to construct higher-level Bloom's taxonomy questions. However, students significantly improved their average BTHT scores from the midterm to the final MCIDA task, which indicates that practice, experience and feedback increased their MCQ writing proficiency. Anat Sci Educ 10: 456-464. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Improving EFL Learners' Pronunciation of English through Quiz-Demonstration-Practice-Revision (QDPR)

ERIC Educational Resources Information Center

Moedjito

2018-01-01

This study investigates the effectiveness of Quiz-Demonstration-Practice-Revision (QDPR) in improving EFL learners' pronunciation of English. To achieve the goal, the present researcher conducted a one-group pretest-posttest design. The experimental group was selected using a random sampling technique with consideration of the inclusion criteria.…

Biochemistry Games: "AZ-Quiz" and "Jeopardy!"

ERIC Educational Resources Information Center

Rostejnska, Milada; Klimova, Helena

2011-01-01

"AZ-Quiz" and "Jeopardy!" are popular television shows and serve as the basis for in-class games designed to support and diversify chemistry instruction at the high school level. Both games were created in Microsoft PowerPoint, which is an easily accessible and controllable instrument that enables the creation of engaging animation. The use of…

The Use of a Daily Quiz "TOPday" as Supportive Learning Method for Medical Students

ERIC Educational Resources Information Center

Maessen, Martijn F. H.; Fluit, Cornelia R. M. G.; Holla, Micha; Drost, Gea; Vorstenbosch, Marc A. T. M.; de Waal Malefijt, Maarten C.; Kooloos, Jan G. M.; Tanck, Esther

2016-01-01

Medical students consider anatomy, neurology, and traumatology as difficult study topics. A recent study showed that the daily quiz "Two Opportunities to Practice per day (TOPday)" positively supported biomedical students in analyzing and solving biomechanical problems. The main purpose of this study was to investigate the effect of…

Introducing The Captain Power and The Power Quiz. Energy Education Programs.

ERIC Educational Resources Information Center

Niedermeyer, F.; Roberson, E.

Two energy education programs are described in this informational brochure. Both "Captain Power" for second graders and "Power Quiz" for fifth graders are designed to teach energy concepts and to help students develop and use conservation skills. Program outcomes focus on energy concepts, types of energy, energy costs, energy…

An Electrifying Quiz! Constructing a Printed-Circuit Board Quiz Game

ERIC Educational Resources Information Center

Calhoun, Michael J.

2005-01-01

Laptop computers, cell phones and the Apple iPod all contain transistors, IC chips, capacitors, and other electronic components. To the general public--and especially students in upper elementary and middle school grades--these components are most often very mysterious items. Yet, it is at elementary and middle school levels that scientists and…

Studying as Fun and Games: Effects on College Students' Quiz Performance

ERIC Educational Resources Information Center

Neef, Nancy A.; Perrin, Christopher J.; Haberlin, Alayna T.; Rodrigues, Lilian C.

2011-01-01

We examined college students' participation in a game activity for studying course material on their subsequent quiz performance. Game conditions were alternated with another activity counterbalanced across two groups of students in a multielement design. Overall, the mean percentage correct on quizzes was higher during the game condition than…

Rural Organization of Australian Stroke Teams: Emergency Department project.

PubMed

Wright, A; McGrail, M; Disler, P

2008-08-01

Many junior doctors have poor stroke assessment skills. Although major efforts have gone in to changing the attitudes of clinicians to stroke through the development of guidelines and implementation strategies, the most important step may be to make sure that medical schools include appropriate teaching of this important topic in their curricula. The Rural Organization of Australian Stroke Teams Emergency Department (ROASTED) project sought to determine the effectiveness of a practical intervention to improve the assessment and education of stroke knowledge among our junior emergency department doctors. We used a prospective before and after study of two separate cohorts (intervention vs no intervention) to assess the stroke knowledge of our junior emergency department doctors and to test the effectiveness of an educational intervention. The project took place at five sites in rural Victoria in November 2006. Both cohorts undertook the same two validated quizzes 1 month apart. At the intervention sites two 1-h tutorials were conducted between the quizzes and participants were encouraged to use a web-based educational tool. Pre-project stroke knowledge was shown to be poor at all of the participating sites. At the sites where no intervention took place no improvement in knowledge was shown (z = 0.83, P = 0.41, two-sided Mann-Whitney U-test). The median score for quiz 1 was 8.1 (41%, interquartile range (IQR) 6.5-9.4) and for quiz 2, 7.2 (36%, IQR 5.1-9.3). At the intervention sites, participants significantly improved their stroke knowledge between quiz 1 and quiz 2 (z = 4.75, P < 0.001). The median score for quiz 1 in this cohort was 8.3 (42%, IQR 6.5-10.0) and for quiz 2, 12.8 (64%, IQR 12.0-14.8). This project showed that junior doctors have an inadequate knowledge of stroke and that among our junior emergency department doctors there is a need for the ROASTED intervention and other innovative educational measures.

Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem

NASA Astrophysics Data System (ADS)

Lin, Shih-Yin; Singh, Chandralekha

2013-12-01

In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. 382 students from a calculus-based and an algebra-based introductory physics course were administered a quiz in the recitation in which they had to learn from a solved problem provided and take advantage of what they learned from it to solve another isomorphic problem (which we call the quiz problem). The solved problem provided has two subproblems while the quiz problem has three subproblems, which is known from previous research to be challenging for introductory students. In addition to the solved problem, students also received extra scaffolding supports that were intended to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. The data analysis suggests that students had great difficulty in transferring what they learned from a two-step problem to a three-step problem. Although most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem, they were not necessarily able to apply the principles correctly. We also conducted think-aloud interviews with six introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. The interviews suggest that students often superficially mapped the principles employed in the solved problem to the quiz problem without necessarily understanding the governing conditions underlying each principle and examining the applicability of the principle in the new situation in an in-depth manner. Findings suggest that more scaffolding is needed to help students in transferring from a two-step problem to a three-step problem and applying the physics principles appropriately. We outline a few possible strategies for future investigation.

Key steps in developing a cognitive vaccine against traumatic flashbacks: visuospatial Tetris versus verbal Pub Quiz.

PubMed

Holmes, Emily A; James, Ella L; Kilford, Emma J; Deeprose, Catherine

2010-11-10

Flashbacks (intrusive memories of a traumatic event) are the hallmark feature of Post Traumatic Stress Disorder, however preventative interventions are lacking. Tetris may offer a 'cognitive vaccine' [1] against flashback development after trauma exposure. We previously reported that playing the computer game Tetris soon after viewing traumatic material reduced flashbacks compared to no-task [1]. However, two criticisms need to be addressed for clinical translation: (1) Would all games have this effect via distraction/enjoyment, or might some games even be harmful? (2) Would effects be found if administered several hours post-trauma? Accordingly, we tested Tetris versus an alternative computer game--Pub Quiz--which we hypothesized not to be helpful (Experiments 1 and 2), and extended the intervention interval to 4 hours (Experiment 2). The trauma film paradigm was used as an experimental analog for flashback development in healthy volunteers. In both experiments, participants viewed traumatic film footage of death and injury before completing one of the following: (1) no-task control condition (2) Tetris or (3) Pub Quiz. Flashbacks were monitored for 1 week. Experiment 1: 30 min after the traumatic film, playing Tetris led to a significant reduction in flashbacks compared to no-task control, whereas Pub Quiz led to a significant increase in flashbacks. Experiment 2: 4 hours post-film, playing Tetris led to a significant reduction in flashbacks compared to no-task control, whereas Pub Quiz did not. First, computer games can have differential effects post-trauma, as predicted by a cognitive science formulation of trauma memory. In both Experiments, playing Tetris post-trauma film reduced flashbacks. Pub Quiz did not have this effect, even increasing flashbacks in Experiment 1. Thus not all computer games are beneficial or merely distracting post-trauma - some may be harmful. Second, the beneficial effects of Tetris are retained at 4 hours post-trauma. Clinically, this delivers a feasible time-window to administer a post-trauma "cognitive vaccine".

Tractor Mechanic Check Sheets for Modules.

ERIC Educational Resources Information Center

Clemson Univ., SC. Vocational Education Media Center.

Forms for student self-checks and the instructor's final checklist (student evaluation) are provided for use with thirty-three learning modules on maintaining and servicing fuel and electrical systems in tractor mechanics. The student self-check asks the students questions about their understanding of the modules' content. The instructor's…

Temporal Patterns of Behavior from the Scheduling of Psychology Quizzes

ERIC Educational Resources Information Center

Jarmolowicz, David P.; Hayashi, Yusuke; St. Peter Pipkin, Claire

2010-01-01

Temporal patterns of behavior have been observed in real-life performances such as bill passing in the U.S. Congress, in-class studying, and quiz taking. However, the practical utility of understanding these patterns has not been evaluated. The current study demonstrated the presence of temporal patterns of quiz taking in a university-level…

Teaching Baroreflex Physiology to Medical Students: A Comparison of Quiz-Based and Conventional Teaching Strategies in a Laboratory Exercise

ERIC Educational Resources Information Center

Berg, Ronan M. G.; Plovsing, Ronni R.; Damgaard, Morten

2012-01-01

Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with…

Stimulating Student Interest in Physiology: The Intermedical School Physiology Quiz

ERIC Educational Resources Information Center

Cheng, Hwee-Ming

2010-01-01

The Intermedical School Physiology Quiz (IMSPQ) was initiated in 2003 during the author's last sabbatical from the University of Malaya. At this inaugural event, there were just seven competing teams from Malaysian medical schools. The challenge trophy for the IMSPQ is named in honor of Prof. A. Raman, who was the first Malaysian Professor of…

The Quick Quiz: An Unplugged Assessment for the Math Educator's Toolbox

ERIC Educational Resources Information Center

Jones, Julie P.; Bradley, Gary; Love, Sarah

2018-01-01

When implemented correctly, feedback from assessments can result in students reflecting and rethinking their mathematics, while increasing their effort and motivation. This article explores a formative assessment technique for use in the first few minutes of each class. Readers will find out how they can use the QuickQuiz (QQ) to drive…

The Effectiveness Evaluation among Different Player-Matching Mechanisms in a Multi-Player Quiz Game

ERIC Educational Resources Information Center

Tsai, Fu-Hsing

2016-01-01

This study aims to investigate whether different player-matching mechanisms in educational multi-player online games (MOGs) can affect students' learning performance, enjoyment perception and gaming behaviors. Based on the multi-player quiz game, TRIS-Q, developed by Tsai, Tsai and Lin (2015) using a free player-matching (FPM) mechanism, the same…

Linking Multimodal Communication and Feedback Loops to Reinforce Plagiarism Awareness

ERIC Educational Resources Information Center

O'Donnell, Kerri

2011-01-01

In this article, the author describes the use of an electronic quiz on a trial basis as a means of improving students' awareness of academic misconduct issues and their understanding of how to avoid those issues. The quiz integrated several new factors into information-sharing processes, increasing feedback to both students and staff. It was by no…

"UML Quiz": Automatic Conversion of Web-Based E-Learning Content in Mobile Applications

ERIC Educational Resources Information Center

von Franqué, Alexander; Tellioglu, Hilda

2014-01-01

Many educational institutions use Learning Management Systems to provide e-learning content to their students. This often includes quizzes that can help students to prepare for exams. However, the content is usually web-optimized and not very usable on mobile devices. In this work a native mobile application ("UML Quiz") that imports…

Studying as fun and games: effects on college students' quiz performance.

PubMed

Neef, Nancy A; Perrin, Christopher J; Haberlin, Alayna T; Rodrigues, Lilian C

2011-01-01

We examined college students' participation in a game activity for studying course material on their subsequent quiz performance. Game conditions were alternated with another activity counterbalanced across two groups of students in a multielement design. Overall, the mean percentage correct on quizzes was higher during the game condition than in the no-game condition.

Studying Geology of Central Texas through Web-Based Virtual Field Trips

NASA Astrophysics Data System (ADS)

Chan, C.; Khan, S. D.; Wellner, J. S.

2007-12-01

Each year over 2500 students, mainly non-science majors, take introductory geology classes at the University of Houston. Optional field trips to Central Texas for these classes provide a unique learning opportunity for students to experience geologic concepts in a real world context. The field trips visit Enchanted Rock, Inks Lake, Bee Cave Road, Lion Mountain, and Slaughter Gap. Unfortunately, only around 10% of our students participate in these field trips. We are developing a web-based virtual field trip for Central Texas to provide an additional effective learning experience for students in these classes. The module for Enchanted Rock is complete and consists of linked geological maps, satellite imagery, digital elevation models, 3-D photography, digital video, and 3-D virtual reality visualizations. The ten virtual stops focus on different geologic process and are accompanied by questions and answers. To test the efficacy of the virtual field trip, we developed a quiz to measure student learning and a survey to evaluate the website. The quiz consists of 10 questions paralleling each stop and information on student attendance on the Central Texas field trip and/or the virtual field trip. From the survey, the average time spent on the website was 26 minutes, and overall the ratings of the virtual field trip were positive. Most noticeably students responded that the information on the website was relevant to their class and that the pictures, figures, and animations were essential to the website. Although high correlation coefficients between responses were expected for some questions (i.e., 0.89 for "The content or text of the website was clear" and "The information on the website was easy to read"), some correlations were less expected: 0.77 for "The number of test questions was appropriate" and "The information on the website was easy to read," and 0.70 for "The test questions reinforced the material presented on the website" and "The information on the website is relevant to my class." These virtual field trips provide an alternative for students who cannot attend the actual field trips. They also allow transfer students to experience these sites before attending upper level field trips, which often return to study these sites in more detail. These modules provide a valuable supplementary experience for all students, as they emphasize skills for which we are presently unable to provide sufficient practice in lecture, fieldtrips, or laboratory. Public access to the field trips is available at: http://geoinfo.geosc.uh.edu/VR/

Over the counter drugs (and dietary supplement) exercise: a team-based introduction to biochemistry for health professional students.

PubMed

Phadtare, Sangita; Abali, Emine; Brodsky, Barbara

2013-01-01

For successful delivery of basic science topics for health-professional students, it is critical to reduce apprehension and illustrate relevance to clinical settings and everyday life. At the beginning of the Biochemistry course for Physician Assistants, a team-based assignment was designed to develop an understanding of the mechanism of action, effectiveness, and toxicity of five common over the counter (OTC) drugs and dietary supplements, and place these familiar medicines in a political and historical context. The objectives of this exercise were to stimulate interest in biochemistry; to provide basic information on enzymes and enzyme inhibitors related to these drugs to be expanded upon later in the course; and to encourage active and interactive learning. Teams of five students were formed, and each student was given an information sheet on aspirin, alpha-galactosidase, orlistat, dextromethorphan, or simvastatin, a low dose statin, which was previously available without prescription at pharmacies in the UK. After each member of the team acquired information on one OTC drug/dietary supplement by reading an assigned information sheet, the team was asked to go through a series of questions, and then submit answers to a quiz as a group. A high rate of success on the quiz, an overwhelmingly positive response on formal course evaluations, and enthusiastic exchanges during class suggested this team-based session accomplished its goals. Copyright © 2013 Wiley-Liss, Inc.

Women know FP better.

PubMed

1989-03-01

A widely-publicized, well-received educational quiz show in Jakarta, Indonesia, proved most effective in familiarizing people with family planning and good contraceptive methods. The show's success demonstrated the ability of non-governmental organizations (NGO) to organize and carry out projects with the technical and administrative assistance of the National Family Planning Coordinating Board (NFPCB). This was the main component of the Self-reliant Family Planning Festival broadly aimed at encouraging people to accept and practice family planning, especially condoms, at their own expense, while emphasizing the role of men in assuming responsibility for family planning. Information and motivational messages on family planning were conveyed through the festival's exhibitions, consultations, bazaar, and song and dance routines. 30 men and 35 women were randomly selected from an audience of 1,850 to participate in the quiz show component. Participants responded to questions on family planning, many of which addressed condoms, with 14 women and 4 men finally winning home electric goods for their correct answers. Women respondents were more knowledgeable of the issues than men. Regardless of whether they provided correct responses, men were, however, more confident in their choices than women. The festival's success has attracted the interest and expected funding of commercial companies for future festivals. Governmental and non-governmental parties have also expressed their interest in contracting with the NFPCB for the sale of condoms in foreign markets.

Embedding patient simulation in a pediatric cardiology rotation: a unique opportunity for improving resident education.

PubMed

Mohan, Shaun; Follansbee, Christopher; Nwankwo, Ugonna; Hofkosh, Dena; Sherman, Frederick S; Hamilton, Melinda F

2015-01-01

High-fidelity patient simulation (HFPS) has been used in medical education to bridge gaps in medical knowledge and clinical skills. Few studies have analyzed the impact of HFPS in subspecialty rotations for pediatric residents. We hypothesized that pediatric residents exposed to HFPS with a structured content curriculum would perform better on a case quiz than residents without exposure to HFPS. Prospective randomized controlled Tertiary-care free standing children's hospital During a cardiology rotation, senior pediatric residents completed an online pediatric cardiology curriculum and a cardiology quiz. After randomization into two groups, the study group participated in a fully debriefed HFPS session. The control group had no HFPS. Both groups completed a case quiz. Confidence surveys pre- and postsimulation were completed. From October 2010 through March 2013, 55 residents who rotated through the pediatric cardiology rotation were used in the final analysis (30 control, 25 in the study group). There was no significant difference between groups on the initial cardiology quiz. The study group scored higher on the case quiz compared with the control group (P = .024). Based on pre- and postsimulation questionnaires, residents' confidence in approaching a pediatric cardiology patient improved from an average Likert score of 5.1 to 7.5 (on scale of 0-10) (P < .001). Incorporation of HFPS into a preexisting pediatric cardiology rotation was feasible and well received. Our study suggests that simulation promotes increased confidence and may modestly improve clinical reasoning compared to traditional educational techniques. Targeted simulation sessions may readily be incorporated into pediatric subspecialty rotations. © 2014 Wiley Periodicals, Inc.

Financial Literacy Skills of Students in Urban and Rural High Schools

ERIC Educational Resources Information Center

Valentine, Gregory P.; Khayum, Mohammed

2005-01-01

The purpose of this study was to determine the affect of various demographic and economic socialization factors on the results of a personal finance literacy quiz administered to rural and urban high school students in Indiana. Urban students had an average score of 50% on the quiz and rural students had a an average score of 51%. Planning to…

Misconceptions Highlighted among Medical Students in the Annual International Intermedical School Physiology Quiz

ERIC Educational Resources Information Center

Cheng, Hwee-Ming; Durairajanayagam, Damayanthi

2012-01-01

The annual Intermedical School Physiology Quiz (IMSPQ), initiated in 2003, is now an event that attracts a unique, large gathering of selected medical students from medical schools across the globe. The 8th IMSPQ, in 2010, hosted by the Department of Physiology, University of Malaya, in Kuala Lumpur, Malaysia, had 200 students representing 41…

The Effects of Certain and Uncertain Reinforcement Procedures on the Quiz Submission and Performance of College Students

ERIC Educational Resources Information Center

Berkovits, Shira Melody

2011-01-01

College instructors often provide homework so that their students can review class material; however some students do not take advantage of these review opportunities. This study compared the effects of a certain reward and a lottery reward on the quiz submission rates and accuracy of 112 college students. In Baseline, quizzes were for practice…

Psychometric Properties of the Revised Facts on Suicide Quiz in Austrian Medical and Psychology Undergraduates

ERIC Educational Resources Information Center

Voracek, Martin; Tran, Ulrich S.; Sonneck, Gernot

2008-01-01

Psychometric properties and demographic correlates of a German form of R. W. Hubbard and J. L. McIntosh's (1992) Revised Facts on Suicide Quiz (RFOS), an inventory for assessing overall knowledge about suicide, were investigated in a sample of 1,093 Austrian medical and psychology students. Internal consistency of the RFOS was weak, as were many…

Time pressure in scenario-based online construction safety quizzes and its effect on students' performance

NASA Astrophysics Data System (ADS)

Jaeger, Martin; Adair, Desmond

2017-05-01

Online quizzes have been shown to be effective learning and assessment approaches. However, if scenario-based online construction safety quizzes do not include time pressure similar to real-world situations, they reflect situations too ideally. The purpose of this paper is to compare engineering students' performance when carrying out an online construction safety quiz with time pressure versus an online construction safety quiz without time pressure. Two versions of an online construction safety quiz are developed and administered to randomly assigned engineering students based on a quasi-experimental post-test design. The findings contribute to scenario-based learning and assessment of construction safety in four ways. First, the results confirm earlier findings that 'intrinsic stress' does not seem to impair students' performance. Second, students who carry out the online construction safety quiz with time pressure are less likely to 'learn by trial and error'. Third, students exposed to time pressure appreciate that they become better prepared for real life. Finally, preparing students to work under time pressure is an important industry requirement. The results of this study should encourage engineering educators to explore and implement ways to include time pressure in scenario-based online quizzes and learning.

Assessment of distraction from erotic stimuli by nonerotic interference.

PubMed

Anderson, Alex B; Hamilton, Lisa Dawn

2015-01-01

Distraction from erotic cues during sexual encounters is a major contributor to sexual difficulties in men and women. Being able to assess distraction in studies of sexual arousal will help clarify underlying contributions to sexual problems. The current study aimed to identify the most accurate assessment of distraction from erotic cues in healthy men (n = 29) and women (n = 38). Participants were assigned to a no distraction, low distraction, or high distraction condition. Distraction was induced using an auditory distraction task presented during the viewing of an erotic video. Attention to erotic cues was assessed using three methods: a written quiz, a visual quiz, and a self-reported distraction measure. Genital and psychological sexual responses were also measured. Self-reported distraction and written quiz scores most accurately represented the level of distraction present, while self-reported distraction also corresponded with a decrease in genital arousal. Findings support the usefulness of self-report measures in conjunction with a brief quiz on the erotic material as the most accurate and sensitive ways to simply measure experimentally-induced distraction. Insight into distraction assessment techniques will enable evaluation of naturally occurring distraction in patients suffering from sexual problems.

A case-study of a socio-scientific issues curricular and pedagogical intervention in an undergraduate microbiology course: A focus on informal reasoning

NASA Astrophysics Data System (ADS)

Schalk, Kelly A.

The purpose of this investigation was to measure specific ways a student interest SSI-based curricular and pedagogical affects undergraduates' ability informally reason. The delimited components of informal reasoning measured were undergraduates' Nature of Science conceptualizations and ability to evaluate scientific information. The socio-scientific issues (SSI) theoretical framework used in this case-study has been advocated as a means for improving students' functional scientific literacy. This investigation focused on the laboratory component of an undergraduate microbiology course in spring 2008. There were 26 participants. The instruments used in this study included: (1) Individual and Group research projects, (2) journals, (3) laboratory write-ups, (4) a laboratory quiz, (5) anonymous evaluations, and (6) a pre/post article exercise. All instruments yielded qualitative data, which were coded using the qualitative software NVivo7. Data analyses were subjected to instrumental triangulation, inter-rater reliability, and member-checking. It was determined that undergraduates' epistemological knowledge of scientific discovery, processes, and justification matured in response to the intervention. Specifically, students realized: (1) differences between facts, theories, and opinions; (2) testable questions are not definitively proven; (3) there is no stepwise scientific process; and (4) lack of data weakens a claim. It was determined that this knowledge influenced participants' beliefs and ability to informally reason. For instance, students exhibited more critical evaluations of scientific information. It was also found that undergraduates' prior opinions had changed over the semester. Further, the student interest aspect of this framework engaged learners by offering participants several opportunities to influentially examine microbiology issues that affected their life. The investigation provided empirically based insights into the ways undergraduates' interest and functional scientific literacy can be promoted. The investigation advanced what was known about using SSI-based frameworks to the post-secondary learner context. Outstanding questions remain for investigation. For example, is this type of student interest SSI-based intervention broadly applicable (i.e., in other science disciplines and grade levels)? And, what challenges would teachers in diverse contexts encounter when implementing a SSI-based theoretical framework?

Grouping diabetes checks could confuse score and reward process.

PubMed

Kleebauer, Alistair

2014-08-19

Diabetes nurses have questioned whether GP practices will have the staff capacity to carry out eight health checks on diabetes patients recommended by the National Institute for Care and Health Excellence (NICE).

Increasing Active Student Responding in a University Applied Behavior Analysis Course: The Effect of Daily Assessment and Response Cards on End of Week Quiz Scores

ERIC Educational Resources Information Center

Malanga, Paul R.; Sweeney, William J.

2008-01-01

The study compared the effects of daily assessment and response cards on average weekly quiz scores in an introduction to applied behavior analysis course. An alternating treatments design (Kazdin 1982, "Single-case research designs." New York: Oxford University Press; Cooper et al. 2007, "Applied behavior analysis." Upper Saddle River:…

ConfChem Conference on Flipped Classroom: Just-in-Time Teaching in Chemistry Courses with Moodle

ERIC Educational Resources Information Center

Muzyka, Jennifer L.

2015-01-01

In the Just-in-Time Teaching approach, a faculty member assigns readings to students before every class. After the students have done the daily reading, they access a short reading quiz using a course management system (e.g., Moodle). The faculty member uses student responses to the quiz in the preparation of the day's class material and is able…

Key Steps in Developing a Cognitive Vaccine against Traumatic Flashbacks: Visuospatial Tetris versus Verbal Pub Quiz

PubMed Central

Holmes, Emily A.; James, Ella L.; Kilford, Emma J.; Deeprose, Catherine

2010-01-01

Background Flashbacks (intrusive memories of a traumatic event) are the hallmark feature of Post Traumatic Stress Disorder, however preventative interventions are lacking. Tetris may offer a ‘cognitive vaccine’ [1] against flashback development after trauma exposure. We previously reported that playing the computer game Tetris soon after viewing traumatic material reduced flashbacks compared to no-task [1]. However, two criticisms need to be addressed for clinical translation: (1) Would all games have this effect via distraction/enjoyment, or might some games even be harmful? (2) Would effects be found if administered several hours post-trauma? Accordingly, we tested Tetris versus an alternative computer game – Pub Quiz – which we hypothesized not to be helpful (Experiments 1 and 2), and extended the intervention interval to 4 hours (Experiment 2). Methodology/Principal Findings The trauma film paradigm was used as an experimental analog for flashback development in healthy volunteers. In both experiments, participants viewed traumatic film footage of death and injury before completing one of the following: (1) no-task control condition (2) Tetris or (3) Pub Quiz. Flashbacks were monitored for 1 week. Experiment 1: 30 min after the traumatic film, playing Tetris led to a significant reduction in flashbacks compared to no-task control, whereas Pub Quiz led to a significant increase in flashbacks. Experiment 2: 4 hours post-film, playing Tetris led to a significant reduction in flashbacks compared to no-task control, whereas Pub Quiz did not. Conclusions/Significance First, computer games can have differential effects post-trauma, as predicted by a cognitive science formulation of trauma memory. In both Experiments, playing Tetris post-trauma film reduced flashbacks. Pub Quiz did not have this effect, even increasing flashbacks in Experiment 1. Thus not all computer games are beneficial or merely distracting post-trauma - some may be harmful. Second, the beneficial effects of Tetris are retained at 4 hours post-trauma. Clinically, this delivers a feasible time-window to administer a post-trauma “cognitive vaccine”. PMID:21085661

Enhancing learning through optimal sequencing of web-based and manikin simulators to teach shock physiology in the medical curriculum.

PubMed

Cendan, Juan C; Johnson, Teresa R

2011-12-01

The Association of American Medical Colleges has encouraged educators to investigate proper linkage of simulation experiences with medical curricula. The authors aimed to determine if student knowledge and satisfaction differ between participation in web-based and manikin simulations for learning shock physiology and treatment and to determine if a specific training sequencing had a differential effect on learning. All 40 second-year medical students participated in a randomized, counterbalanced study with two interventions: group 1 (n = 20) participated in a web-based simulation followed by a manikin simulation and group 2 (n = 20) participated in reverse order. Knowledge and attitudes were documented. Mixed-model ANOVA indicated a significant main effect of time (F(1,38) = 18.6, P < 0.001, η(p)(2) = 0.33). Group 1 scored significantly higher on quiz 2 (81.5%) than on quiz 1 (74.3%, t(19) = 3.9, P = 0.001), for an observed difference of 7.2% (95% confidence interval: 3.3, 11.0). Mean quiz scores of group 2 did not differ significantly (quiz 1: 77.0% and quiz 2: 79.7%). There was no significant main effect of group or a group by time interaction effect. Students rated the simulations as equally effective in teaching shock physiology (P = 0.88); however, the manikin simulation was regarded as more effective in teaching shock treatment (P < 0.001). Most students (73.7%) preferred the manikin simulation. The two simulations may be of similar efficacy for educating students on the physiology of shock; however, the data suggest improved learning when web-based simulation precedes manikin use. This finding warrants further study.

Evaluation of an online three-dimensional interactive resource for undergraduate neuroanatomy education.

PubMed

Allen, Lauren K; Eagleson, Roy; de Ribaupierre, Sandrine

2016-10-01

Neuroanatomy is one of the most challenging subjects in anatomy, and novice students often experience difficulty grasping the complex three-dimensional (3D) spatial relationships. This study evaluated a 3D neuroanatomy e-learning module, as well as the relationship between spatial abilities and students' knowledge in neuroanatomy. The study's cross-over design divided the participants into two groups, each starting with tests for anatomy knowledge and spatial ability, followed by access to either the 3D online learning module or the gross anatomy laboratory. Participants completed a second knowledge test prior to accessing the other learning modality. Participants in both groups scored significantly higher on Quiz 1 than on the Pretest knowledge assessment (W = 47, P < 0.01; W = 30, P < 0.01). Students who initially accessed the 3D online resources scored significantly better on the Quiz 1 than students who accessed the gross anatomy resources (W = 397.5, P < 0.01). Scores significantly improved on Quiz 2 for participants who accessed the 3D learning module following exposure to the cadaveric resources (W = 94, P < 0.01). After exposure to both learning modalities, there were no significant differences between groups. Significant positive correlations were found between participants' spatial ability score and their performance on the Pretest, Quiz 1, and Quiz 2 assessments (r = 0.22, P = 0.04; r = 0.25, P = 0.02; r = 0.26, P = 0.02). These preliminary results found students appreciated working with the 3D e-learning module, and their learning outcomes significantly improved after accessing the resource. Anat Sci Educ 9: 431-439. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Diet Quality Scores of Australian Adults Who Have Completed the Healthy Eating Quiz.

PubMed

Williams, Rebecca L; Rollo, Megan E; Schumacher, Tracy; Collins, Clare E

2017-08-15

Higher scores obtained using diet quality and variety indices are indicators of more optimal food and nutrient intakes and lower chronic disease risk. The aim of this paper is to describe the overall diet quality and variety in a sample of Australian adults who completed an online diet quality self-assessment tool, the Healthy Eating Quiz. The Healthy Eating Quiz takes approximately five minutes to complete online and computes user responses into a total diet quality score (out of a maximum of 73 points) and then categorizes them into the following groups: 'needs work' (<33), 'getting there' (33-38), 'excellent' (39-46), or 'outstanding' (47+). There was a total of 93,252 first-time respondents, of which 76% were female. Over 80% of respondents were between 16-44 years of age. The mean total score was 34.1 ± 9.7 points. Females had a higher total score than males ( p < 0.001) and vegetarians had higher total scores than non-vegetarians ( p < 0.001). Healthy eating quiz scores were higher in those aged 45-75 years compared to 16-44 years ( p < 0.001). When comparing Socioeconomic Indices for Areas deciles, those most disadvantaged had a lower total score than those least disadvantaged ( p < 0.001). Repeat measures showed that those who scored lowest (needs work) in their first completion increased their total score by 3.2 ± 7.4 at their second completion ( p < 0.001). While the Healthy Eating Quiz data indicates that individuals receiving feedback on how to improve their score can improve their diet quality, there is a need for further nutrition promotion interventions in Australian adults.

Dimensions of stereotypical attitudes among older adults: Analysis of two countries.

PubMed

Helmes, Edward; Pachana, Nancy A

2016-11-01

Much research on attitudes towards older adults has used younger adults as participants and identified a range of negative attitudes towards older persons. Comparatively little literature has explored the attitudes of older adults themselves towards their own age cohort. The present study explicitly compared attitudes towards other older adults from samples of 195 older adults in Australia and 172 older Canadians. Attitudinal measures included the Aging Attitudes Questionnaire (assesses older adults' attitudes toward other older adults), Fraboni Scale of Ageism (assesses younger adults' attitudes toward older adults) and the Reactions to Aging Questionnaire (assesses attitudes toward one's own aging), as well as a scale measuring knowledge of aging, the Facts on Aging Quiz, adapted for Australia and Canada. Responses on the three attitudinal measures were subjected to principal components analysis. Two components emerged in both samples, one defined by the Reactions to Aging Questionnaire and Aging Attitudes Questionnaire scales and the second by the Fraboni Scale of Ageism scales. Regression analyses to ascertain prediction of scores on the Facts on Aging Quiz, adapted for Australia and Facts on Aging Quiz, adapted for Canada showed that only the Aging Attitudes Questionnaire scale for Physical Changes predicted scores on the Facts on Aging Quiz, adapted for Australia and no attitudes predicted Facts on Aging Quiz, adapted for Canada scores. It appears that older adults distinguish between their own aging and aging in others. Knowledge of aging appears to be predicted only by attitudes toward physical changes. Given increasing proportions of older adults in the population, as well as increasing access to aging information available to older cohorts, continued research on how older adults view themselves and the aging process is important, and will almost certainly continue to evolve over time. Geriatr Gerontol Int 2016; 16: 1226-1230. © 2015 Japan Geriatrics Society.

Checking the Mathematical Consistency of Geometric Figures

ERIC Educational Resources Information Center

Yeo, Joseph

2017-01-01

In many countries, teachers often have to set their own questions for tests and examinations: some of them even set their own questions for assignments for students. These teachers do not usually select questions from textbooks used by the students because the latter would have seen the questions. If the teachers take the questions from other…

Use of posterior predictive checks as an inferential tool for investigating individual heterogeneity in animal population vital rates

PubMed Central

Chambert, Thierry; Rotella, Jay J; Higgs, Megan D

2014-01-01

The investigation of individual heterogeneity in vital rates has recently received growing attention among population ecologists. Individual heterogeneity in wild animal populations has been accounted for and quantified by including individually varying effects in models for mark–recapture data, but the real need for underlying individual effects to account for observed levels of individual variation has recently been questioned by the work of Tuljapurkar et al. (Ecology Letters, 12, 93, 2009) on dynamic heterogeneity. Model-selection approaches based on information criteria or Bayes factors have been used to address this question. Here, we suggest that, in addition to model-selection, model-checking methods can provide additional important insights to tackle this issue, as they allow one to evaluate a model's misfit in terms of ecologically meaningful measures. Specifically, we propose the use of posterior predictive checks to explicitly assess discrepancies between a model and the data, and we explain how to incorporate model checking into the inferential process used to assess the practical implications of ignoring individual heterogeneity. Posterior predictive checking is a straightforward and flexible approach for performing model checks in a Bayesian framework that is based on comparisons of observed data to model-generated replications of the data, where parameter uncertainty is incorporated through use of the posterior distribution. If discrepancy measures are chosen carefully and are relevant to the scientific context, posterior predictive checks can provide important information allowing for more efficient model refinement. We illustrate this approach using analyses of vital rates with long-term mark–recapture data for Weddell seals and emphasize its utility for identifying shortfalls or successes of a model at representing a biological process or pattern of interest. We show how posterior predictive checks can be used to strengthen inferences in ecological studies. We demonstrate the application of this method on analyses dealing with the question of individual reproductive heterogeneity in a population of Antarctic pinnipeds. PMID:24834335

Revisiting COIN Theory and Instruction

DTIC Science & Technology

2009-03-13

Light ning II PE (12-24 Dec) B-10* Analy st Note book/ ARC GIS/ OP Dese rt Light ning II PE B-9...3 Mod B Final Test OP Deser t Light ning II PE (BUB 4) Mod B AAR B-16* Quiz 3 OP Deser t Light ning...Dec) (BUB 3 PMB) Quiz 3 Study Focus B-13* OP Desert Light ning II PE (BUB 2 Bn MB) B-11*

Meeting the Demands of Professional Education: A Study of Mind Mapping in a Professional Doctoral Physical Therapy Education Program

ERIC Educational Resources Information Center

Pollard, Elicia L.

2010-01-01

The purposes of this study are to investigate whether the quiz scores of physical therapy students who integrated mind mapping in their learning strategies are significantly different than the quiz scores of students who did not use mind mapping to learn in a lecture-based research course and examine the students' perceptions of mind mapping as a…

An Item Response Theory Analysis of Palmore's Facts on Aging Quiz (FAQ) Using the Three Parameter Model.

ERIC Educational Resources Information Center

Obiekwe, Jerry C.

Palmore's Facts on Aging Quiz (FAQ) (E. Palmore, 1977) is an instrument that is used to educate, to measure learning, to test knowledge, to measure attitudes toward aging, and in research. A comparative analysis was performed between the FAQ I and its multiple choice version and the FAQ II and its multiple choice version in terms of their item…

An interdisciplinary, team-based design for an oral and maxillofacial radiology course for postdoctoral dental students.

PubMed

Ramesh, Aruna; Ganguly, Rumpa; Qualters, Donna M

2014-09-01

This article describes the transition of an oral and maxillofacial radiology course from a traditional lecture format to an interactive case-based, team-based, interdisciplinary, and intraprofessional learning model in advanced dental education. Forty-four postdoctoral dental students were enrolled in the course over a twelve-week period in the fall semester 2012. The class consisted of U.S.- and foreign-trained dentists enrolled in advanced education programs in various dental disciplines. The course faculty preassigned interdisciplinary teams with four or five students in each. The class met once a week for an hour. Ten of the twelve sessions consisted of a team presentation, individual quiz, team quiz, and case discussion. Each member of a team completed peer evaluation of other team members during weeks six and twelve of the course. The final course grade was a composite of individual and team quiz grades, team presentation, and peer evaluation grades. The overall class average was 90.43. Ninety-five percent of the class (42/44) had total team grades equal to or greater than total individual quiz grades. The objective of creating a new case-based, team-based, interdisciplinary, intraprofessional learning model in advanced dental education was achieved, and the initial student perception of the new format was positive.

EMB6/481: Evidence-Based Patient Education on the Web: Methods and studies for determining consumers' needs

PubMed Central

Eysenbach, G; Fartasch, D; Diepgen, TL

1999-01-01

Introduction On the Internet, thousands of medical Web sites aim to educate consumers in the field of health. The quality of the educational material for patients varies greatly and is rarely "evidence-based" - not only in terms of the scientific accuracy but also in terms of sometimes questionable appropriateness for the target group. Material boring the reader with facts already known to him/her and failing to address common questions or misunderstandings will most likely fail to reach its aims. Conventional studies to determine the information needs of patients and their relatives are expensive and difficult to conduct. At our dermatology portal site we conducted two separate studies using two different approaches to determine the "needs" of the consumers by using both most commonly used "feedback channels" the Internet has to offer: Emails and Web forms. Methods In the first study, we systematically reviewed 209 unsolicited emails we received from consumers in response to our dermatology Web site, analyzing their contents in respect to previous contacts with live physicians, disease duration, level of frustration expressed in the e-mails, and type of information sought. In another study, we developed a web-based questionnaire as a "pre-test" to determine the knowledge level of patients visiting a patient education site on atopic eczema. The "pre-test" is a form-based "quiz", users are asked to voluntarily complete this questionnaire before entering the information system. The quiz contains 24 statements about atopic eczema, which the user should mark as "true" or "untrue". Once completed, answers are stored in a database and the system generates a dynamic, customized page for the user with explanations and hyperlinks to the respective Web pages which contain further information about the respective items. Results Analysis of the 209 emails revealed that many dermatologic patients surfing the Internet and requesting tele-advice have a chronic disease (81%) and seek a second opinion. Seventeen percent express frustration about previous encounters with live physicians. 40% of all e-mails could have been answered by a librarian. In at least 5 instances patients attempt self-diagnosis. Analysis of 1010 responses to the quiz, entered within 5 months (27.2.-27.7.98), revealed some common misunderstandings among patients with atopic eczema, for example that it is a psychosomatic disease or "disease of the nerves", that a special diet is principally required and that AE is an allergy (which is an especially common misunderstanding among parents!). Discussion The studies demonstrate how easy, fast and cost-effectively the information needs of patients and consumers can be determined using interactive venues on the Internet and give some insights into the motivation of consumers to consult the Internet.

Culturally Responsive Pain Management for Black Older Adults.

PubMed

Robinson-Lane, Sheria G; Booker, Staja Q

2017-03-02

HOW TO OBTAIN CONTACT HOURS BY READING THIS ARTICLE INSTRUCTIONS XX contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded once you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. To obtain contact hours you must: 1. Read the article, "XXXX XXXX XXXXXX XXXXXXX XXXX XXXX XXX XXX XXXX XX" found on pages XX-XX, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website listed above to register for contact hour credit. You will be asked to provide your name; contact information; and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until MONTH XX, 20XX. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. ACTIVITY OBJECTIVES 1. XXX 2. XXX DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. The management of pain for Black older adults has received inadequate attention by health care professionals despite evidence of greater pain intensity, depressive symptoms, and functional disability compared with White American older adults. Pain management for this population may be significantly improved with more careful attention to the provision of culturally responsive care. As professionals concerned with the optimization of health and reduction of suffering throughout the lifespan, nurses have an ethical, moral, and professional responsibility to provide culturally responsive care to the populations they serve-particularly when clear disparities in health exist. By considering how culture affects important health beliefs, values, preferences, and customs, and integrating this understanding into practice, quality of life is likely to be improved. [Journal of Gerontological Nursing, xx(x), xx-xx.]. Copyright 2017, SLACK Incorporated.

Audience response techniques for 21st century radiology education.

PubMed

Richardson, Michael L

2014-07-01

Audience response system (ARS) provides an excellent tool for improving interactive learning in radiology residents. However, it is not the technology but the pedagogy that matters the most. It is long past time to upgrade our ARS teaching techniques to match our ARS technology. In this article, several problems with current usage of ARS are discussed and several prescriptions for improving this are presented. Simplifying the ease of use of ARS will get this useful technology into more hands. Using ARS in a bidirectional manner will give us an even better idea of how and what our students are learning. Asking questions on the fly will obviate the usual tedium of multiple-choice questions and allow us to quiz our students in a much more natural manner. It is time to move on to more innovative ARS techniques that are well adapted to radiology and its different styles of learning. Copyright © 2014 AUR. Published by Elsevier Inc. All rights reserved.

Student knowledge and confidence in an elective clinical toxicology course using active-learning techniques.

PubMed

Thomas, Michael C; Macias-Moriarity, Liliairica Z

2014-06-17

To measure changes in students' knowledge and confidence scores after completing an elective clinical toxicology course in an accelerated doctor of pharmacy (PharmD) program. Various active-learning techniques were used to create a learner-centered environment. Approximately two-thirds of the course used student-led presentations. Some of those not presenting were assigned to be evaluators, responsible for asking the presenter a question or writing quiz questions based on the presented material. Other learner-centered activities included weekly quizzes and discussions at the conclusion of each presented topic. A test instrument designed to measure students' knowledge and associated level of confidence on each item was administered at the beginning and end of the course. Students' knowledge and confidence scores increased significantly from pretest to posttest. Students' increased confidence and knowledge scores were well correlated after course completion, indicating students were better able to self-assess these areas. These findings suggest that confidence could be an additional measure of students' metacognitive skill development.

Influence of Images on the Evaluation of Jams Using Conjoint Analysis Combined with Check-All-That-Apply (CATA) Questions.

PubMed

Miraballes, Marcelo; Gámbaro, Adriana

2018-01-01

A study of the influence of the use of images in a conjoint analysis combined with check-all-that apply (CATA) questions on jams was carried out. The relative importance of flavor and the information presented in the label in the willingness to purchase and the perception of how healthy the product is has been evaluated. Sixty consumers evaluated the stimuli presented only in text format (session 1), and another group of 60 consumers did so by receiving the stimuli in text format along with an image of the product (session 2). In addition, for each stimulus, consumers answered a CATA question consisting of 20 terms related to their involvement with the product. The perception of healthy increased when the texts were accompanied with images and also increased when the text included information. Willingness to purchase was only influenced by the flavor of the jams. The presence of images did not influence the CATA question's choice of terms, which were influenced by the information presented in the text. The use of a check-all-that-apply question in concepts provided an interesting possibility when they were combined with the results from the conjoint analysis, improving the comprehension of consumers' perception. Using CATA questions as an alternative way of evaluating consumer involvement seems to be beneficial and should be evaluated much further. © 2017 Institute of Food Technologists®.

Associations between formative practice quizzes and summative examination outcomes in a medical anatomy course.

PubMed

McNulty, John A; Espiritu, Baltazar R; Hoyt, Amy E; Ensminger, David C; Chandrasekhar, Arcot J

2015-01-01

Formative practice quizzes have become common resources for self-evaluation and focused reviews of course content in the medical curriculum. We conducted two separate studies to (1) compare the effects of a single or multiple voluntary practice quizzes on subsequent summative examinations and (2) examine when students are most likely to use practice quizzes relative to the summative examinations. In the first study, providing a single on-line practice quiz followed by instructor feedback had no effect on examination average grades compared to the previous year or student performances on similar questions. However, there were significant correlations between student performance on each practice quiz and each summative examination (r = 0.42 and r = 0.24). When students were provided multiple practice quizzes with feedback (second study), there were weak correlations between the frequency of use and performance on each summative examination (r = 0.17 and r = 0.07). The frequency with which students accessed the practice quizzes was greatest the day before each examination. In both studies, there was a decline in the level of student utilization of practice quizzes over time. We conclude that practice quizzes provide some predictive value for performances on summative examinations. Second, making practice quizzes available for longer periods prior to summative examinations does not promote the use of the quizzes as a study strategy because students appear to use them mostly to assess knowledge one to two days prior to examinations. © 2014 American Association of Anatomists.

Detailed knowledge of the Tuskegee syphilis study: who knows what? A framework for health promotion strategies.

PubMed

Green, B Lee; Li, Lin; Morris, J Fontain; Gluzman, Rima; Davis, Jenna L; Wang, Min Qi; Katz, Ralph V

2011-12-01

This report explores the level of detailed knowledge about the Tuskegee Syphilis Study (TSS) among 848 Blacks and Whites in three U.S. cities across an array of demographic variables. The Tuskegee Legacy Project (TLP) Questionnaire was used, which was designed to explore the willingness of minorities to participate in biomedical studies. A component of the TLP Questionnaire, the TSS Facts & Myths Quiz, consisting of seven yes/no factual questions, was used to establish respondents' level of detailed knowledge on the TSS. Both Blacks and Whites had similar very low mean quiz score on the 7-point scale, with Blacks' scores being slightly higher than Whites (1.2 vs. 0.9, p = .003). When analyzing the level of knowledge between racial groups by various demographic variables, several patterns emerged: (a) higher education levels were associated with higher levels of detailed knowledge and (b) for both Blacks and Whites, 30 to 59 years old knew the most about TSS compared with younger and older adult age groups. The findings show that much of the information that circulates in the Black and White communities about the TSS is false, often minimizing or understating the most egregious injustices that occurred. Health promotion and educational implications of these findings are offered and conclude that the findings should be used as a catalyst to explore local realities and sentiments regarding participation in biomedical research within the research philosophy and framework of community-based participatory research.

Detailed Knowledge of the Tuskegee Syphilis Study: Who Knows What? A Framework for Health Promotion Strategies

PubMed Central

Green, B. Lee; Li, Lin; Morris, J. Fontain; Gluzman, Rima; Davis, Jenna L.; Wang, Min Qi; Katz, Ralph V.

2011-01-01

This report explores the level of detailed knowledge about the Tuskegee Syphilis Study (TSS) among 848 Blacks and Whites in three U.S. cities across an array of demographic variables. The Tuskegee Legacy Project (TLP) Questionnaire was used, which was designed to explore the willingness of minorities to participate in biomedical studies. A component of the TLP Questionnaire, the TSS Facts & Myths Quiz, consisting of seven yes/no factual questions, was used to establish respondents’ level of detailed knowledge on the TSS. Both Blacks and Whites had similar very low mean quiz score on the 7-point scale, with Blacks’ scores being slightly higher than Whites (1.2 vs. 0.9, p = .003). When analyzing the level of knowledge between racial groups by various demographic variables, several patterns emerged: (a) higher education levels were associated with higher levels of detailed knowledge and (b) for both Blacks and Whites, 30 to 59 years old knew the most about TSS compared with younger and older adult age groups. The findings show that much of the information that circulates in the Black and White communities about the TSS is false, often minimizing or understating the most egregious injustices that occurred. Health promotion and educational implications of these findings are offered and conclude that the findings should be used as a catalyst to explore local realities and sentiments regarding participation in biomedical research within the research philosophy and framework of community-based participatory research. PMID:21482701

Flipped Classroom: Do Students Perceive Readiness for Advanced Discussion?

PubMed

Hoover, Carrie Ann; Dinndorf-Hogenson, Georgia Ann; Peterson, Jennifer Lee; Tollefson, Bethany Renae; Berndt, Jodi Lisbeth; Laudenbach, Nikki

2018-03-01

Use of the flipped classroom model is recognized as a popular method of instruction. Effective preclass preparation methods can create more time for instructors to reinforce application, evaluation, and analysis of information using active learning strategies. This quasi-experimental study used a convenience sample of 42 third-year baccalaureate nursing students. Students were randomized into two groups and received either a narrated video (vodcast) or guided readings for the preclass preparation. A quiz was administered to assess preparation prior to class, and students completed a survey following the classroom activities. Students preferred media preparation to guided readings. This preference translated to higher quiz scores. Positive correlations were noted between quiz scores and students' understanding and increased confidence. Students' preference for the vodcast translated to the perception of an increase in confidence and understanding of the material. [J Nurs Educ. 2018;57(3):163-165.]. Copyright 2018, SLACK Incorporated.

Development and implementation of a novel immune thrombocytopenia bleeding score for dogs.

PubMed

Makielski, Kelly M; Brooks, Marjory B; Wang, Chong; Cullen, Jonah N; O'Connor, Annette M; LeVine, Dana N

2018-04-21

A method of quantifying clinical bleeding in dogs with immune thrombocytopenia (ITP) is needed because ITP patients have variable bleeding tendencies that inconsistently correlate with platelet count. A scoring system will facilitate patient comparisons and allow stratification based on bleeding severity in clinical trials. To develop and evaluate a bleeding assessment tool for dogs, and a training course for improving its consistent implementation. Client-owned dogs (n = 61) with platelet counts <50,000/μL; 34 classified as primary ITP, 17 as secondary ITP, and 10 as non-ITP. A novel bleeding assessment tool, DOGiBAT, comprising bleeding grades from 0 (none) to 2 (severe) at 9 anatomic sites, was developed. Clinicians and technicians completed a training course and quiz before scoring thrombocytopenic patients. The training course was assessed by randomizing student volunteers to take the quiz with or without prior training. A logistic regression model assessed the association between training and quiz performance. The correlation of DOGiBAT score with platelet count and outcome measures was assessed in the thrombocytopenic dogs. Clinicians and technicians consistently applied the DOGiBAT, correctly scoring all quiz cases. The odds of trained students answering correctly were higher than those of untrained students (P < .0001). In clinical cases, DOGiBAT score and platelet count were inversely correlated (r s  = -0.527, P < .0001), and DOGiBAT directly correlated with transfusion requirements (r s  = 0.512, P < .0001) and hospitalization duration (r s  = 0.35, P = .006). The DOGiBAT and assessment quiz are simple tools to standardize evaluation of bleeding severity. With further validation, the DOGiBAT may provide a clinically relevant metric to characterize ITP severity and monitor response in treatment trials. Copyright © 2018 The Authors. Journal of Veterinary Internal Medicine published by Wiley Periodicals, Inc. on behalf of the American College of Veterinary Internal Medicine.

Senior Officer Course Manual. Military Justice and Civil Law.

DTIC Science & Technology

1994-09-01

power of attorney. Waiver of appellate review. Other O - Page check: sequential ; # of pages: 11-87 Index sheet. Copy of ROT served on accused; attach...statement. - Special power of attorney. __Waiver of appellate review. Other Page check: sequential ; # of pages: Index sheet. Copy of ROT served on accused...8217 questions. Appellate rights statement. Other Page check: sequential ; # of pages: Index sheet. Copy of ROT served on accused; attach receipt of ROT (or

31 CFR 240.8 - Reclamation of amounts of paid checks.

Code of Federal Regulations, 2014 CFR

2014-07-01

.../check_security_new.pdf. Institutions may contact the Fiscal Service Questioned Documents Branch at (202...) Reclamation debts are due to be paid upon receipt of the reclamation by the reclamation debtor. Interest, penalties, and administrative costs associated with unpaid balances will accrue as follows: (1) Interest...

Use of a Mobile Device Simulation as a Preclass Active Learning Exercise.

PubMed

Keegan, Robert D; Oliver, M Cecile; Stanfill, Teresa J; Stevens, Kevin V; Brown, Gary R; Ebinger, Michael; Gay, John M

2016-01-01

Research shows that preclass activities introducing new material can increase student performance. In an effort to engage students in an active learning, preclass activity, the authors developed a mobile application. Eighty-four nursing students were assigned a preclass reading exercise, whereas 32 students completed the preclass simulation scenario on their mobile device. All students completed the same electronic fetal monitoring (EFM) quiz 1 week following the lecture. The effects of reading or simulation on student quiz performance was evaluated with a student's paired t test, using an alpha of .05. Students completing the preclass simulation scored higher on the EFM quiz, compared with students assigned the preclass reading (85% versus 70% correct answers, p = .01). Student survey data indicated that the mobile device simulation was perceived as an engaging and desirable instructional tool. Nursing students completing the mobile device EFM preclass simulation outperformed the students who were given the traditional reading assignment. Copyright 2016, SLACK Incorporated.

Prototype of a Questionnaire and Quiz System for Supporting Increase of Health Awareness During Wait Time in Dispensing Pharmacy

NASA Astrophysics Data System (ADS)

Toda, Takeshi; Chen, Poa-Min; Ozaki, Shinya; Ideguchi, Naoko; Miyaki, Tomoko; Nanbu, Keiko; Ikeda, Keiko

For quit-smoking clinic and its campaign, there was a need for pharmacists to investigate pediatric patient's parent consciousness to tobacco harm utilizing wait time in a pediatric dispensing pharmacy. In this research, we developed the questionnaire and quiz total system using the tablet for user interface, in which people can easily answer the questionnaire/quiz and quickly see the total results on the spot in order to enhance their consciousness to the tobacco harm. The system also provides their tobacco dependence level based on the questionnaire results and some advice for their health and dietary habits due to the tobacco dependence level. From a field trial with one hundred four examinees in the pediatric dispensing pharmacy, the user interface was useful compared to conventional questionnaire form. The system could enhance their consciousness to tobacco harm and make their beneficial use of waiting time in dispensing pharmacy. Some interesting suggestions for improvement and new services were also obtained.

Enriching Student Learning of Astronomy in Online Courses via Hybrid Texts

NASA Astrophysics Data System (ADS)

Montgomery, M.

2016-01-01

Hybrid texts such as Horizons: Exploring the Universe, Hybrid (with CengageNOW) and Universe, Hybrid (with CengageNOW) are designed for higher education learning of astronomy in undergraduate online courses. In these hybrid texts, quiz and test bank questions have been revised to minimize easy look-up of answers by students via the Internet and discussion threads have been re-designed to allow for student selection of learning and for personalized learning, for example. By establishing connections between the student and the course content, student learning is enriched, students spend more time learning the material, student copying of answers is minimized, and student social engagement on the subject matter is increased. In this presentation, we discuss how Hybrid texts in Astronomy can increase student learning in online courses.

Truth of Varying Shades: Analyzing Language in Fake News and Political Fact-Checking

DOE Office of Scientific and Technical Information (OSTI.GOV)

Rashkin, Hannah J.; Choi, Eunsol; Jang, Jin Yea

We present an analytic study on the language of news media in the context of political fact-checking and fake news detection. We compare the language of real news with that of satire, hoax, and propaganda to find linguistic cues for untruthful text. To probe the feasibility of automatic political fact-checking, we present a case study based on PolitiFact.com using their factuality judgments on a 6-point scale. Experimental results show that while media fact-checking remains to be an open research question, stylistic cues can help determine the truthfulness of text.

Use of Internet viral marketing to promote smoke-free lifestyles among Chinese adolescents.

PubMed

Ip, Patrick; Lam, Tai-Hing; Chan, Sophia Siu-Chee; Ho, Frederick Ka-Wing; Lo, Lewis A; Chiu, Ivy Wing-Sze; Wong, Wilfred Hing-Sang; Chow, Chun-Bong

2014-01-01

Youth smoking is a global public health concern. Health educators are increasingly using Internet-based technologies, but the effectiveness of Internet viral marketing in promoting health remains uncertain. This prospective pilot study assessed the efficacy of an online game-based viral marketing campaign in promoting a smoke-free attitude among Chinese adolescents. One hundred and twenty-one Hong Kong Chinese adolescents aged 10 to 24 were invited to participate in an online multiple-choice quiz game competition designed to deliver tobacco-related health information. Participants were encouraged to refer others to join. A zero-inflated negative binomial model was used to explore the factors contributing to the referral process. Latent transition analysis utilising a pre- and post-game survey was used to detect attitudinal changes toward smoking. The number of participants increased almost eightfold from 121 to 928 (34.6% current or ex-smokers) during the 22-day campaign. Participants exhibited significant attitudinal change, with 73% holding negative attitudes toward smoking after the campaign compared to 57% before it. The transition probabilities from positive to negative and neutral to negative attitudes were 0.52 and 0.48, respectively. It was also found that attempting every 20 quiz questions was associated with lower perceived smoking decision in future (OR = 0.95, p-value <0.01). Our online game-based viral marketing programme was effective in reaching a large number of smoking and non-smoking participants and changing their attitudes toward smoking. It constitutes a promising practical and cost-effective model for engaging young smokers and promulgating smoking-related health information among Chinese adolescents.

Chinese and Australian Year 3 Children's Conceptual Understanding of Science: A multiple comparative case study

NASA Astrophysics Data System (ADS)

Tao, Ying; Colette Oliver, Mary; Venville, Grady Jane

2012-04-01

Children have formal science instruction from kindergarten in Australia and from Year 3 in China. The purpose of this research was to explore the impact that different approaches to primary science curricula in China and Australia have on children's conceptual understanding of science. Participants were Year 3 children from three schools of high, medium and low socio-economic status in Hunan Province, central south China (n = 135) and three schools of similar socio-economic status in Western Australia (n = 120). The students' understanding was assessed by a science quiz, developed from past Trends in Mathematics and Science Study science released items for primary children. In-depth interviews were carried out to further explore children's conceptual understanding of living things, the Earth and floating and sinking. The results revealed that Year 3 children from schools of similar socio-economic status in the two countries had similar conceptual understandings of life science, earth science and physical science. Further, in both countries, the higher the socio-economic status of the school, the better the students performed on the science quiz and in interviews. Some idiosyncratic strengths and weaknesses were observed, for example, Chinese Year 3 children showed relative strength in classification of living things, and Australian Year 3 children demonstrated better understanding of floating and sinking, but children in both countries were weak in applying and reasoning with complex concepts in the domain of earth science. The results raise questions about the value of providing a science curriculum in early childhood if it does not make any difference to students' conceptual understanding of science.

Care Aides' Relational Practices and Caring Contributions.

PubMed

Andersen, Elizabeth A; Spiers, Jude

2016-11-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ARTICLE INSTRUCTIONS 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded once you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. To obtain contact hours you must: 1. Read the article, "Care Aides' Relational Practices and Caring Contributions" found on pages 24-30, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website listed above to register for contact hour credit. You will be asked to provide your name; contact information; and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until October 31, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. ACTIVITY OBJECTIVES 1. Define the application of Swanson's Middle Range Theory of Caring in care aides' relational care practices for nursing home residents. 2. Describe how nursing home managers can empower care aides to provide care. DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. The current study was a qualitative focused ethnography aimed at exploring the complexities of care; working environments; and knowledge, skills, and efforts of care aides who work in nursing homes. Over the past decade, dramatic shifts in staffing patterns in Canadian nursing homes have transformed care aides' assistive and caring roles. Care aides are now the central and most accessible service providers to nursing home residents. In the current article, the authors (a) conceptualize care aide work as caring rather than caring activities, (b) explore relational care as a foundational and significant component of care aide work, (c) interpret care aides' relational care practices through the lens of Swanson's Middle Range Theory of Caring, and (d) describe how nursing home managers can empower care aides to do this work. [Journal of Gerontological Nursing, 42(11), 24-30.]. Copyright 2016, SLACK Incorporated.

Probing the Relationship Between Evidence-Based Practice Implementation Models and Critical Thinking in Applied Nursing Practice.

PubMed

Canada, Amanda N

2016-04-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, "Probing the Relationship Between Evidence-Based Practice Implementation Models and Critical Thinking in Applied Nursing Practice," found on pages 161-168, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until March 31, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. • Describe the key components and characteristics related to evidence-based practice and critical thinking. • Identify the relationship between evidence-based practice and critical thinking. DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. Evidence-based practice is not a new concept to the profession of nursing, yet its application and sustainability is inconsistent in nursing practice. Despite the expansion of efforts to teach evidence-based practice and practically apply evidence at the bedside, a research-practice gap still exists. Several critical factors contribute to the successful application of evidence into practice, including critical thinking. The purpose of this article is to discuss the relationship between critical thinking and the current evidence-based practice implementation models. Understanding this relationship will help nurse educators and clinicians in cultivating critical thinking skills in nursing staff to most effectively apply evidence at the bedside. Critical thinking is a key element and is essential to the learning and implementation of evidence-based practice, as demonstrated by its integration into evidence-based practice implementation models. Copyright 2016, SLACK Incorporated.

Aspects of Self and Identity in Narrations About Recent Events: Communication With Individuals With Alzheimer's Disease Enabled by a Digital Photograph Diary.

PubMed

Karlsson, Eva; Zingmark, Karin; Axelsson, Karin; Sävenstedt, Stefan

2017-02-02

HOW TO OBTAIN CONTACT HOURS BY READING THIS ARTICLE INSTRUCTIONS XX contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded once you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. To obtain contact hours you must: 1. Read the article, "XXXX XXXX XXXXXX XXXXXXX XXXX XXXX XXX XXX XXXX XX" found on pages XX-XX, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website listed above to register for contact hour credit. You will be asked to provide your name; contact information; and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until MONTH XX, 20XX. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. ACTIVITY OBJECTIVES 1. XXX 2. XXX DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. The ability to narrate autobiographical memories is important for maintaining the identity of individuals with Alzheimer's disease (AD). The current study explored how the sense of self is manifested in narrations about recent events, enabled via a digital photograph diary. Use of a digital photograph diary was tested with seven individuals with AD and their household members. Narrative analysis was used to analyze audiorecordings of the pairs' communication about recent events shown in the photographs. The results show how individuals with AD understand events illustrated in recent photographs in relation to their sense of self and associated skills and abilities that are facets of their selfhood. This type of digital photograph diary has the potential to support individuals with AD to maintain their sense of self and participation in everyday life, and strengthen their relationships with household members; it could be an important tool in person-centered care. [Journal of Gerontological Nursing, xx(x), xx-xx.]. Copyright 2017, SLACK Incorporated.

Barriers to Participation in an Online Nursing Journal Club at a Community Teaching Hospital.

PubMed

Rodriguez, Christopher; Victor, Carol; Leonardi, Nathaniel; Sulo, Suela; Littlejohn, Gina

2016-12-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, "Barriers to Participation in an Online Nursing Journal Club at a Community Teaching Hospital," found on pages 536-542, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until November 30, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. OBJECTIVES Describe the benefits and barriers to participating in an online nursing journal club (ONJC) over a standard journal club. Identify three strategies to address the barriers to participation in an ONJC. DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. Journal clubs can be an important tool enabling health care professionals in promoting evidence-based practice within their organizations. The researchers examined 183 nurses' perceptions of an online nursing journal club (ONJC) and perceived barriers to participation through a survey at a teaching hospital. Time was identified as the greatest participation barrier. The respondents preferred journal articles regarding the topics policy and procedures, medications, and nursing practice changes. To increase the use of the ONJC, it is imperative to focus on perceived barriers and strategies to eliminate them to help with increasing overall participation and achieving success when using an ONJC. J Contin Educ Nurs. 2016;47(12):536-542. Copyright 2016, SLACK Incorporated.

The Effects of Individual Versus Cooperative Testing in a Flipped Classroom on the Academic Achievement, Motivation Toward Science, and Study Time for 9th Grade Biology Students

NASA Astrophysics Data System (ADS)

McCall, Megan O'Neill

This study examined the effects of cooperative testing versus traditional or individual testing and the impacts on academic achievement, motivation toward science, and study time for 9th grade biology students. Research questions centered on weekly quizzes given in a flipped classroom format for a period of 13 weeks. The study used a mixed methods research design, which combined quantitative and qualitative data collection techniques. The study examined 66 students enrolled in three sections of a 9 th grade biology course at a private K-12 school. Students were randomly assigned to groups of three or four students. Weekly quizzes on regularly assigned curriculum material were provided from the flipped classroom videos. Six quizzes were randomly selected for each class to be in the cooperative testing format and six quizzes were randomly selected to be given individually or traditional-style testing format. Week 7 was reserved for administration of the mid-study questionnaire and no quiz was administered. Quantitative data collected included student grades on the 12 weekly quizzes. Qualitative data were also collected from pre-study, mid-study, and post-study questionnaires as well as semi-structured individual interviews and one focus group. Cooperative testing groups scored higher on the quizzes than when students took quizzes as individuals for five of the nine quizzes analyzed. Students did not score significantly higher than the best scorer in groups taking quizzes individually. For one quiz, the best scorer did better than the cooperative groups. Overall, cooperatively tested groups in some cases scored higher than the average of groups taking the quizzes individually, but the impact was not consistent across all quiz weeks. Difficulty level of the material, contextual factors, and ceiling effects are among potential explanations of the inconsistent outcomes. Across the study, motivation toward science stayed the same or increased depending on the aspect of motivation examined. Student attitudes of cooperative testing, group functioning, and overall satisfaction were positive throughout the study. The student responses indicated they found the experience in cooperative testing beneficial to their own learning process and relevant for future career success. Study time was consistent throughout the study and corresponded to the length of the video lesson each week.

From the Patient Perspective, Consent Forms Fall Short of Providing Information to Guide Decision Making

PubMed Central

Manta, Christine J.; Ortiz, Jacqueline; Moulton, Benjamin W.; Sonnad, Seema S.

2016-01-01

Objective This study aimed to gather qualitative feedback on patient perceptions of informed consent forms and elicit recommendations to improve readability and utility for enhanced patient safety and engagement in shared decision making. Methods Sixty in person interviews were conducted consisting of a literacy and numeracy assessment, a comprehension quiz to assess retention of key information and open ended questions to determine reactions, clarity of information and suggestions for improvement. Results While 68% of the participants had education beyond high school, many still missed comprehension questions and found the forms difficult to read. Recurrent suggestions included: specific formatting changes to enhance readability, a need for additional sources of information, mixed attitudes towards inclusion of risk information and the recognized importance of physician-patient conversations. Conclusion This study provides evidence from the patient perspective that consent forms are too complex and fail to achieve comprehension. Future studies should be conducted using patients’ suggestions for form redesign and inclusion of supplemental educational tools in order to optimize communication and safety to achieve more informed health care decision making. PMID:27490160

The Inclusion of Pseudowords within the Year One Phonics "Screening Check" in English Primary Schools

ERIC Educational Resources Information Center

Gibson, Howard; England, Jennifer

2016-01-01

The paper highlights problems surrounding the Year 1 Phonics Screening Check that has accompanied the legislative framework for synthetic phonics in English primary schools. It investigates the inclusion of pseudowords and raises questions regarding their generation and categorization, the rationale for their inclusion and the assumption that the…

The use and evaluation of study guides with middle school students.

PubMed

Farnum, M; Brigham, T A

1978-01-01

Two experiments were conducted with 24 fifth-grade students participating. In the first experiment, quiz performance with study guides was compared to quiz performance without study guides. The group whose students received study guides always scored higher than the group who did not receive study guides. Experiment II assessed the feasibility of students scoring their own study guides. The reliability of student scoring was found to be 93% over all study guides and there were no significant differences between "self-scored" and "teacher-scored" groups on the weekly quizzes.

Using Reflection with Peers to Help Students Learn Effective Problem Solving Strategies

NASA Astrophysics Data System (ADS)

Mason, Andrew; Singh, Chandralekha

2010-10-01

We describe a study in which introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into the "Peer Reflection" (PR) group and the traditional group. Each week in recitation, students in the PR group reflected in small teams on selected problems from the homework. The graduate and undergraduate teaching assistants (TAs) in the PR group recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the recitations for the traditional group, students had the opportunity to ask the graduate TA questions about the homework before they took a weekly quiz. On the final exam with only multiple-choice questions, the PR group drew diagrams on more problems than the traditional group, even when there was no external reward for doing so. Since there was no partial credit for drawing the diagrams on the scratch books, students did not draw diagrams simply to get credit for the effort shown and must value the use of diagrams for solving problems if they drew them. We also find that, regardless of whether the students belonged to the traditional or PR groups, those who drew more diagrams for the multiple-choice questions outperformed those who did not draw them.

Double checking: a second look

PubMed Central

Chreim, Samia; Forster, Alan

2015-01-01

Abstract Rationale, aims and objectives Double checking is a standard practice in many areas of health care, notwithstanding the lack of evidence supporting its efficacy. We ask in this study: ‘How do front line practitioners conceptualize double checking? What are the weaknesses of double checking? What alternate views of double checking could render it a more robust process?’ Method This is part of a larger qualitative study based on 85 semi‐structured interviews of health care practitioners in general internal medicine and obstetrics and neonatology; thematic analysis of the transcribed interviews was undertaken. Inductive and deductive themes are reported. Results Weaknesses in the double checking process include inconsistent conceptualization of double checking, double (or more) checking as a costly and time‐consuming procedure, double checking trusted as an accepted and stand‐alone process, and double checking as preventing reporting of near misses. Alternate views of double checking that would render it a more robust process include recognizing that double checking requires training and a dedicated environment, Introducing automated double checking, and expanding double checking beyond error detection. These results are linked with the concepts of collective efficiency thoroughness trade off (ETTO), an in‐family approach, and resilience. Conclusion(s) Double checking deserves more questioning, as there are limitations to the process. Practitioners could view double checking through alternate lenses, and thus help strengthen this ubiquitous practice that is rarely challenged. PMID:26568537

An instrument to measure nurses' knowledge in palliative care: Validation of the Spanish version of Palliative Care Quiz for Nurses

PubMed Central

2017-01-01

Background Palliative care is nowadays essential in nursing care, due to the increasing number of patients who require attention in final stages of their life. Nurses need to acquire specific knowledge and abilities to provide quality palliative care. Palliative Care Quiz for Nurses is a questionnaire that evaluates their basic knowledge about palliative care. The Palliative Care Quiz for Nurses (PCQN) is useful to evaluate basic knowledge about palliative care, but its adaptation into the Spanish language and the analysis of its effectiveness and utility for Spanish culture is lacking. Purpose To report the adaptation into the Spanish language and the psychometric analysis of the Palliative Care Quiz for Nurses. Method The Palliative Care Quiz for Nurses-Spanish Version (PCQN-SV) was obtained from a process including translation, back-translation, comparison with versions in other languages, revision by experts, and pilot study. Content validity and reliability of questionnaire were analyzed. Difficulty and discrimination indexes of each item were also calculated according to Item Response Theory (IRT). Findings Adequate internal consistency was found (S-CVI = 0.83); Cronbach's alpha coefficient of 0.67 and KR-20 test result of 0,72 reflected the reliability of PCQN-SV. The questionnaire had a global difficulty index of 0,55, with six items which could be considered as difficult or very difficult, and five items with could be considered easy or very easy. The discrimination indexes of the 20 items, show us that eight items are good or very good while six items are bad to discriminate between good and bad respondents. Discussion Although in shows internal consistency, reliability and difficulty indexes similar to those obtained by versions of PCQN in other languages, a reformulation of the items with lowest content validity or discrimination indexes and those showing difficulties with their comprehension is an aspect to take into account in order to improve the PCQN-SV. Conclusion The PCQN-SV is a useful Spanish language instrument for measuring Spanish nurses’ knowledge in palliative care and it is adequate to establish international comparisons. PMID:28545037

An instrument to measure nurses' knowledge in palliative care: Validation of the Spanish version of Palliative Care Quiz for Nurses.

PubMed

Chover-Sierra, Elena; Martínez-Sabater, Antonio; Lapeña-Moñux, Yolanda Raquel

2017-01-01

Palliative care is nowadays essential in nursing care, due to the increasing number of patients who require attention in final stages of their life. Nurses need to acquire specific knowledge and abilities to provide quality palliative care. Palliative Care Quiz for Nurses is a questionnaire that evaluates their basic knowledge about palliative care. The Palliative Care Quiz for Nurses (PCQN) is useful to evaluate basic knowledge about palliative care, but its adaptation into the Spanish language and the analysis of its effectiveness and utility for Spanish culture is lacking. To report the adaptation into the Spanish language and the psychometric analysis of the Palliative Care Quiz for Nurses. The Palliative Care Quiz for Nurses-Spanish Version (PCQN-SV) was obtained from a process including translation, back-translation, comparison with versions in other languages, revision by experts, and pilot study. Content validity and reliability of questionnaire were analyzed. Difficulty and discrimination indexes of each item were also calculated according to Item Response Theory (IRT). Adequate internal consistency was found (S-CVI = 0.83); Cronbach's alpha coefficient of 0.67 and KR-20 test result of 0,72 reflected the reliability of PCQN-SV. The questionnaire had a global difficulty index of 0,55, with six items which could be considered as difficult or very difficult, and five items with could be considered easy or very easy. The discrimination indexes of the 20 items, show us that eight items are good or very good while six items are bad to discriminate between good and bad respondents. Although in shows internal consistency, reliability and difficulty indexes similar to those obtained by versions of PCQN in other languages, a reformulation of the items with lowest content validity or discrimination indexes and those showing difficulties with their comprehension is an aspect to take into account in order to improve the PCQN-SV. The PCQN-SV is a useful Spanish language instrument for measuring Spanish nurses' knowledge in palliative care and it is adequate to establish international comparisons.

Surgeon-authored Virtual Laparoscopic Adrenalectomy Module is Judged Effective and Preferred over Traditional Teaching Tools

PubMed Central

Kurenov, Sergei; Cendan, Juan; Dindar, Sahel; Attwood, Kristopher; Hassett, James; Nawotniak, Ruth; Cherr, Gregory; Cance, William G.; Peters, Jörg

2018-01-01

Objective The study assesses user acceptance and effectiveness of a surgeon-authored virtual reality training module authored by surgeons using the Toolkit for Illustration Procedures in Surgery (TIPS). Methods Laparoscopic adrenalectomy was selected to test the TIPS framework on an unusual and complex procedure. No commercial simulation module exists to teach this procedure. A specialist surgeon authored the module, including force-feedback interactive simulation and designed a quiz to test knowledge of the key procedural steps. Five practicing surgeons with 15 to 24 years of experience peer-reviewed and tested the module. Fourteen residents and nine fellows trained with the module and answered the quiz, pre-use and post-use. Participants received an overview during Surgical Grand Rounds session and a 20-minute one- on-one tutorial followed by a 30 minute of instruction in addition to a force-feedback interactive simulation session. Additionally, in answering questionnaires, the trainees reflected on their learning experience and their experience with the TIPS framework. Results Correct quiz response rates on procedural steps improved significantly post-use over pre-use. In the questionnaire, 96% of the respondents stated that the TIPS module prepares them well or very well for the adrenalectomy, and 87% indicated that the module successfully teaches the steps of the procedure. All subjects indicated that they preferred the module compare to training using purely physical props, one-on-one teaching, medical atlases, and video recordings. Conclusions Improved quiz scores and endorsement by the participants of the TIPS adrenalectomy module establish the viability of surgeons authoring virtual reality training. PMID:27758896

Effects of Check & Connect on Attendance, Behavior, and Academics: A Randomized Effectiveness Trial

ERIC Educational Resources Information Center

Maynard, Brandy R.; Kjellstrand, Elizabeth K.; Thompson, Aaron M.

2014-01-01

The present study evaluates the effectiveness of Check & Connect (C&C) in a randomly assigned sample of students who were all receiving Communities in Schools (CIS) services. The research questions for the study include: Are there differences in attendance, academics, and behavior for CIS students who also receive C&C compared to…

Make safety awareness a priority: Use a login software in your research facility

DOE PAGES

Camino, Fernando E.

2017-01-21

We report on a facility login software, whose objective is to improve safety in multi-user research facilities. Its most important safety features are: 1) blocks users from entering the lab after being absent for more than a predetermined number of days; 2) gives users a random safety quiz question, which they need to answer satisfactorily in order to use the facility; 3) blocks unauthorized users from using the facility afterhours; and 4) displays the current users in the facility. Besides restricting access to unauthorized users, the software keeps users mindful of key safety concepts. In addition, integration of the softwaremore » with a door controller system can convert it into an effective physical safety mechanism. Depending on DOE approval, the code may be available as open source.« less

Make safety awareness a priority: Use a login software in your research facility

DOE Office of Scientific and Technical Information (OSTI.GOV)

Camino, Fernando E.

We report on a facility login software, whose objective is to improve safety in multi-user research facilities. Its most important safety features are: 1) blocks users from entering the lab after being absent for more than a predetermined number of days; 2) gives users a random safety quiz question, which they need to answer satisfactorily in order to use the facility; 3) blocks unauthorized users from using the facility afterhours; and 4) displays the current users in the facility. Besides restricting access to unauthorized users, the software keeps users mindful of key safety concepts. In addition, integration of the softwaremore » with a door controller system can convert it into an effective physical safety mechanism. Depending on DOE approval, the code may be available as open source.« less

Use of check lists in assessing the statistical content of medical studies.

PubMed Central

Gardner, M J; Machin, D; Campbell, M J

1986-01-01

Two check lists are used routinely in the statistical assessment of manuscripts submitted to the "BMJ." One is for papers of a general nature and the other specifically for reports on clinical trials. Each check list includes questions on the design, conduct, analysis, and presentation of studies, and answers to these contribute to the overall statistical evaluation. Only a small proportion of submitted papers are assessed statistically, and these are selected at the refereeing or editorial stage. Examination of the use of the check lists showed that most papers contained statistical failings, many of which could easily be remedied. It is recommended that the check lists should be used by statistical referees, editorial staff, and authors and also during the design stage of studies. PMID:3082452

The use and evaluation of study guides with middle school students1

PubMed Central

Farnum, Marlene; Brigham, Thomas A.

1978-01-01

Two experiments were conducted with 24 fifth-grade students participating. In the first experiment, quiz performance with study guides was compared to quiz performance without study guides. The group whose students received study guides always scored higher than the group who did not receive study guides. Experiment II assessed the feasibility of students scoring their own study guides. The reliability of student scoring was found to be 93% over all study guides and there were no significant differences between “self-scored” and “teacher-scored” groups on the weekly quizzes. PMID:16795579

A project in Zambia: talking to children about AIDS.

PubMed

Baker, K

1988-09-01

Early in 1987, it became clear to this individual that children were a high priority group for Acquired Immune Deficiency Syndrome (AIDS) education. Preparation for providing AIDS education in Zambia included reading as much as possible about AIDS and AIDS education in schools, contacting the Health Education Unit at the Ministry of Health for their permission and advice, and making posters and preparing a list of 10 basic questions about AIDS. The 1st talks were at a boys' technical school and a large girls' day school. Following an introduction of the subject, the format included: a 10-minute quiz with students writing down their answers; a 35-40 minute talk, using posters as visual aids; a 20-30 minute open question time; and a repeat of the same quiz as a form of "posttest." The students responded positively, and there was a substantial increase in the percentage of correct answers after each talk. Subsequently, talks were given in other Lusaka secondary schools. After the 1st few talks, the pretest and posttest was discontinued as it was considered preferable to spend more time answering the students' questions. The talks varied depending on the audience, but posters were always included as visual aids. Initially, this AIDS education effort was voluntary and unfunded. Subsequently, and as the work grew, NORAD funded the project, paying for duplicating and printing as well as a salary on an hourly basis. A booklet on AIDS for secondary schools has been written and duplicated and accepted by the Intersectorial Committee on AIDS Health Education with minor changes. Late in 1987, the booklet was rewritten totally and expanded, with numerous illustrations. Throughout the booklet, human immunodeficiency virus (HIV) is carefully differentiated from AIDS disease. Talks also have been initiated at the Upper Primary School level. The format has been altered somewhat for these younger children as they tend to be noisy and excited. The primary project planned for 1988 is to talk to teachers and health educators, individually and in groups, informally and formally. Thus far, 58 talks have been given in 22 secondary schools and 11 primary schools along with 29 talks to nonschool groups. Culturally, it is much easier as a medically trained non-Zambian to talk about AIDS and AIDS-related concerns, but the message needs to be given more than once. It must be discussed both in the classroom and at home until it becomes a part of life.

The Different Patterns of Gesture between Genders in Mathematical Problem Solving of Geometry

NASA Astrophysics Data System (ADS)

Harisman, Y.; Noto, M. S.; Bakar, M. T.; Amam, A.

2017-02-01

This article discusses about students’ gesture between genders in answering problems of geometry. Gesture aims to check students’ understanding which is undefined from their writings. This study is a qualitative research, there were seven questions given to two students of eight grade Junior High School who had the equal ability. The data of this study were collected from mathematical problem solving test, videoing students’ presentation, and interviewing students by asking questions to check their understandings in geometry problems, in this case the researchers would observe the students’ gesture. The result of this study revealed that there were patterns of gesture through students’ conversation and prosodic cues, such as tones, intonation, speech rate and pause. Female students tended to give indecisive gestures, for instance bowing, hesitating, embarrassing, nodding many times in shifting cognitive comprehension, forwarding their body and asking questions to the interviewer when they found tough questions. However, male students acted some gestures such as playing their fingers, focusing on questions, taking longer time to answer hard questions, staying calm in shifting cognitive comprehension. We suggest to observe more sample and focus on students’ gesture consistency in showing their understanding to solve the given problems.

Statistical Literacy in Public Debate--Examples from the UK 2015 General Election

ERIC Educational Resources Information Center

Arnold, Phoebe

2017-01-01

Full Fact is an independent, non-partisan fact-checking charity. A particular focus is the analysis of factual claims in political debate in the UK; for example, fact-checking claims and counterclaims made during Prime Minister's questions. Facts do not appear in a vacuum as they are often used as key elements in an effort to make a coherent…

Can virtual reality improve anatomy education? A randomised controlled study of a computer-generated three-dimensional anatomical ear model.

PubMed

Nicholson, Daren T; Chalk, Colin; Funnell, W Robert J; Daniel, Sam J

2006-11-01

The use of computer-generated 3-dimensional (3-D) anatomical models to teach anatomy has proliferated. However, there is little evidence that these models are educationally effective. The purpose of this study was to test the educational effectiveness of a computer-generated 3-D model of the middle and inner ear. We reconstructed a fully interactive model of the middle and inner ear from a magnetic resonance imaging scan of a human cadaver ear. To test the model's educational usefulness, we conducted a randomised controlled study in which 28 medical students completed a Web-based tutorial on ear anatomy that included the interactive model, while a control group of 29 students took the tutorial without exposure to the model. At the end of the tutorials, both groups were asked a series of 15 quiz questions to evaluate their knowledge of 3-D relationships within the ear. The intervention group's mean score on the quiz was 83%, while that of the control group was 65%. This difference in means was highly significant (P < 0.001). Our findings stand in contrast to the handful of previous randomised controlled trials that evaluated the effects of computer-generated 3-D anatomical models on learning. The equivocal and negative results of these previous studies may be due to the limitations of these studies (such as small sample size) as well as the limitations of the models that were studied (such as a lack of full interactivity). Given our positive results, we believe that further research is warranted concerning the educational effectiveness of computer-generated anatomical models.

Use of Internet Viral Marketing to Promote Smoke-Free Lifestyles among Chinese Adolescents

PubMed Central

Ip, Patrick; Lam, Tai-Hing; Chan, Sophia Siu-Chee; Ho, Frederick Ka-Wing; Lo, Lewis A.; Chiu, Ivy Wing-Sze; Wong, Wilfred Hing-Sang; Chow, Chun-Bong

2014-01-01

Purpose Youth smoking is a global public health concern. Health educators are increasingly using Internet-based technologies, but the effectiveness of Internet viral marketing in promoting health remains uncertain. This prospective pilot study assessed the efficacy of an online game-based viral marketing campaign in promoting a smoke-free attitude among Chinese adolescents. Methods One hundred and twenty-one Hong Kong Chinese adolescents aged 10 to 24 were invited to participate in an online multiple-choice quiz game competition designed to deliver tobacco-related health information. Participants were encouraged to refer others to join. A zero-inflated negative binomial model was used to explore the factors contributing to the referral process. Latent transition analysis utilising a pre- and post-game survey was used to detect attitudinal changes toward smoking. Results The number of participants increased almost eightfold from 121 to 928 (34.6% current or ex-smokers) during the 22-day campaign. Participants exhibited significant attitudinal change, with 73% holding negative attitudes toward smoking after the campaign compared to 57% before it. The transition probabilities from positive to negative and neutral to negative attitudes were 0.52 and 0.48, respectively. It was also found that attempting every 20 quiz questions was associated with lower perceived smoking decision in future (OR  = 0.95, p-value <0.01). Conclusions Our online game-based viral marketing programme was effective in reaching a large number of smoking and non-smoking participants and changing their attitudes toward smoking. It constitutes a promising practical and cost-effective model for engaging young smokers and promulgating smoking-related health information among Chinese adolescents. PMID:24911010

Effectiveness and student perceptions of an active learning activity using a headline news story to enhance in-class learning of cell cycle regulation.

PubMed

Dirks-Naylor, Amie J

2016-06-01

An active learning activity was used to engage students and enhance in-class learning of cell cycle regulation in a PharmD level integrated biological sciences course. The aim of the present study was to determine the effectiveness and perception of the in-class activity. After completion of a lecture on the topic of cell cycle regulation, students completed a 10-question multiple-choice quiz before and after engaging in the activity. The activity involved reading of a headline news article published by ScienceDaily.com entitled "One Gene Lost Equals One limb Regained." The name of the gene was deleted from the article and, thus, the end goal of the activity was to determine the gene of interest by the description in the story. The activity included compiling a list of all potential gene candidates before sufficient information was given to identify the gene of interest (p21). A survey was completed to determine student perceptions of the activity. Quiz scores improved by an average of 20% after the activity (40.1 ± 1.95 vs. 59.9 ± 2.14,P< 0.0001,n= 96). Students enjoyed the activity, found the news article interesting, and believed that the activity improved their understanding of cell cycle regulation. The majority of students agreed that the in-class activity piqued their interest for learning the subject matter and also agreed that if they understand a concept during class, they are more likely to want to study that concept outside of class. In conclusion, the activity improved in-class understanding and enhanced interest in cell cycle regulation. Copyright © 2016 The American Physiological Society.

Assessing informed consent in an opioid relapse prevention study with adults under current or recent criminal justice supervision.

PubMed

Allen, Ashleigh A; Chen, Donna T; Bonnie, Richard J; Ko, Tomohiro M; Suratt, Colleen E; Lee, Joshua D; Friedmann, Peter D; Gordon, Michael; McDonald, Ryan; Murphy, Sean M; Boney, Tamara Y; Nunes, Edward V; O'Brien, Charles P

2017-10-01

Concerns persist that individuals with substance use disorders who are under community criminal justice supervision experience circumstances that might compromise their provision of valid, informed consent for research participation. These concerns include the possibilities that desire to obtain access to treatment might lead individuals to ignore important information about research participation, including information about risks, or that cognitive impairment associated with substance use might interfere with attending to important information. We report results from a consent quiz (CQ) administered in a multisite randomized clinical trial of long-acting naltrexone to prevent relapse to opioid use disorder among adults under community criminal justice supervision-a treatment option difficult to access by this population of individuals. Participants were required to answer all 11 items correctly before randomization. On average, participants answered 9.8 items correctly (89%) at baseline first attempt (n=306). At week 21 (n=212), participants scored 87% (9.5 items correct) without review. Performance was equivalent to, or better than, published results from other populations on a basic consent quiz instrument across multiple content domains. The consent quiz is an efficient method to screen for adequate knowledge of consent information as part of the informed consent process. Clinical researchers who are concerned about these issues should consider using a consent quiz with corrected feedback to enhance the informed consent process. Overall, while primarily useful as an educational tool, employing a CQ as part of the gateway to participation in research may be particularly important as the field continues to advance and tests novel experimental treatments with significant risks and uncertain potential for benefit. Copyright © 2017. Published by Elsevier Inc.

Hypertension and Diabetes Mellitus: A Preliminary South African Health Promotion Activity Using Service-Learning Principles.

PubMed

Srinivas, Sunitha C; Paphitis, Sharli Anne

2016-06-01

A marked increase in the chronic non-communicable diseases such as hypertension and diabetes mellitus in the South African population is in concert with global trends. A health promotion activity carried out by pharmacy students for school learners during the Sasol National Festival of Science and Technology (SciFest) in South Africa was used as a service-learning opportunity. Pilot tested quizzes on hypertension and diabetes were used to determine the level of knowledge of attendees before and after taking the computer based quiz. Posters, information leaflets and interactive models on these two conditions were also used to reach out to the larger population. Of the 203 participants for the hypertension quiz, 169 completed both the pre- and post-intervention quizzes. Similarly, 86 of the 104 participants for the diabetes quiz, completed both the pre- and post-intervention quizzes. The results show that the post-intervention quiz resulted in a significant increase in the scores from 78.2 to 85.6 % in the case of Hypertension while a marginal increase from 94.2 to 95.5 % was obtained in the case of diabetes. The knowledge of the SciFest attendees with regard to both conditions is above average and improved further after the educational intervention. Health promotion activities which include interactive educational methods and culturally appropriate materials carried out by pharmacy students during service-learning courses are important for improving the awareness on the prevention of these chronic health conditions. Heath promotion service-learning courses can assist in addressing the health care gaps which arise because of a lack of co-ordinated efforts between NGO's and local Government to address the prevention and management of non-communicable diseases such as hypertension and diabetes mellitus.

Strategies for research recruitment and retention of older adults of racial and ethnic minorities.

PubMed

McDougall, Graham J; Simpson, Gaynell; Friend, Mary Louanne

2015-05-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ARTICLE INSTRUCTIONS 1.4 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded once you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. To obtain contact hours you must: 1. Read the article, "Strategies for Research Recruitment and Retention of Older Adults of Racial and Ethnic Minorities" found on pages 14-23, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website listed above to register for contact hour credit. You will be asked to provide your name; contact information; and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until April 30, 2018. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. ACTIVITY OBJECTIVE 1. Identify strategies and barriers for the recruitment and retention of older adults of racial and ethnic minorities in cognitive aging research. DISCLOSURE STATEMENT Neither the planners nor the authors have any conflicts of interest to disclose. The numbers of Hispanic and African American older adults in the United States are expected to increase by 86% and more than 31%, respectively. African American and Hispanic American individuals are more likely than Caucasian individuals to have chronic health conditions, and researchers have argued that these health disparities may contribute to their higher rates of dementia-related illnesses. The current article explores strategies to improve participation in cognitive aging research by older adults, particularly minority older adults. The cultural aspects of cognitive aging are examined, especially the role of stigma and stereotype threat. The perceptions of cognitive aging of African American and Hispanic older adults are also described. Specific strategies are presented that have been successfully implemented to improve recruitment and retention in research targeting minority older adults. Strategies that yielded retention of minority older adults included advertising and marketing a randomized clinical trial, media relations, intervention tailoring, and adaptation of psychometric instruments. Copyright 2015, SLACK Incorporated.

Population-Focused Practice Competency Needs Among Public Health Nursing Leaders in Washington State.

PubMed

Espina, Christine R; Bekemeier, Betty; Storey-Kuyl, Marni

2016-05-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, "Population-Focused Practice Competency Needs Among Public Health Nursing Leaders in Washington State," found on pages 212-219, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until April 30, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. OBJECTIVES Describe supports and barriers to adopting population-focused care in public health nursing practice. Describe the benefit of using practice models to assess staff readiness for adopting evidence-based guidelines or practice competencies. DISCLOSURE STATEMENT Neither the planners nor the authors have any conflicts of interest to disclose. Public health nurses (PHNs) need effective strategies to reduce health disparities, requiring a workforce that can practice with a population-focus across the continuum of care and with an ecological approach to health. A statewide leadership group of county-level PHN leaders in Washington assessed their training needs in population-focused knowledge and skills. Interview findings from 17 members were coded based on the Quad Council PHN Competencies. Recommendations were organized around the Push-Pull Infrastructure (PPI) practice model established to help bridge the practice-research gap. The PHN leaders in Washington State want to strengthen their own leadership skills and provide support to staff in transitioning to population-focused care. This article describes the assessment findings of PHN leaders' training needs using the PPI practice model and explores how the PPI might serve to develop evidence-based training for PHNs and local health department staff. J Contin Educ Nurs. 2016;47(5):212-219. Copyright 2016, SLACK Incorporated.

Associations Between Dehydration, Cognitive Impairment, and Frailty in Older Hospitalized Patients: An Exploratory Study.

PubMed

McCrow, Judy; Morton, Margaret; Travers, Catherine; Harvey, Keren; Eeles, Eamonn

2016-05-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ARTICLE INSTRUCTIONS 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded once you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. To obtain contact hours you must: 1. Read the article, "Associations Between Dehydration, Cognitive Impairment, and Frailty in Older Hospitalized Patients: An Exploratory Study" found on pages 19-27, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website listed above to register for contact hour credit. You will be asked to provide your name; contact information; and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until April 30, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. ACTIVITY OBJECTIVES 1. Describe the incidence of dehydration in older hospitalized patients. 2. Identify risk and management strategies related to dehydration in older hospitalized patients. DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. The current exploratory study (a) assessed the prevalence of dehydration in older adults (age ≤60 years) with and without cognitive impairment (CI) admitted to the hospital; and (b) examined associations between dehydration, CI, and frailty. Forty-four patients participated and dehydration was assessed within 24 hours of admission and at Day 4 or discharge (whichever occurred first). Patients' cognitive function and frailty statuses were assessed using validated instruments. Twenty-seven (61%) patients had CI and 61% were frail. Prevalence of dehydration at admission was 29% (n = 12) and 19% (n = 6) at study exit, and dehydration status did not differ according to CI or frailty status. However, within the non-CI group, significantly more frail than fit patients were dehydrated at admission (p = 0.03). Findings indicate dehydration is common among older hospitalized patients and that frailty may increase the risk for dehydration in cognitively intact older adults. [Journal of Gerontological Nursing, 42(5), 19-27.]. Copyright 2016, SLACK Incorporated.

Improving Rural Geriatric Care Through Education: A Scalable, Collaborative Project.

PubMed

Buck, Harleah G; Kolanowski, Ann; Fick, Donna; Baronner, Lawrence

2016-07-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, "Improving Rural Geriatric Care Through Education: A Scalable, Collaborative Project," found on pages 306-313, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until June 30, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. OBJECTIVES Describe the unique nursing challenges that occur in caring for older adults in rural areas. Discuss the Improving Rural Geriatric Care through Education (iRuGCE) project, including the facilitators and challenges to its implementation. DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. Rural elders are the fastest growing segment of the U.S. population, with a projected increase of 32% in the next 20 years. Shortages in geriatric-prepared workers are particularly critical in rural areas. This article describes Improving Rural Geriatric Care through Education (iRuGCE), a feasible, scalable, and collaborative continuing education project. iRuGCE was designed to improve geriatric nursing practice. Project goals were to identify, mentor, and facilitate an RN geriatric site champion in critical access hospitals (CAHs) to complete national certification in gerontological nursing, and to design a continuing education program that met the specific needs of the CAHs via delivery of three continuing education sessions per year. Evaluation of the project is promising. Preliminary results suggest that iRuGCE has a positive effect on nurse-sensitive patient satisfaction scores, such as communication with nurses, responsiveness of hospital staff, pain management, communication about medicine, discharge information, and willingness to recommend the hospital. J Contin Educ Nurs. 2016;47(7):306-313. Copyright 2016, SLACK Incorporated.

Association Between Sarcopenia and Nutritional Status in Older Adults: A Systematic Literature Review.

PubMed

Eglseer, Doris; Eminovic, Sandra; Lohrmann, Christa

2016-07-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ARTICLE INSTRUCTIONS 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded once you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. To obtain contact hours you must: 1. Read the article, "Association Between Sarcopenia and Nutritional Status in Older Adults: A Systematic Literature Review" found on pages 33-41, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website listed above to register for contact hour credit. You will be asked to provide your name; contact information; and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until June 30, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. ACTIVITY OBJECTIVES 1. Describe the geriatric syndrome of sarcopenia. 2. Identify the outcome of the sarcopenia studies. DISCLOSURE STATEMENT Neither the planners nor the authors have any conflicts of interest to disclose. Sarcopenia is an important geriatric syndrome with high prevalence rates and one of the most common causes of reductions in mobility, quality of life, and increasing dependency on care. The current study examined the relationship between sarcopenia and nutritional status in adults 60 and older. A systematic literature search was conducted, and data from 33 publications were included. The currently available literature indicates that sarcopenia is correlated with poor nutritional status (e.g., low body mass index, unfavorable nutritional risk screening results, decreased nutritional laboratory parameters, anorexia). Comparison of the studies' results were complicated by the lack of a generally accepted definition for sarcopenia, as well as the use of many different instruments to detect sarcopenia. The co-occurrence of malnutrition and sarcopenia is of great relevance. Future scientific work should focus on the formation of consistent definitions and instruments for the detection of sarcopenia to improve data comparisons. [Journal of Gerontological Nursing, 42(7), 33-41.]. Copyright 2016, SLACK Incorporated.

Communication Between Acute Care Hospitals and Skilled Nursing Facilities During Care Transitions: A Retrospective Chart Review.

PubMed

Jusela, Cheryl; Struble, Laura; Gallagher, Nancy Ambrose; Redman, Richard W; Ziemba, Rosemary A

2017-03-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ARTICLE INSTRUCTIONS 1.3 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded once you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. To obtain contact hours you must: 1. Read the article, "Communication Between Acute Care Hospitals and Skilled Nursing Facilities During Care Transitions: A Retrospective Chart Review" found on pages 19-28, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website listed above to register for contact hour credit. You will be asked to provide your name; contact information; and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until February 29, 2020. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. ACTIVITY OBJECTIVES 1. Discuss problematic barriers during care transitions. 2. Describe the significance of interprofessional collaboration in the delivery of quality health care. DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. The purpose of the current project was to (a) examine the type of information accompanying patients on transfer from acute care to skilled nursing facilities (SNFs), (b) discuss how these findings meet existing standards, and (c) make recommendations to improve transfer of essential information. The study was a retrospective convenience sample chart audit in one SNF. All patients admitted from an acute care hospital to the SNF were examined. The audit checklist was developed based on recommendations by local and national standards. One hundred fifty-five charts were reviewed. Transferring of physician contact information was missing in 65% of charts. The following information was also missing from charts: medication lists (1%), steroid tapering instructions (42%), antiarrhythmic instructions (38%), duration/indication of anticoagulant medications (25%), and antibiotic medications (22%). Findings support the need for improved transitional care models and better communication of information between care settings. Recommendations include designating accountability and chart audits comparing timeliness, completeness, and accuracy. [Journal of Gerontological Nursing, 43(3), 19-28.]. Copyright 2016, SLACK Incorporated.

Music Therapy Training for Undergraduate Nursing Students: A Modality to Foster Interest in Gerontological Nursing.

PubMed

Lin, Hui-Chuan; Chen, Shu-Ling; Hsieh, Chia-En; Lin, Ping-Yi

2016-06-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ARTICLE INSTRUCTIONS 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded once you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. To obtain contact hours you must: 1. Read the article, "Music Therapy Training for Undergraduate Nursing Students: A Modality to Foster Interest in Gerontological Nursing" found on pages 25-31, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website listed above to register for contact hour credit. You will be asked to provide your name; contact information; and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until May 31, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. ACTIVITY OBJECTIVES 1. Identify the worldwide shortage of nurses specializing in gerontological nursing. 2. Describe the results of using music therapy to create positive attitudes toward older adults. DISCLOSURE STATEMENT Neither the planners nor the authors have any conflicts of interest to disclose. Nursing students generally have a negative attitude toward older adults. Preparing nurses to meet the care needs of an expanding aging population is a challenge for nursing educators. The purpose of the current study was to explore whether incorporating music therapy into a practical geriatric nursing course at a nursing home cultivates positive attitudes toward older adults, raises students' willingness to work with older adults, and increases their interest in specializing in gerontological nursing after graduation. Focus groups were conducted to collect data from three participant groups (N = 20). Verbatim transcripts of audiorecorded interviews were analyzed using content analysis, which revealed four themes: (a) better appreciation and understanding of music therapy, (b) role modeling instructors' successful experience and positive attitude toward older adults, (c) changing attitudes toward older adults, and (d) improving interaction skills with older adults. Results suggested music can be integrated into a gerontological nursing course to enhance students' motivation to learn, empathize, and approach older adults. [Journal of Gerontological Nursing, 42(6), 25-31.]. Copyright 2016, SLACK Incorporated.

It Could Never Happen Here: Promoting Violence Prevention Education for Emergency Department Nurses.

PubMed

Koller, Lynne H

2016-08-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.1 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, "It Could Never Happen Here: Promoting Violence Prevention Education for Emergency Department Nurses," found on pages 356-360, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until July 31, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. OBJECTIVES Suggest strategies targeted for emergency department nurses to prevent or mitigate their exposure to workplace violence. Describe specific patient behaviors that will help emergency nurses in identifying potentially violent patients. Review the importance of following written facility violence prevention policies, as well as reporting all violent events. DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. This article describes the necessity for emergency department nurses to receive violence prevention training to identify and mitigate violent events before they occur. In the emergency department setting, violence is a frequent occurrence and continues to be a growing concern. Despite the growing numbers, focus on training of staff in violence minimization and prevention has decreased. This article outlines three important safety topics and interventions that can be used to assist nurses when managing potentially violent patients: creating a safe emergency department environment, recognizing and evaluating the behaviors of a potentially violent patient, and identifying nurses' behaviors that may trigger patient violence. Nurses educated in violence prevention will be better prepared to recognize potentially violent patients, use specific strategies to prevent violence, and manage a violent event in a safe, professional manner. J Contin Educ Nurs. 2016;47(8):356-360. Copyright 2016, SLACK Incorporated.

Interprofessional Teamwork Education: Moving Toward the Patient-Centered Approach.

PubMed

Moradi, Kamran; Najarkolai, Atena Rahmati; Keshmiri, Fatemeh

2016-10-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.3 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, "Interprofessional Teamwork Education: Moving Toward the Patient-Centered Approach," found on pages 449-460, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until September 30, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. OBJECTIVES Explain the recommended framework in teaching and implementing interprofessional competencies. Identify suggested core competencies to implement interprofessional collaborative practice. DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. The aim of this study is to develop and contextualize a competency framework for interprofessional teamwork in Iran. The study was conducted in three phases. First, the competencies of interprofessional teamwork were extracted from the literature. In the second phase, the content validity of the initial framework was assessed by the experts through the Delphi rounds. Content validity ratio (CVR) and item-level content validity index (I-CVI) were used for quantitative analysis. Finally, in the third phase, the importance and utility of interprofessional teamwork competencies were assessed by the experts. Initial framework was constructed with 28 competencies. Quantitative analysis by CVR indicated a score of less than .49 for three items. These items were excluded from the framework. The I-CVI for all items in the framework was higher than .78. The final framework was developed and validated with 16 competencies. The developed framework is recommended for teaching and assessment of interprofessional teamwork competencies. J Contin Educ Nurs. 2016;47(10):449-460. Copyright 2016, SLACK Incorporated.

Dog Bite Reflections--Socratic Questioning Revisited

ERIC Educational Resources Information Center

Toledo, Cheri A.

2015-01-01

In the online environment, the asynchronous discussion is an important tool for creating community, developing critical thinking skills, and checking for understanding. As students learn how to use Socratic questions for effective interactions, the discussion boards can become the most exciting part of the course. This sequel to the article…

Knowledge and attitudes about urinary incontinence among community-dwelling Korean American women.

PubMed

Kang, Youngmi

2009-01-01

The purpose of this study was to explore knowledge and attitudes about urinary incontinence (UI) among Korean American women with incontinence and provide initial information needed to design education programs and culture-specific interventions. One hundred eighty-two community-dwelling Korean American women who were 30 years and older and self-identified as having UI were invited to participate in the study. Data collection was conducted in 12 Korean religious organizations. This study uses a cross-sectional descriptive design by means of interviews. The Incontinence Quiz was used to measure knowledge and attitudes about UI. Higher scores indicate greater knowledge and more positive attitudes. The mean Incontinence Quiz was 4.85 (SD = 2.75) out of 14, which was much lower than the midpoint of 7.0, indicating that respondents tended to have limited knowledge and negative attitudes toward UI. The number of correct responses to the items on the Incontinence Quiz in this sample was lower than that reported in other studies that sampled the general population. Interventions to improve Korean women's knowledge of, and attitudes toward, UI are needed. WOC and continence nurses should take an active role in educating women about the prevention and treatment of UI.

Hypnotic clever hands: Agency and automatic responding.

PubMed

Polito, Vince; Barnier, Amanda J; Connors, Michael H

2018-06-01

The Clever Hands task (Wegner, Fuller, & Sparrow, 2003) is a behavioral illusion in which participants make responses to a trivia quiz for which they have no sense of agency. Sixty high hypnotizable participants completed two versions of the Clever Hands task. Quiz One was a replication of the original study. Quiz Two was a hypnotic adaptation using three suggestions that were based on clinical disruptions to the sense of agency. The suggestions were for: random responding, thought insertion, and alien control. These suggestions led to differences in accuracy (action production) and estimates of accuracy (action projection). Specifically, whereas the random responding suggestion had little effect, the two clinically based suggestions had opposite impacts on action production: the thought insertion suggestion led to an increase in the rate of correct responses (although participants still believed they were responding randomly); while the alien control suggestion led to a reduction in the rate of correct answers and a pattern of results that more closely approximated randomness. Contrary to theoretical accounts that claim that hypnosis affects executive monitoring rather than executive control, this result indicates that specific hypnotic suggestions can also influence the implicit processes involved in action production. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

How to boost a low-morale medical practice team: twenty-five strategies.

PubMed

Hills, Laura

2014-01-01

Low morale can decrease productivity and cooperation among medical practice employees, and increase work errors, absenteeism, and turnover. That is why practice managers must be mindful of their employees' morale and develop a toolkit of strategies that they can use to assess and boost waning morale. This article suggests 25 practical and affordable strategies medical practice managers can use to increase their staffs' morale. It explores the high cost of low morale, including five invisible costs that are often overlooked but that nonetheless drain practice resources. Furthermore, this article suggests 25 warning signs of low morale and suggests 10 causes of low morale in the workplace. It also provides practice managers with a quick 10-question quiz to administer to their employees to help them assess employee morale. Finally, this article describes five easy and affordable games practice managers can play with their employees to build camaraderie and teamwork and to increase staff morale.

Fostering collaboration in the medical practice: twenty-five tips.

PubMed

Hills, Laura

2013-01-01

It's a given that collaboration is an important aspect of medical practice management. But achieving genuine collaboration among the members of your medical practice team may not be as simple as it seems. This article suggests 25 practical strategies for medical practice employees and their managers to help them create and foster collaboration in their medical practices. Tips for collaborative goal setting, communication, ground rules, task delineation, sustainability, problem solving, and anticipating and handling problems are all described. In addition, this article offers a four-step strategy for dealing with a domineering collaborator and a five-step strategy for dealing with a collaboration slacker. This article also includes a 20-question self-quiz to help you and your employees evaluate your collaborative work style. Finally, this article describes 10 common collaboration pitfalls and the strategies you and your staff can use to avoid falling victim to them.

Teach Astronomy: An Educational Resource for Formal and Informal Learners

NASA Astrophysics Data System (ADS)

Impey, Chris David

2018-01-01

Teach Astronomy is an educational resource, available in the form of a user-friendly, platform-agnostic website. Ideal for college-level, introductory astronomy courses, Teach Astronomy can be a valuable reference for astronomers at all levels, especially informal learners. Over the past year, multiple changes have been made to the infrastructure behind Teach Astronomy to provide high availability to our tens of thousands of monthly, unique users, as well as fostering in new features. Teach Astronomy contains interactive tools which supplement the free textbook, such as a Quiz Tool with real-time feedback. The site also provides a searchable collection of Chris Impey’s responses to questions frequently asked by our users. The developers and educators behind Teach Astronomy are working to create an environment which encourages astronomy students of all levels to continue to increase their knowledge and help others learn.

Formative and Summative Assessment in Veterinary Pathology and Other Courses at a Mexican Veterinary College.

PubMed

Valero, Germán; Cárdenas, Paula

The Faculty of Veterinary Medicine and Animal Science of the National Autonomous University of Mexico (UNAM) uses the Moodle learning management system for formative and summative computer assessment. The authors of this article-the teacher primarily responsible for Moodle implementation and a researcher who is a recent Moodle adopter-describe and discuss the students' and teachers' attitudes to summative and formative computer assessment in Moodle. Item analysis of quiz results helped us to identify and fix poorly performing questions, which greatly reduced student complaints and improved objective assessment. The use of certainty-based marking (CBM) in formative assessment in veterinary pathology was well received by the students and should be extended to more courses. The importance of having proficient computer support personnel should not be underestimated. A properly translated language pack is essential for the use of Moodle in a language other than English.

A monograph assignment as an integrative application of evidence-based medicine and pharmacoeconomic principles.

PubMed

Law, Anandi V; Jackevicius, Cynthia A; Bounthavong, Mark

2011-02-10

To describe the development and assessment of monographs as an assignment to incorporate evidence-based medicine (EBM) and pharmacoeconomic principles into a third-year pharmacoeconomic course. Eight newly FDA-approved drugs were assigned to 16 teams of students, where each drug was assigned to 2 teams. Teams had to research their drug, write a professional monograph, deliver an oral presentation, and answer questions posed by faculty judges. One team was asked to present evidence for inclusion of the drug into a formulary, while another team presented evidence against inclusion. The teams' average score on the written report was 99.1%; on the oral presentation, 92.5%, and on the online quiz given at the end of the presentations, 77%. Monographs are a successful method of incorporating and integrating learning across different concepts, as well as increasing relevance of pharmacoeconomics in the PharmD curriculum.

A Monograph Assignment as an Integrative Application of Evidence-Based Medicine and Pharmacoeconomic Principles

PubMed Central

Jackevicius, Cynthia A.; Bounthavong, Mark

2011-01-01

Objective To describe the development and assessment of monographs as an assignment to incorporate evidence-based medicine (EBM) and pharmacoeconomic principles into a third-year pharmacoeconomic course. Design Eight newly FDA-approved drugs were assigned to 16 teams of students, where each drug was assigned to 2 teams. Teams had to research their drug, write a professional monograph, deliver an oral presentation, and answer questions posed by faculty judges. One team was asked to present evidence for inclusion of the drug into a formulary, while another team presented evidence against inclusion. Assessment The teams' average score on the written report was 99.1%; on the oral presentation, 92.5%, and on the online quiz given at the end of the presentations, 77%. Conclusions Monographs are a successful method of incorporating and integrating learning across different concepts, as well as increasing relevance of pharmacoeconomics in the PharmD curriculum. PMID:21451753

Retention of Knowledge following training of students in Basic Trauma Life Support.

PubMed

Lim, K G; Lum, S K; Burud, I A S

2016-12-01

In the course of their undergraduate training at the International Medical University, students receive a Basic Trauma Life Support course. We wanted to test the long-term retention of knowledge (after 16 months) of third year medical students who had received training in Basic Trauma Life Support Method: To assess the retention of knowledge one cohort of students who received the training course were tested again 16 months later using the same 30 question One Best Answer quiz. Seventy-three students who underwent the course sat for the Retention test. The number of students who passed the Retention test was not significantly different from the test taken immediately after the course. The mean scores, 62.5% and 59.5% respectively, were however significantly different. Our study involves a relatively long interval between the course and retention of knowledge test shows encouraging results.

Metasemantics: On the Limits of Semantic Theory

ERIC Educational Resources Information Center

Parent, T.

2009-01-01

METASEMANTICS is a wake-up call for semantic theory: It reveals that some semantic questions have no adequate answer. (This is meant to be the "epistemic" point that certain semantic questions cannot be "settled"--not a metaphysical point about whether there is a fact-of-the-matter.) METASEMANTICS thus checks our default "optimism" that any…

More Than the Rules of Precedence

ERIC Educational Resources Information Center

Liang, Yawei

2005-01-01

In a fundamental computer-programming course, such as CSE101, questions about how to evaluate an arithmetic expression are frequently used to check if our students know the rules of precedence. The author uses two of our final examination questions to show that more knowledge of computer science is needed to answer them correctly. Furthermore,…

The Unreliability of References

ERIC Educational Resources Information Center

Barden, Dennis M.

2008-01-01

When search consultants, like the author, are invited to propose their services in support of a college or university seeking new leadership, they are generally asked a fairly standard set of questions. But there is one question that they find among the most difficult to answer: How do they check a candidate's references to ensure that they know…

8 CFR 204.1 - General information about immediate relative and family-sponsored petitions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... question. When an interview is required, all original documents must be presented for examination at the interview. (3) Foreign language documents must be accompanied by an English translation which has been... Service. If questions arise concerning the filing of the petition which cannot be resolved through a check...

8 CFR 204.1 - General information about immediate relative and family-sponsored petitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... question. When an interview is required, all original documents must be presented for examination at the interview. (3) Foreign language documents must be accompanied by an English translation which has been... Service. If questions arise concerning the filing of the petition which cannot be resolved through a check...

Benefits and Limitations of Text Messages to Stimulate Higher Learning Among Community Providers: Participants' Views of an mHealth Intervention to Support Continuing Medical Education in Vietnam

PubMed Central

Sabin, Lora L; Larson Williams, Anna; Le, Bao Ngoc; Herman, Augusta R; Viet Nguyen, Ha; Albanese, Rebecca R; Xiong, Wenjun; Shobiye, Hezekiah OA; Halim, Nafisa; Tran, Lien Thi Ngoc; McNabb, Marion; Hoang, Hai; Falconer, Ariel; Nguyen, Tam Thi Thanh; Gill, Christopher J

2017-01-01

Background: A randomized controlled trial was conducted in 2015 to evaluate a mobile continuing medical education (mCME) intervention that provided daily text messages to community-based physicians' assistants (CBPAs) in Thai Nguyen Province, Vietnam. Although the intervention failed to improve medical knowledge over a 6-month period, a companion qualitative study provided insights on the views and experiences of intervention participants. Methods: We conducted focus group discussions (FGDs) and in-depth interviews (IDIs) among participants randomized to receive text messages containing either simple medical facts or quiz questions. Trained interviewers collected data immediately following the conclusion of the trial in December 2015. Using semi-structured question guides, respondents were queried on their views of the intervention, positive and negative, and perceived impacts of the intervention. During analysis, after learning that the intervention had failed to increase knowledge among participants, we also examined reasons for lack of improvement in medical knowledge. All analyses were performed in NVivo using a thematic approach. Results: A total of 70 CBPAs engaged in one of 8 FGDs or an IDI. One-half were men; average age among all respondents was 40 years. Most (81%) practiced in rural settings and most (51%) focused on general medicine. The mean length of work experience was 3 years. All respondents made positive comments about the intervention; convenience, relevance, and quick feedback (quiz format) were praised. Downsides encompassed lack of depth of information, weak interaction, technology challenges, and challenging/irrelevant messages. Respondents described perceived impacts encompassing increased motivation, knowledge, collegial discussions, Internet use to search for more information, and clinical skills. Overall, they expressed a desire for the intervention to continue and recommended expansion to other medical professionals. Overreliance on the text messages, lack of effective self-study, and technical/language-based barriers may be potential explanations for intervention failure. Conclusion: As a form of mCME, daily text messages were well-received by community-level health care providers in Vietnam. This mCME approach appears very promising in low-resource environments or where traditional forms of CME are impractical. Future models might consider enhancements to foster linkages to relevant medical materials, improve interaction with medical experts, and tailor medical content to the daily activities of medical staff. PMID:28655802

Engaged Learning and Youth Interest in STEM Careers: A Science Museum Exhibit on Air Pollution and Urban Sustainability

NASA Astrophysics Data System (ADS)

Stuart, A. L.

2012-12-01

Enrollments in science, technology, engineering, and mathematics (STEM) curricula currently lag workforce needs. Participation of women and minorities in STEM careers also remains low despite efforts to improve their representation in these fields. We discuss the development and evaluation of a science museum exhibit aimed at stimulating interest of middle school children (particularly girls) in STEM careers. The exhibit was designed to teach science, while addressing two factors identified as limiting the interest of girls in STEM fields — perceived lack of social relevance and lack of female role models. Further, it was designed to apply best practices in science education, including inquiry-based learning and interdisciplinary content. The exhibit was developed through collaboration between students and faculty researchers at the University of South Florida and science education and evaluation specialists at the Museum of Science and Industry of Tampa. A few stages of formative and summative assessment, including focus group discussions, visitor observation, and surveys were used to evaluate the effectiveness of the exhibit to educational project goals. The installed exhibit is focused on teaching content related to interactions between air pollution, urban design, and human health. The approximately 25 square foot exhibit space involves four different types of components. A three-dimensional model of a city, with underlying dynamic computer simulations, allows visitors to interactively explore relationships between city design, air pollution and exposures. A computer game, with quiz questions requiring user decisions on personal to community behavior, provides visual feedback regarding impacts on air pollution. Traditional panels with graphics and text, including results of current research, display integrative scientific content with open-ended questions to stimulate discussion. Finally, personal profiles highlight the diverse family, work, and social lives of a few STEM professionals from childhood to mid-career. Current results of the educational evaluation suggest that the quiz game and three-dimensional interactive model were particularly effective at engaging and interesting visitors in the science content. The personal profiles appear to have helped to interest visitors in STEM careers, regardless of gender or age. The methods and results demonstrated through this exhibit should inform improvements to informal science education toward increased engagement of the next generation in science content and STEM careers.

Benefits and Limitations of Text Messages to Stimulate Higher Learning Among Community Providers: Participants' Views of an mHealth Intervention to Support Continuing Medical Education in Vietnam.

PubMed

Sabin, Lora L; Larson Williams, Anna; Le, Bao Ngoc; Herman, Augusta R; Viet Nguyen, Ha; Albanese, Rebecca R; Xiong, Wenjun; Shobiye, Hezekiah Oa; Halim, Nafisa; Tran, Lien Thi Ngoc; McNabb, Marion; Hoang, Hai; Falconer, Ariel; Nguyen, Tam Thi Thanh; Gill, Christopher J

2017-06-27

A randomized controlled trial was conducted in 2015 to evaluate a mobile continuing medical education (mCME) intervention that provided daily text messages to community-based physicians' assistants (CBPAs) in Thai Nguyen Province, Vietnam. Although the intervention failed to improve medical knowledge over a 6-month period, a companion qualitative study provided insights on the views and experiences of intervention participants. We conducted focus group discussions (FGDs) and in-depth interviews (IDIs) among participants randomized to receive text messages containing either simple medical facts or quiz questions. Trained interviewers collected data immediately following the conclusion of the trial in December 2015. Using semi-structured question guides, respondents were queried on their views of the intervention, positive and negative, and perceived impacts of the intervention. During analysis, after learning that the intervention had failed to increase knowledge among participants, we also examined reasons for lack of improvement in medical knowledge. All analyses were performed in NVivo using a thematic approach. A total of 70 CBPAs engaged in one of 8 FGDs or an IDI. One-half were men; average age among all respondents was 40 years. Most (81%) practiced in rural settings and most (51%) focused on general medicine. The mean length of work experience was 3 years. All respondents made positive comments about the intervention; convenience, relevance, and quick feedback (quiz format) were praised. Downsides encompassed lack of depth of information, weak interaction, technology challenges, and challenging/irrelevant messages. Respondents described perceived impacts encompassing increased motivation, knowledge, collegial discussions, Internet use to search for more information, and clinical skills. Overall, they expressed a desire for the intervention to continue and recommended expansion to other medical professionals. Overreliance on the text messages, lack of effective self-study, and technical/language-based barriers may be potential explanations for intervention failure. As a form of mCME, daily text messages were well-received by community-level health care providers in Vietnam. This mCME approach appears very promising in low-resource environments or where traditional forms of CME are impractical. Future models might consider enhancements to foster linkages to relevant medical materials, improve interaction with medical experts, and tailor medical content to the daily activities of medical staff. © Sabin et al.

Where on Earth...? MISR Mystery Image Quiz #6

NASA Technical Reports Server (NTRS)

2002-01-01

Here's another chance to play geographical detective! This Multi-angle Imaging SpectroRadiometer (MISR) image covers an area of about 298 kilometers x 358 kilometers, and was captured by the instrument's vertical-viewing (nadir) camera on December 27, 2001. Use any reference materials you like and answer the following five questions: The large lagoon in the image is named for a particular type of bird. Name the bird. Note the sediment plume emanating from the southern end of the lagoon. Sailors in the 16th century imagined this outlet to be the mouth of a large river. What did they call the river? A series of wave-like points and curls form 'cusps' on the inner shores of the lagoon. Which ONE of the following is most responsible for the formation of these cusps? Violent storm impacts on erosion and accretion Wind and tide-driven sediment transport and circulation Tectonic folding associated with nearby mountain ridges Bathymetric effects of dredging operations True or false: Changes in regional precipitation associated with large scale atmospheric circulation patterns have no effect on the salinity of the lagoon's water. Which one of these is NOT distributed within the area covered by this image? Ruppia maritima Chelonia mydas Tapirus bairdii Microcystis aeruginosa E-mail your answers, name (initials are acceptable if you prefer), and your hometown by Tuesday, February 19, 2002 to suggestions@mail-misr.jpl.nasa.gov. Answers will be published on the MISR web site in conjunction with the next weekly image release. The names and home towns of respondents who answer all questions correctly by the deadline will also be published in the order responses were received. The first 3 people on this list who are not affiliated with NASA, JPL, or MISR and who did not win a prize in the last quiz will be sent a print of the image. A new 'Where on Earth...?' mystery appears as the MISR 'image of the week' approximately once per month. A new image of the week is released every Wednesday at noon Pacific time on the MISR home page http://www-misr.jpl.nasa.gov. The image also appears on the Atmospheric Sciences Data Center home page, http://eosweb.larc.nasa.gov, though usually with a several-hour delay. Image courtesy NASA/GSFC/LaRC/JPL, MISR Team.

Pet Allergy Quiz

MedlinePlus

... Center Fellows-in-Training Grants & Awards Program Directors Practice Resources ASTHMA IQ Consultation and Referral Guidelines Practice Management Tips Practice Management Workshop Practice Tools Running ...

Motivating Students to Do Homework

NASA Astrophysics Data System (ADS)

Kontur, Frederick J.; Terry, Nathan B.

2014-05-01

How do you motivate students to do their homework? Some instructors make students' homework scores a significant percentage of the final course grade. In that case, how much course credit is required? Some instructors do not grade homework at all, instead relying on students' intrinsic motivation to learn the course material. Will this actually work? Some instructors might motivate students by having quiz and/or exam problems closely match the assigned homework problems. In this article, we report on the effectiveness of grade incentives, homework-based quiz problems, and intrinsic motivation for 16 semesters of introductory mechanics and introductory electricity and magnetism (E&M) courses at the United States Air Force Academy (USAFA) between fall 2008 and spring 2012.

SU-E-E-02: An Excel-Based Study Tool for ABR-Style Exams

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cline, K; Stanley, D; Defoor, D

2015-06-15

Purpose: As the landscape of learning and testing shifts toward a computer-based environment, a replacement for paper-based methods of studying is desirable. Using Microsoft Excel, a study tool was developed that allows the user to populate multiple-choice questions and then generate an interactive quiz session to answer them. Methods: The code for the tool was written using Microsoft Excel Visual Basic for Applications with the intent that this tool could be implemented by any institution with Excel. The base tool is a template with a setup macro, which builds out the structure based on user’s input. Once the framework ismore » built, the user can input sets of multiple-choice questions, answer choices, and even add figures. The tool can be run in random-question or sequential-question mode for single or multiple courses of study. The interactive session allows the user to select answer choices and immediate feedback is provided. Once the user is finished studying, the tool records the day’s progress by reporting progress statistics useful for trending. Results: Six doctoral students at UTHSCSA have used this tool for the past two months to study for their qualifying exam, which is similar in format and content to the American Board of Radiology (ABR) Therapeutic Part II exam. The students collaborated to create a repository of questions, met weekly to go over these questions, and then used the tool to prepare for their exam. Conclusion: The study tool has provided an effective and efficient way for students to collaborate and be held accountable for exam preparation. The ease of use and familiarity of Excel are important factors for the tool’s use. There are software packages to create similar question banks, but this study tool has no additional cost for those that already have Excel. The study tool will be made openly available.« less

A randomized trial of a brief multimedia intervention to improve comprehension of food labels.

PubMed

Jay, Melanie; Adams, Jennifer; Herring, Sharon J; Gillespie, Colleen; Ark, Tavinder; Feldman, Henry; Jones, Vicky; Zabar, Sondra; Stevens, David; Kalet, Adina

2009-01-01

Food label use is associated with better food choices, an essential part of the management of many chronic diseases. Previous studies suggest lack of comprehension of food labels. We studied a multimedia intervention to improve food label comprehension in a sample of low income patients in New York City. This randomized study took place at Gouverneur Healthcare Services from 2005 until 2007. The intervention group (n=29) received a Nutrition Facts Label pocket card and viewed a video explaining card use. The control group (n=27) received written materials. Participants completed a 12-item pre- and post-intervention nutrition food label quiz. Quiz scores were analyzed using repeated measures analysis of variance. The intervention group had greater improvement on the quiz than the control group (p<0.001). There was a three way interaction by time with health literacy and treatment group where the greatest improvement occurred in patients with adequate health literacy in the intervention group (p<0.05). There was no improvement in patients with limited health literacy. A multimedia intervention is an effective way to improve short-term food label comprehension in patients with adequate health literacy. Further research is necessary to improve understanding of food labels in patients with limited health literacy.

An Advanced Cardiovascular Pharmacotherapy Course Blending Online and Face-to-Face Instruction

PubMed Central

2009-01-01

Objective To assess the effectiveness of online instruction in a cardiology pharmacotherapy elective. Design Eight drug-focused lectures and 6 introductory presentations were added to a cardiology pharmacotherapy course. Students completed an online quiz after each online drug-focused lecture and scores were compared to quizzes taken at the beginning and end of the course, as well as on a cardiology advanced pharmacy practice experience (APPE). For online introductory presentations, students completed a quiz at the beginning of the next face-to-face session. A survey was conducted at the end of the course to obtain student feedback. Assessment Compared to baseline scores, student learning was demonstrated after online drug-focused lectures by higher quiz scores attained immediately after completing the lecture, at the end of the course, and at the beginning of the APPE. Furthermore, students performed better on quizzes at the beginning of face-to-face sessions if they first completed an online introductory presentation. Students expressed strong support for the online components of the course. Conclusions A blended learning environment with online and face-to-face instruction is an effective way to teach a cardiology pharmacotherapy elective. The online component of this course was well received by students, improved student preparation before attending class, and appeared to enhance long-term cardiovascular drug knowledge. PMID:19564994

Smartphone app uses loyalty point incentives and push notifications to encourage influenza vaccine uptake.

PubMed

Dale, Leila Pfaeffli; White, Lauren; Mitchell, Marc; Faulkner, Guy

2018-04-23

Carrot Rewards is a free, incentive-based, smartphone health app available in participating provinces in Canada. One feature of Carrot was designed to incentivize influenza vaccine education messages and encourage vaccine uptake for users in the province of British Columbia. This study aimed to evaluate the uptake of the Carrot Flu Campaign educational quiz and to determine if mobile "push" notifications, plus loyalty point incentives, resulted in users visiting a sponsored pharmacy to discuss and receive the influenza vaccine. The Carrot Flu Campaign delivered an in-app quiz, educating users on the importance of the influenza vaccine. Push notifications were then sent to users when they came within 200 m of a sponsored pharmacy. Those who visited the pharmacy collected bonus points and completed a follow up quiz tracking influenza vaccine behaviour. A sub-sample of users completed the Flu Campaign between their baseline and follow up Health Risk Assessment (HRA), a survey which asked about influenza vaccine uptake behaviour. Descriptive statistics were summarized. A total of 38.1% (30,538/80,228) registered Carrot users completed the Flu Campaign quiz. Of those in participating cities (n = 21,469), 41% clicked on the map to show the nearest sponsored pharmacy and 78% enabled their smartphone's "locations" feature, allowing them to receive the push notifications. A small number of users spoke to a pharmacist (n = 96) and less than half reported receiving the influenza vaccine (38/96; 39.6%). From the HRA sub-sample (n = 3693), approximately 5% more users reported receiving the influenza vaccine during the 2017 influenza season compared to the previous year. Carrot Rewards used a novel delivery method to educate the general population and showed geolocation could be used to facilitate influenza vaccine uptake. Future iterations could tailor content to target those most at risk and should consider more robust evaluation methods to determine the app's effectiveness. Copyright © 2018 Elsevier Ltd. All rights reserved.

Recall in older cancer patients: measuring memory for medical information.

PubMed

Jansen, Jesse; van Weert, Julia; van der Meulen, Nienke; van Dulmen, Sandra; Heeren, Thea; Bensing, Jozien

2008-04-01

Remembering medical treatment information may be particularly taxing for older cancer patients, but to our knowledge this ability has never been assessed in this specific age group only. Our purpose in this study was to investigate older cancer patients' recall of information after patient education preceding chemotherapy. We constructed a recall questionnaire consisting of multiple-choice questions, completion items, and open-ended questions related to information about treatment and recommendations on how to handle side effects. Immediately after a nursing consultation preceding chemotherapy treatment, 69 older patients (M = 71.8 years, SD = 4.1) completed the questionnaire. We checked recall against the actual communication in video recordings of the consultations. On average, 82.2 items were discussed during the consultations. The mean percentage of information recalled correctly was 23.2% for open-ended questions, 68.0% for completion items, and 80.2% for multiple-choice questions. Older cancer patients are confronted with a lot of information. Recall of information strongly depended on question format; especially active reproduction appeared to be poor. To improve treatment outcomes, it is important that cancer patients are able to actively retrieve knowledge about how to prevent and recognize adverse side effects and that this is checked by the health professional. We make suggestions on how to make information more memorable for older cancer patients.

Effects of the Evidence-Based Nursing Care Algorithm of Dysphagia for Nursing Home Residents.

PubMed

Park, Yeonhwan; Oh, Seieun; Chang, Heekyung; Bang, Hwal Lan

2015-11-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ARTICLE INSTRUCTIONS 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded once you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. To obtain contact hours you must: 1. Read the article, "Effects of the Evidence-Based Nursing Care Algorithm of Dysphagia for Nursing Home Residents" found on pages 30-39, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website listed above to register for contact hour credit. You will be asked to provide your name; contact information; and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until October 31, 2018. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. ACTIVITY OBJECTIVES 1. Explain the development and testing of the Evidence-Based Nursing Care Algorithm of Dysphagia (ENCAD) in long-term care settings. 2. Review the outcome of implementing the ENCAD for dysphagia management in a nursing home. DISCLOSURE STATEMENT Neither the planners nor the authors have any conflicts of interest to disclose. Standardized nursing care protocols for dysphagia management have not been established in nursing home settings in Korea. The purpose of the current study was to examine the effect of the Evidence-Based Nursing Care Algorithm of Dysphagia (ENCAD) on risk of dysphagia, oral health, and dysphagia-specific quality of life among nursing home residents. The ENCAD was administered to 40 residents in one nursing home in urban South Korea for 6 months. A control-intervention, time-series design was used, under which participants served as their own controls. Oral health, risk of aspiration, and dysphagia-specific quality of life were measured at baseline, post-control, and post-intervention. Findings showed that risk of aspiration (p < 0.01) and dysphagia-related quality of life (p < 0.001) improved significantly after the ENCAD was applied, whereas oral health status did not change over time (p = 0.06). Results suggest that implementing the ENCAD contributed to a reduction in the risk of aspiration and an improvement in the quality of life in nursing home residents. Copyright 2015, SLACK Incorporated.

Pharmacological Approaches for the Management of Persistent Pain in Older Adults: What Nurses Need to Know.

PubMed

Guerriero, Fabio; Bolier, Ruth; Van Cleave, Janet H; Reid, M Cary

2016-12-01

HOW TO OBTAIN CONTACT HOURS BY READING THIS ARTICLE INSTRUCTIONS 1.4 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded once you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. To obtain contact hours you must: 1. Read the article, "Pharmacological Approaches for the Management of Persistent Pain in Older Adults: What Nurses Need to Know" found on pages 49-57, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website listed above to register for contact hour credit. You will be asked to provide your name; contact information; and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until November 30, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. ACTIVITY OBJECTIVES 1. Describe age-related barriers to pain assessment and key aspects of the assessment process. 2. Identify benefits and risks associated with commonly prescribed analgesic medications for the treatment of later life pain. DISCLOSURE STATEMENT Neither the planners nor the authors have any conflicts of interest to disclose. The current article addresses pharmacological treatment issues regarding the management of persistent pain in later life, which is a worldwide problem associated with substantial disability. Recommendations from guidelines were reviewed and data are presented regarding the benefits and risks of commonly prescribed analgesic medications. The evidence base supports a stepwise approach with acetaminophen as first-line therapy for mild-to-moderate pain. Oral nonsteroidal anti-inflammatory drugs are not recommended for long-term use. In properly selected older patients, opioid drugs should be considered if pain is not adequately controlled. Careful surveillance to monitor for benefits and harms of therapy is critical, given that advancing age increases risk for adverse effects. Key aspects of the pain care process that nurses routinely engage in are covered, including conducting pain assessments prior to initiating therapy, addressing barriers to effective pain care, educating patients and family members about the importance of reducing pain, discussing treatment-related risks and benefits, and formulating strategies to monitor for treatment outcomes. Finally, a case is presented to illustrate issues that arise in the care of affected patients. [Journal of Gerontological Nursing, 42(12), 49-57.]. Copyright 2016, SLACK Incorporated.

The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design

PubMed Central

Rosário, Pedro; Núñez, José C.; Vallejo, Guillermo; Cunha, Jennifer; Nunes, Tânia; Suárez, Natalia; Fuentes, Sonia; Moreira, Tânia

2015-01-01

This study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a particular type of homework follow-up practice they had previously been assigned to. At the end of the 6 weeks students completed an EFL exam as an outcome measure. The results showed that three types of homework follow-up practices (i.e., checking homework orally; checking homework on the board; and collecting and grading homework) had a positive impact on students' performance, thus highlighting the role of EFL teachers in the homework process. The effect of EFL teachers' homework follow-up practices on students' performance was affected by students' prior knowledge, but not by the number of homework follow-up sessions. PMID:26528204

The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design.

PubMed

Rosário, Pedro; Núñez, José C; Vallejo, Guillermo; Cunha, Jennifer; Nunes, Tânia; Suárez, Natalia; Fuentes, Sonia; Moreira, Tânia

2015-01-01

This study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a particular type of homework follow-up practice they had previously been assigned to. At the end of the 6 weeks students completed an EFL exam as an outcome measure. The results showed that three types of homework follow-up practices (i.e., checking homework orally; checking homework on the board; and collecting and grading homework) had a positive impact on students' performance, thus highlighting the role of EFL teachers in the homework process. The effect of EFL teachers' homework follow-up practices on students' performance was affected by students' prior knowledge, but not by the number of homework follow-up sessions.

A novel cognitive intervention for compulsive checking: Targeting maladaptive beliefs about memory.

PubMed

Alcolado, Gillian M; Radomsky, Adam S

2016-12-01

Compulsive checking is one of the most common symptoms of obsessive-compulsive disorder (OCD). Recently it has been proposed that those who check compulsively may believe their memory is poor, rather than having an actual memory impairment. The current study sought to develop and assess a brief cognitive intervention focused on improving maladaptive beliefs about memory, as they pertain to both checking symptoms and memory performance. Participants (N = 24) with a diagnosis of OCD and clinical levels of checking symptomatology were randomly assigned either to receive two weekly 1-hour therapy sessions or to self-monitor during a similar waitlist period. Time spent checking, checking symptoms, maladaptive beliefs about memory, and visuospatial memory were assessed both pre- and post-treatment/waitlist. Results showed that compared to the waitlist condition, individuals in the treatment condition displayed significant decreases in their maladaptive beliefs about memory and checking symptoms from pre- to post-intervention. They also exhibited increased recall performance on a measure of visuospatial memory. Changes in beliefs about memory were predictors of reduced post-intervention checking, but were not predictive of increased post-intervention memory scores. The lack of long term follow-up data and use of a waitlist control leave questions about the stability and specificity of the intervention. Findings provide preliminary evidence that strategies targeting beliefs about memory may be worthy of inclusion in cognitive-behavioural approaches to treating compulsive checking. Copyright © 2015 Elsevier Ltd. All rights reserved.

Insecticides and Biological Control

ERIC Educational Resources Information Center

Furness, G. O.

1972-01-01

Use of insecticides has been questioned due to their harmful effects on edible items. Biological control of insects along with other effective practices for checking spread of parasites on crops are discussed. (PS)

Asthma Quiz

MedlinePlus

... Asthma is a chronic disease that requires ongoing management. Personalized plans for treatment may include medications, an asthma action plan, and environmental control measures to avoid your child's asthma triggers. ...

Building Consistency between Title, Problem Statement, Purpose, & Research Questions to Improve the Quality of Research Plans and Reports

ERIC Educational Resources Information Center

Newman, Isadore; Covrig, Duane M.

2013-01-01

Consistency in the title, problem, purpose, and research question improve the logic and transparency of research. When these components of research are aligned research design and planning are more coherent and research reports are more readable. This article reviews the process for checking for and improving consistency. Numerous examples of…

How Effective are Your Mentoring Relationships? Mentoring Quiz for Residents.

PubMed

Wadhwa, Vibhor; Nagy, Paul; Chhabra, Avneesh; Lee, Cindy S

Mentoring is an essential part of a resident's career development. It plays an important role in nurturing, and sustaining success along the career path of a young physician. Mentoring is a long-term goal that is development-driven rather than performance-driven. Although specific learning goals may be used as a basis, the focus of mentoring may also include self-confidence, self-perception, and work-life balance. A number of residency programs have implemented mentoring programs in their institutions. This article discusses the importance of mentoring, illustrates "do's and don'ts" for mentees and demonstrates how to choose the ideal mentor. Finally, a "mentoring quiz" is designed to evaluate your mentoring relationship. Copyright © 2016 Elsevier Inc. All rights reserved.

A 'learning-by-doing' treatment planning tutorial for medical physicists.

PubMed

Meyer, J; Hartmann, B; Kalet, I

2009-06-01

A framework for a tutorial for treatment planning in radiation oncology physics was developed, based on the University of Washington treatment planning system Prism. The tutorial is aimed at students in Medical Physics to accompany the lectures on treatment planning to enhance their theoretical knowledge. A web-based layout was chosen to allow independent work of the students. The tutorial guides the students through three different learning modules, designed mainly to enhance their understanding of the processes involved in treatment planning but also to learn the specific features of a modern treatment planning system. Each of the modules contains four units, with the aim to introduce the relevant Prism features, practice skills in different tasks and finally check the learning outcomes with a challenge and a self-scoring quiz. A survey for students' feedback completes the tutorial. Various tools and learning methods help to create an interactive, appealing learning environment, in which the emphasis is shifted from teacher-centred to student-centred learning paradigms. In summary, Prism lends itself well for educational purposes. The tutorial covers all main aspects of treatment planning. In its current form the tutorial is self-contained but still adjustable and expandable. The tutorial can be made available upon request to the authors.

Checking Questionable Entry of Personally Identifiable Information Encrypted by One-Way Hash Transformation

PubMed Central

Chen, Xianlai; Fann, Yang C; McAuliffe, Matthew; Vismer, David

2017-01-01

Background As one of the several effective solutions for personal privacy protection, a global unique identifier (GUID) is linked with hash codes that are generated from combinations of personally identifiable information (PII) by a one-way hash algorithm. On the GUID server, no PII is permitted to be stored, and only GUID and hash codes are allowed. The quality of PII entry is critical to the GUID system. Objective The goal of our study was to explore a method of checking questionable entry of PII in this context without using or sending any portion of PII while registering a subject. Methods According to the principle of GUID system, all possible combination patterns of PII fields were analyzed and used to generate hash codes, which were stored on the GUID server. Based on the matching rules of the GUID system, an error-checking algorithm was developed using set theory to check PII entry errors. We selected 200,000 simulated individuals with randomly-planted errors to evaluate the proposed algorithm. These errors were placed in the required PII fields or optional PII fields. The performance of the proposed algorithm was also tested in the registering system of study subjects. Results There are 127,700 error-planted subjects, of which 114,464 (89.64%) can still be identified as the previous one and remaining 13,236 (10.36%, 13,236/127,700) are discriminated as new subjects. As expected, 100% of nonidentified subjects had errors within the required PII fields. The possibility that a subject is identified is related to the count and the type of incorrect PII field. For all identified subjects, their errors can be found by the proposed algorithm. The scope of questionable PII fields is also associated with the count and the type of the incorrect PII field. The best situation is to precisely find the exact incorrect PII fields, and the worst situation is to shrink the questionable scope only to a set of 13 PII fields. In the application, the proposed algorithm can give a hint of questionable PII entry and perform as an effective tool. Conclusions The GUID system has high error tolerance and may correctly identify and associate a subject even with few PII field errors. Correct data entry, especially required PII fields, is critical to avoiding false splits. In the context of one-way hash transformation, the questionable input of PII may be identified by applying set theory operators based on the hash codes. The count and the type of incorrect PII fields play an important role in identifying a subject and locating questionable PII fields. PMID:28213343

Checking Questionable Entry of Personally Identifiable Information Encrypted by One-Way Hash Transformation.

PubMed

Chen, Xianlai; Fann, Yang C; McAuliffe, Matthew; Vismer, David; Yang, Rong

2017-02-17

As one of the several effective solutions for personal privacy protection, a global unique identifier (GUID) is linked with hash codes that are generated from combinations of personally identifiable information (PII) by a one-way hash algorithm. On the GUID server, no PII is permitted to be stored, and only GUID and hash codes are allowed. The quality of PII entry is critical to the GUID system. The goal of our study was to explore a method of checking questionable entry of PII in this context without using or sending any portion of PII while registering a subject. According to the principle of GUID system, all possible combination patterns of PII fields were analyzed and used to generate hash codes, which were stored on the GUID server. Based on the matching rules of the GUID system, an error-checking algorithm was developed using set theory to check PII entry errors. We selected 200,000 simulated individuals with randomly-planted errors to evaluate the proposed algorithm. These errors were placed in the required PII fields or optional PII fields. The performance of the proposed algorithm was also tested in the registering system of study subjects. There are 127,700 error-planted subjects, of which 114,464 (89.64%) can still be identified as the previous one and remaining 13,236 (10.36%, 13,236/127,700) are discriminated as new subjects. As expected, 100% of nonidentified subjects had errors within the required PII fields. The possibility that a subject is identified is related to the count and the type of incorrect PII field. For all identified subjects, their errors can be found by the proposed algorithm. The scope of questionable PII fields is also associated with the count and the type of the incorrect PII field. The best situation is to precisely find the exact incorrect PII fields, and the worst situation is to shrink the questionable scope only to a set of 13 PII fields. In the application, the proposed algorithm can give a hint of questionable PII entry and perform as an effective tool. The GUID system has high error tolerance and may correctly identify and associate a subject even with few PII field errors. Correct data entry, especially required PII fields, is critical to avoiding false splits. In the context of one-way hash transformation, the questionable input of PII may be identified by applying set theory operators based on the hash codes. The count and the type of incorrect PII fields play an important role in identifying a subject and locating questionable PII fields. ©Xianlai Chen, Yang C Fann, Matthew McAuliffe, David Vismer, Rong Yang. Originally published in JMIR Medical Informatics (http://medinform.jmir.org), 17.02.2017.

Those Responsible for Approving Research Studies Have Poor Knowledge of Research Study Design: a Knowledge Assessment of Institutional Review Board Members.

PubMed

Mhaskar, Rahul; Pathak, Elizabeth Barnett; Wieten, Sarah; Guterbock, Thomas M; Kumar, Ambuj; Djulbegovic, Benjamin

2015-08-01

Institutional Review Board (IRB) members have a duty to protect the integrity of the research process, but little is known about their basic knowledge of clinical research study designs. A nationwide sample of IRB members from major US research universities completed a web-based questionnaire consisting of 11 questions focusing on basic knowledge about clinical research study designs. It included questions about randomized controlled trials (RCTs) and other observational research study designs. Potential predictors (age, gender, educational attainment, type of IRB, current IRB membership, years of IRB service, clinical research experience, and self-identification as a scientist) of incorrect answers were evaluated using multivariate logistic regression models. 148 individuals from 36 universities participated. The majority of participants, 68.9% (102/148), were holding a medical or doctoral degree. Overall, only 26.5% (39/148) of participants achieved a perfect score of 11. On the six-question subset addressing RCTs, 46.6% (69/148) had a perfect score. Most individual questions, and the summary model of overall quiz score (perfect vs. not perfect), revealed no significant predictors - indicating that knowledge deficits were not limited to specific subgroups of IRB members. For the RCT knowledge score there was one significant predictor: compared with MDs, IRB members without a doctoral degree were three times as likely to answer at least one RCT question incorrectly (Odds Ratio: 3.00, 95% CI 1.10-8.20). However, even among MD IRB members, 34.1% (14/41) did not achieve a perfect score on the six RCT questions. This first nationwide study of IRB member knowledge about clinical research study designs found significant knowledge deficits. Knowledge deficits were not limited to laypersons or community advocate members of IRBs, as previously suggested. Akin to widespread ethical training requirements for clinical researchers, IRB members should undergo systematic training on clinical research designs.

Nicotine Withdrawal; Measure Your Symptoms (Quiz)

MedlinePlus

... Challenges When Quitting Nicotine Withdrawal Cravings & Triggers Handling Stress Manage Your Mood Weight Gain & Appetite Stay Smokefree for Good Stick with It Weight Management Eat Healthy Get ...

The Coast Artillery Journal. Volume 65, Number 5, November 1926

DTIC Science & Technology

1926-11-01

frequently that "it is written" has come to mean "it is true." To plan a course by dividing the number of pages in a text by the number of lesson periods...questions; and it permits computations to be checked for method. Its disadvantages are that it is a time-consumer; it is exceedingly difficult to grade the...student are not shown; that computations are not shown and hence cannot be checked for method; and that the prepara- tion of examinations (requiring

A Possible Tool for Checking Errors in the INAA Results, Based on Neutron Data and Method Validation

NASA Astrophysics Data System (ADS)

Cincu, Em.; Grigore, Ioana Manea; Barbos, D.; Cazan, I. L.; Manu, V.

2008-08-01

This work presents preliminary results of a new type of possible application in the INAA experiments of elemental analysis, useful to check errors occurred during investigation of unknown samples; it relies on the INAA method validation experiments and accuracy of the neutron data from the literature. The paper comprises 2 sections, the first one presents—in short—the steps of the experimental tests carried out for INAA method validation and for establishing the `ACTIVA-N' laboratory performance, which is-at the same time-an illustration of the laboratory evolution on the way to get performance. Section 2 presents our recent INAA results on CRMs, of which interpretation opens discussions about the usefulness of using a tool for checking possible errors, different from the usual statistical procedures. The questionable aspects and the requirements to develop a practical checking tool are discussed.

Evaluating Didactic Methods for Training Medical Students in the Use of Bedside Ultrasound for Clinical Practice at a Faculty of Medicine in Romania.

PubMed

Florescu, Cosmin C; Mullen, Jeffrey A; Nguyen, Vivian My; Sanders, Brooke E; Vu, Priscilla Quynh-Phuon

2015-10-01

Medical students' time is limited, so efficiency in medical education is valued. This research project aimed to determine the most effective means to teach bedside ultrasound to medical students in a 1-week training course. We hypothesized that the best method would include a combination of podcasts and hands-on teaching; therefore, there would be a statistically significant difference among the various methods of teaching. Medical students were randomly assigned to 3 groups. All groups attended a 50-minute hands-on bedside ultrasound training session. Students in the first group attended a 50-minute live lecture before the hands-on session, whereas students in the second group watched a podcast that covered the same material as the live lecture. Students in the third group served as the control and only attended the hands-on sessions. Five topics were covered during the course: (1) introduction to ultrasound, (2) pulmonary ultrasound, (3) cardiac ultrasound, (4) hepatobiliary ultrasound, and (5) focused assessment with sonography for trauma. Students completed a 20-question pre- and post-training quiz that covered basic ultrasound principles. Students also conducted a focused assessment with sonography for trauma examination for the practical portion of their evaluation. Students' pre- to post-training quiz scores increased from 33.6% to 72.6% correct in the lecture group (n = 21; P < .0001), from 40.7% to 75.5% correct in the podcast group (n = 20; P< .0001), and from 37.8% to 70.0% correct in the control group (n = 23; P< .0001). Data analysis of written and practical examination scores showed no significant differences among the groups [F(2,61) = 0.885; P = .418; F(2,60) = 1.739; P = .184, respectively]. These results suggest that all 3 methods are equally effective in teaching novice medical students basic ultrasound knowledge and skills. © 2015 by the American Institute of Ultrasound in Medicine.

The Knowledge-about-Older-Patients - Quiz (KOP-Q) for nurses: Cross-cultural validation between the Netherlands and United States of America.

PubMed

Dikken, Jeroen; Hoogerduijn, Jita G; Klaassen, Sharon; Lagerwey, Mary D; Shortridge-Baggett, Lillie; Schuurmans, Marieke J

2017-08-01

The Knowledge about Older Patients-Quiz (KOP-Q) is designed as a unidimensional scale measuring knowledge of hospital nurses about older patients. Furthermore, the KOP-Q measures a second unidimensional construct, certainty of hospital nurses about their knowledge. The KOP-Q is developed and validated in the Netherlands. Whether the KOP-Q can be used in other countries is unknown given the cultural and language differences. Investigate the level of measurement invariance of the KOP-Q between the Netherlands and United States of America (USA). A multicenter international cross-sectional design. Four general hospitals in the Netherlands and four general hospitals in the USA. Nurses from the Netherlands (n=201) and the USA (n=130) were invited to participate by email from the ward manager, distributing flyers and present messages on the online hospital communication boards. Questions of the KOP-Q were completed online. The level of measurement invariance (configural, metric or scalar invariance) across countries was tested by running increasingly constrained structural equation models, and testing whether these models fitted the data. Both the knowledge and certainty construct of the KOP-Q proved unidimensional in the Netherlands and USA sample. Test results of the measurement invariance across the Netherlands and USA indicated a stable, partial scalar invariance (15 items full scalar invariance) for the knowledge items and full scalar invariance for the certainty items. The KOP-Q shows to function uniformly across both language groups and can therefore be used to assess nurses' knowledge and their certainty about this knowledge which can be important for educational and/or quality improvement programs in the USA. Furthermore, the KOP-Q is suitable to make comparisons between the Netherlands and the USA using latent variable models. Before the KOP-Q can be used in other countries, cross-cultural tests should again be performed. Copyright © 2017 Elsevier Ltd. All rights reserved.

Automatic extraction and identification of users' responses in Facebook medical quizzes.

PubMed

Rodríguez-González, Alejandro; Menasalvas Ruiz, Ernestina; Mayer Pujadas, Miguel A

2016-04-01

In the last few years the use of social media in medicine has grown exponentially, providing a new area of research based on the analysis and use of Web 2.0 capabilities. In addition, the use of social media in medical education is a subject of particular interest which has been addressed in several studies. One example of this application is the medical quizzes of The New England Journal of Medicine (NEJM) that regularly publishes a set of questions through their Facebook timeline. We present an approach for the automatic extraction of medical quizzes and their associated answers on a Facebook platform by means of a set of computer-based methods and algorithms. We have developed a tool for the extraction and analysis of medical quizzes stored on Facebook timeline at the NEJM Facebook page, based on a set of computer-based methods and algorithms using Java. The system is divided into two main modules: Crawler and Data retrieval. The system was launched on December 31, 2014 and crawled through a total of 3004 valid posts and 200,081 valid comments. The first post was dated on July 23, 2009 and the last one on December 30, 2014. 285 quizzes were analyzed with 32,780 different users providing answers to the aforementioned quizzes. Of the 285 quizzes, patterns were found in 261 (91.58%). From these 261 quizzes where trends were found, we saw that users follow trends of incorrect answers in 13 quizzes and trends of correct answers in 248. This tool is capable of automatically identifying the correct and wrong answers to a quiz provided on Facebook posts in a text format to a quiz, with a small rate of false negative cases and this approach could be applicable to the extraction and analysis of other sources after including some adaptations of the information on the Internet. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

An Interprofessional Learning Workshop for Mammography and Sonography Students Focusing on Breast Cancer Care and Management Via Simulation: A Pilot Study.

PubMed

Giles, Eileen M; Parange, Nayana; Knight, Bronwyn

2017-08-01

The literature surrounding interprofessional education claims that students who learn with, from, and about one another in well-designed interprofessional programs will practice together collaboratively upon graduation, given the skills to do so. The objective of this study was to examine attitudes to interprofessional practice before and after an interprofessional learning (IPL) activity. A total of 35 postgraduate medical imaging students attended a week-long mammography workshop. The sessions provided a range of didactic sessions related to diagnosis and management of breast cancer. An IPL session was incorporated on completion of the workshop to consolidate learning. Props and authentic resources were used to increase the fidelity of the simulation. Participants completed pre- and post-workshop questionnaires comprising an interprofessional education and collaboration scale and a quiz to gauge knowledge of specific content related to professional roles. Responses to each statement in the scale and quiz score, pre or post workshop, were compared, whereas responses to open-ended questions in post-workshop survey were thematically analyzed. Seventeen paired surveys were received. There was a significant total improvement of 10.66% (P = .036). After simulation, there was a statistically significant improvement in participants' understanding (P < .05) that IPL offers holistic care to the patient and that teamwork is useful for reducing errors in patient care. Simulation helped participants develop more awareness of their role within the profession, improve their understanding of other professionals, and gain more realistic expectations of team members. This pilot study confirmed learning within an IPL simulation improved attitudes toward shared learning, teamwork, and communication. Simulation provides opportunities for learning in a safe environment, and technology can be used in diverse ways to provide authentic learning. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Implementation of cooperative learning through collaboration with foreign lecturer to improve students' understanding and soft skills in the course of drug delivery system

NASA Astrophysics Data System (ADS)

Syukri, Yandi; Nugroho, Bambang Hernawan

2017-03-01

The course of Drug Delivery Systems is an elective that supports the development of new products in pharmaceutical industry. The existing learning process has been in the form of one-direction face-to-face lecturing. During the lecture, students find it difficult to follow or understand the materials, so they become passive. Also, class effectiveness is low because it cannot develop students' active participation during the learning process. To improve the learning outcomes and to achieve the desired competence, innovations in the learning process should be attempted. This learning model aimed to improve students' understanding of and soft skills in the course of Drug Delivery Systems through a cooperative learning method and collaboration with foreign lecturers. The order of cooperative learning included explaining the desired learning outcomes of each topic, providing reading materials for students to learn when preparing their papers, instructing students to work on group assignments and to help each other to master the lesson through question-answer sessions and discussions among group members, encouraging group presentations, and evaluating through quizzes. The foreign lecturers played a role in enriching teaching materials and providing an international class atmosphere. The students' hard skills assessed from the quiz, midterm exam, and final semester exam showed a minimum score of 70 > 80% in the quiz and final semester exam components, while the midterm exam value with a minimum of 70 > 80% was only 6%. The assessment of soft skills obtained from the students' independence in constructing knowledge to complete assignments and resolve problems indicated such outcomes as each group's better ability to access relevant journals, their active participation in group discussions, discipline to submit assignments, discipline to be punctual, and good communication skills. It can be concluded that cooperative learning method could improve the soft skills of students, and the role of foreign lecturers was successful in providing an international class atmosphere.

Do medical students require education on issues related to plagiarism?

PubMed

Varghese, Joe; Jacob, Molly

2015-01-01

In the course of our professional experience, we have seen that many medical students plagiarise. We hypothesised that they do so out of ignorance and that they require formal education on the subject. With this objective in mind, we conducted a teaching session on issues related to plagiarism. As a part of this, we administered a quiz to assess their baseline knowledge on plagiarism and a questionnaire to determine their attitudes towards it. We followed this up with an interactive teaching session, in which we discussed various aspects of plagiarism. We subjected the data obtained from the quiz and questionnaire to bivariate and multivariate analysis. A total of 423 medical students participated in the study. Their average score for the quiz was 4.96±1.67 (out of 10). Age, gender and years in medical school were not significantly associated with knowledge regarding plagiarism. The knowledge scores were negatively correlated with permissive attitudes towards plagiarism and positively correlated with attitudes critical of the practice. Men had significantly higher scores on permissive attitudes compared to women . In conclusion, we found that the medical students' knowledge regarding plagiarism was limited. Those with low knowledge scores tended to have permissive attitudes towards plagiarism and were less critical of the practice. We recommend the inclusion of formal instruction on this subject in the medical curriculum, so that this form of academic misconduct can be tackled.

Item Response Modeling of Presence-Severity Items: Application to Measurement of Patient-Reported Outcomes

ERIC Educational Resources Information Center

Liu, Ying; Verkuilen, Jay

2013-01-01

The Presence-Severity (P-S) format refers to a compound item structure in which a question is first asked to check the presence of the particular event in question. If the respondent provides an affirmative answer, a follow-up is administered, often about the frequency, density, severity, or impact of the event. Despite the popularity of the P-S…

Fetal Alcohol Spectrum Disorders (FASDs): Alcohol Use Quiz

MedlinePlus

... Data & Statistics State-Level Estimates 2016 Research & Tracking Monitoring Alcohol Use International Research Training & Education Online Training Past Activities Articles & Key Findings Materials & Multimedia Fact Sheets & Brochures ...

Hiccups

MedlinePlus

... Mentioned In This Article Medical Dictionary Also of Interest (Quiz) Anal Fissure (News) Don't Fret Delays ... to switch to the Professional version Also of Interest Test your knowledge Which of the following is ...

Are You Ready for TQM?

ERIC Educational Resources Information Center

Bradley, Leo H.

1993-01-01

A 20-item quiz to help school boards understand Total Quality Management (TQM) and whether they agree philosophically with TQM's tenets such as quality, continuous improvement, and employee empowerment. (MLF)

Eosinophilic Fasciitis

MedlinePlus

... Mentioned In This Article Medical Dictionary Also of Interest (Quiz) Joint Pain: Single Joint (News) Arthritis No ... to switch to the Professional version Also of Interest Test your knowledge Blood tests are done to ...

Recording Technologies: Sights & Sounds. Resources in Technology.

ERIC Educational Resources Information Center

Deal, Walter F., III

1994-01-01

Provides information on recording technologies such as laser disks, audio and videotape, and video cameras. Presents a design brief that includes objectives, student outcomes, and a student quiz. (JOW)

What Vaccines Do You Need?

MedlinePlus

... Recommendations Why Immunize? Vaccines: The Basics The Adult Vaccine Quiz Language: English Español (Spanish) Recommend on Facebook Tweet Share Compartir Vaccines are recommended for adults based on age, health ...

Phase transition to a two-peak phase in an information-cascade voting experiment

NASA Astrophysics Data System (ADS)

Mori, Shintaro; Hisakado, Masato; Takahashi, Taiki

2012-08-01

Observational learning is an important information aggregation mechanism. However, it occasionally leads to a state in which an entire population chooses a suboptimal option. When this occurs and whether it is a phase transition remain unanswered. To address these questions we perform a voting experiment in which subjects answer a two-choice quiz sequentially with and without information about the prior subjects’ choices. The subjects who could copy others are called herders. We obtain a microscopic rule regarding how herders copy others. Varying the ratio of herders leads to qualitative changes in the macroscopic behavior of about 50 subjects in the experiment. If the ratio is small, the sequence of choices rapidly converges to the correct one. As the ratio approaches 100%, convergence becomes extremely slow and information aggregation almost terminates. A simulation study of a stochastic model for 106 subjects based on the herder’s microscopic rule shows a phase transition to the two-peak phase, where the convergence completely terminates as the ratio exceeds some critical value.

Modeling Reality - How Computers Mirror Life

NASA Astrophysics Data System (ADS)

Bialynicki-Birula, Iwo; Bialynicka-Birula, Iwona

2005-01-01

The bookModeling Reality covers a wide range of fascinating subjects, accessible to anyone who wants to learn about the use of computer modeling to solve a diverse range of problems, but who does not possess a specialized training in mathematics or computer science. The material presented is pitched at the level of high-school graduates, even though it covers some advanced topics (cellular automata, Shannon's measure of information, deterministic chaos, fractals, game theory, neural networks, genetic algorithms, and Turing machines). These advanced topics are explained in terms of well known simple concepts: Cellular automata - Game of Life, Shannon's formula - Game of twenty questions, Game theory - Television quiz, etc. The book is unique in explaining in a straightforward, yet complete, fashion many important ideas, related to various models of reality and their applications. Twenty-five programs, written especially for this book, are provided on an accompanying CD. They greatly enhance its pedagogical value and make learning of even the more complex topics an enjoyable pleasure.

Calorie estimation accuracy and menu labeling perceptions among individuals with and without binge eating and/or purging disorders.

PubMed

Roberto, Christina A; Haynos, Ann F; Schwartz, Marlene B; Brownell, Kelly D; White, Marney A

2013-09-01

Menu labeling is a public health policy that requires chain restaurants in the USA to post kilocalorie information on their menus to help consumers make informed choices. However, there is concern that such a policy might promote disordered eating. This web-based study compared individuals with self-reported binge eating disorder (N = 52), bulimia nervosa (N = 25), and purging disorder (N = 17) and those without eating disorders (No ED) (N = 277) on restaurant calorie information knowledge and perceptions of menu labeling legislation. On average, people answered 1.46 ± 1.08 questions correctly (out of 6) (25%) on a calorie information quiz and 92% of the sample was in favor of menu labeling. The findings did not differ based on eating disorder, dieting, or weight status, or race/ethnicity. The results indicated that people have difficulty estimating the calories in restaurant meals and individuals with and without eating disorders are largely in favor of menu labeling laws.

Success in everyday physics: The role of personality and academic variables

NASA Astrophysics Data System (ADS)

Norvilitis, Jill M.; Reid, Howard M.; Norvilitis, Bret M.

2002-05-01

Two studies examined students' intuitive physics ability and characteristics associated with physics competence. In Study 1, although many students did well on a physics quiz, more than 25% of students performed below levels predicted by chance. Better performance on the physics quiz was related to physics grades, highest level of math taken, and students' perceived scholastic competence, but was not related to a number of other hypothesized personality variables. Study 2 further explored personality and academic variables and also examined students' awareness of their own physics ability. Results indicate that the personality variables were again unrelated to ability, but narcissism may be related to subjects' estimates of knowledge. Also, academic variables and how important students think it is to understand the physical world are related to both measured and estimated physics proficiency.

[Rochus, patron saint of physicians and hospitals--a teledermatologic quiz].

PubMed

Aberer, Werner

2006-07-01

The painting "St. Rochus with an angel" by Quinten Massys in the Alte Pinakothek in Munich was utilized for a teledermatological quiz. First, only a detail of the plague bubo on the thigh was sent electronically to all physicians in our department. The answers were correct descriptions, but the interpretations quite heterogeneous. In a second set, the full painting together with the hint- Pinakothek - was given. Now the number of descriptively correct diagnoses was high; one resident knew the name of the featured individual and his diagnosis. This example demonstrates one problem with teledermatology - when viewing a clinical picture, relevant additional information is frequently essential in order to make a correct diagnosis. In addition, this presentation of saint physicians and hospitals, the holy Rochus, better known to those who are under his protection.

American Osteopathic Association

MedlinePlus

... personality and desires. TAKE THE QUIZ Focus on Leadership Jan. 25-26 in Austin: Gather with leaders ... Medicine The Journal of the American Osteopathic Association Leadership and Policy 2017-18 AOA Leadership Search AOA ...

Facts about Anencephaly

MedlinePlus

... for Prevention Birth Defects are Common, Costly, and Critical Videos & Podcasts Buttons Prevent to Protect PACT Quiz ... front part of the brain (forebrain) and the thinking and coordinating part of the brain (cerebrum). The ...

Secondhand Smoke Quiz

MedlinePlus

... laws were passed banning smoking in bars and restaurants there was a large decline within a couple ... c) Heart attacks d) Colds and flu in restaurant workers Together we are strong enough to quit ...

Allergic Rhinitis Quiz

MedlinePlus

... hay fever. Symptoms can be seasonal or year-round and make you miserable. These annoying symptoms interfere ... typically spring and fall). When symptoms are year-round, the medical term for hay fever is perennial ...

Accenting Fashion: Cosmetics, Toiletries and Fragrances. Resources in Technology.

ERIC Educational Resources Information Center

Threlfall, K. Denise; Ritz, John M.

1994-01-01

Presents information on the manufacture of cosmetics, toiletries, and fragrances. Includes a design brief, giving context, challenge, objectives, material and equipment needs, evaluation, student outcomes, and quiz. (SK)

Our Material World. Resource in Technology.

ERIC Educational Resources Information Center

Jacobs, Martha B.

1992-01-01

Describes families of materials and their properties and provides a student quiz, possible outcomes, sources of information, and a design brief in which students build something using a variety of materials. (SK)

Mystery #19 Answer

Atmospheric Science Data Center

2013-04-22

... article title:  MISR Mystery Image Quiz #19: Black Sea     View Larger Image This natural-color image of the Black Sea from the Multi-angle Imaging SpectroRadiometer (MISR) represents an area of ...

Credit Card Quiz.

ERIC Educational Resources Information Center

Marks, Jeff

2000-01-01

Describes an activity in which students design credit cards and discover for themselves the mathematical realities of buying on credit. Employs multiple-intelligence theory to increase the chance that all students will be reached. (YDS)

Materials Degradation & Failure: Assessment of Structure and Properties. Resources in Technology.

ERIC Educational Resources Information Center

Technology Teacher, 1991

1991-01-01

This module provides information on materials destruction (through corrosion, oxidation, and degradation) and failure. A design brief includes objective, student challenge, resources, student outcomes, and quiz. (SK)

Asthma Quiz

MedlinePlus

... the AAAAI Foundation Donate Utility navigation Español Journals Pollen Counts Annual Meeting Member Login / My Membership Search ... bacterial infections, exercise, exposure to allergens such as pollen, dust mites or pet dander, acid reflux, some ...

Pet Allergy Quiz

MedlinePlus

... of U.S. households include a member of the dog or cat family. Yet, millions of people suffer ... of the following breeds is considered a hypoallergenic dog? Poodle Beagle Terrier All of the above None ...

Formative use of select-and-fill-in concept maps in online instruction: Implications for students of different learning styles

NASA Astrophysics Data System (ADS)

Kaminski, Charles William

The purpose of this research was to investigate the formative use of Select and Fill-In (SAFI) maps in online instruction and the cognitive, metacognitive, and affective responses of students to their use. In particular, the implications of their use with students of different learning styles was considered. The research question investigated in this qualitative study was: How do students of different learning styles respond to online instruction in which SAFI maps are utilized? This question was explored by using an emergent, collective case study. Each case consisted of community college students who shared a dominant learning style and were enrolled in an online course in environmental studies. Cases in the study were determined using Kolb's Learning Style Inventory (LSI). Seven forms of data were collected during the study. During the first phase of data collection, dominant learning style and background information on student experience with concept mapping and online instruction was determined. In the second phase of data collection, participants completed SAFI maps and quiz items that corresponded to the content of the maps. Achievement data on the map activities and quiz and student responses to a post-SAFI survey and questionnaire were recorded to identify learner cognitive, metacognitive, and affective responses to the tasks. Upon completion of data collection, cases were constructed and compared across learning styles. Cases are presented using the trends, across participants sharing the same dominant learning style, in achievement, behaviors and attitudes as seen in the evidence present in the data. Triangulation of multiple data sources increased reliability and validity, through cross-case analyses, and produced a thick description of the relationship between the cases for each learning style. Evidence suggesting a cognitive response to the SAFI tasks was inconsistent across cases. However, learners with an affinity towards reflective learning activities demonstrated more positive metacognitive and affective responses to the SAFI tasks. This suggests that the contemplation and consideration of relationships expressed in the map requires learners, while completing the SAFI task, to compare their existing cognitive structure with an accepted structure and to reflect on the differences and similarities that may exist. Subsequently, the value of formative online SAFI map use for learners lies within the cognitive process of completing the tasks, not in the construction of an abstract cognitive structure reflecting an accepted structure and organization of concepts suggested by a completed map.

Teen Diabetes Quiz Answers

MedlinePlus

... rainbow. Choose carbs like white bread and white rice, sweetened fruit drinks, and sugary desserts less often. ... getting type 2 diabetes—American Indians, Alaska Natives, African Americans, Hispanics/Latinos, Asian Americans, and Pacific Islanders. Genes ...

Allergic Rhinitis Quiz

MedlinePlus

... the AAAAI Foundation Donate Utility navigation Español Journals Pollen Counts Annual Meeting Member Login / My Membership Search ... not a trigger for hay fever symptoms: Tree pollen Ragweed Hay Certain types of grass They all ...

Mystery #6 Answer

Atmospheric Science Data Center

2013-04-22

... title:  MISR Mystery Image Quiz #6: Brazil's Duck Lagoon     View Larger Image ... Imaging SpectroRadiometer (MISR) image of Brazil's Duck Lagoon covers an area of about 298 kilometers x 358 kilometers, and was ...

The Particle Adventure | What is fundamental? | Fundamental

Science.gov Websites

Quiz - What particles are made of The four interactions How does matter interact? The unseen effect Half life Missing mass Particle decay mediators Virtual particles Different interactions Annihilations

Social media interruption affects the acquisition of visually, not aurally, acquired information during a pathophysiology lecture.

PubMed

Marone, Jane R; Thakkar, Shivam C; Suliman, Neveen; O'Neill, Shannon I; Doubleday, Alison F

2018-06-01

Poor academic performance from extensive social media usage appears to be due to students' inability to multitask between distractions and academic work. However, the degree to which visually distracted students can acquire lecture information presented aurally is unknown. This study examined the ability of students visually distracted by social media to acquire information presented during a voice-over PowerPoint lecture, and to compare performance on examination questions derived from information presented aurally vs. that presented visually. Students ( n = 20) listened to a 42-min cardiovascular pathophysiology lecture containing embedded cartoons while taking notes. The experimental group ( n = 10) was visually, but not aurally, distracted by social media during times when cartoon information was presented, ~40% of total lecture time. Overall performance among distracted students on a follow-up, open-note quiz was 30% poorer than that for controls ( P < 0.001). When the modality of presentation (visual vs. aural) was compared, performance decreased on examination questions from information presented visually. However, performance on questions from information presented aurally was similar to that of controls. Our findings suggest the ability to acquire information during lecture may vary, depending on the degree of competition between the modalities of the distraction and the lecture presentation. Within the context of current literature, our findings also suggest that timing of the distraction relative to delivery of material examined affects performance more than total distraction time. Therefore, when delivering lectures, instructors should incorporate organizational cues and active learning strategies that assist students in maintaining focus and acquiring relevant information.

The effect of audio tours on learning and social interaction: An evaluation at Carlsbad Caverns National Park

NASA Astrophysics Data System (ADS)

Novey, Levi T.; Hall, Troy E.

2007-03-01

Auditory forms of nonpersonal communication have rarely been evaluated in informal settings like parks and museums. This study evaluated the effect of an interpretive audio tour on visitor knowledge and social behavior at Carlsbad Caverns National Park. A cross-sectional pretest/posttest quasi-experimental design compared the responses of audio tour users (n = 123) and nonusers (n = 131) on several knowledge questions. Observations (n = 700) conducted at seven sites within the caverns documented sign reading, time spent listening to the audio, within group conversation, and other social behaviors for a different sample of visitors. Pretested tour users and nonusers did not differ in visitor characteristics, knowledge, or attitude variables, suggesting the two populations were similar. On a 12-item knowledge quiz, tour users' scores increased from 5.7 to 10.3, and nonusers' scores increased from 6.2 to 8.4. Most visitors were able to identify some of the park's major messages when presented with a multiple-choice question, but more audio users than nonusers identified resource preservation as a primary message in an open-ended question. Based on observations, audio tour users and nonusers did not differ substantially in their interactions with other members of their group or in their reading of interpretive signs in the cave. Audio tour users had positive reactions to the tour, and these reactions, coupled with the positive learning outcomes and negligible effects on social interaction, suggest that audio tours can be an effective communication medium in informal educational settings.

Skin Cancer: NIH Research to Results

MedlinePlus

... Javascript on. Feature: Skin Cancer NIH Research to Results Past Issues / Summer 2013 Table of Contents Scientists ... Healthcare Checkup Catches Melanoma Early / NIH Research to Results / Skin and Sun – Safety First / Quiz: Test Your ...

Population Issues. Resources in Technology.

ERIC Educational Resources Information Center

Technology Teacher, 1991

1991-01-01

Presents information about the problems caused by increasing population. Discusses the environmental impact and the ways that technology can be used to solve problems of overpopulation. Includes possible student outcomes and a student quiz. (JOW)

Exercise-Induced Bronchoconstriction Quiz

MedlinePlus

... the AAAAI Foundation Donate Utility navigation Español Journals Pollen Counts Annual Meeting Member Login / My Membership Search ... have a viral infection, temperatures are low, or pollen and air pollution levels are high. Learn more ...

Microvascular Angina

MedlinePlus

... to the Terms and Conditions and Privacy Policy Heart Attack Tools & Resources My Cardiac Coach What Is a ... Heart Attack Warning Signs: Patient sheet | Infographic | Quiz Heart Attack • Home • About Heart Attacks Acute Coronary Syndrome (ACS) ...

How's Your Self-Esteem? (Quiz)

MedlinePlus

... Things That Help Feelings Expert Answers Q&A Movies & More for Teens ... Print We hear a lot about the importance of self-esteem. Self-esteem can influence our happiness and success. But for some people, ...

Mystery #11

Atmospheric Science Data Center

2013-04-22

article title:  MISR Mystery Image Quiz #11     View Larger Image Here's another chance to play geographical detective! These images ... MISR Team. Text acknowledgment: Clare Averill, David J. Diner, Graham Bothwell (Jet Propulsion Laboratory). Other formats ...

Lunar Exploration. Resources in Technology.

ERIC Educational Resources Information Center

Ritz, John M.

1995-01-01

Offers information about lunar exploration, the telescope, and space travel. Suggests that landing on the moon and returning to Earth is one of the most significant technological accomplishments. Includes a student quiz, outcomes, and references. (JOW)

Immunization Schedules for Infants and Children

MedlinePlus

... a Catch-Up or Accelerated Schedule Birth through 18 Years In three easy steps, you can use ... See Vaccines Your Child May Need Birth through 18 Years Take the Childhood Vaccine Quiz to create ...

What Is Asthma?

MedlinePlus

... AirNow.gov is a website that monitors outdoor air quality and informs the public of health risks from ... provide feedback, or report a problem. Asthma Indoor Air Quality Home Page Asthma Home Take the Asthma Quiz ...

Brazilian transcultural adaptation of an instrument on physicians' knowledge and attitudes towards dementia

PubMed Central

Jacinto, Alessandro Ferrari; de Oliveira, Erika Correa; Citero, Vanessa de Albuquerque

2015-01-01

Objective The aim of this study was to obtain a Brazilian transcultural adaptation of an instrument developed in the United Kingdom for assessing the knowledge and attitudes towards dementia by physicians. Methods The "Knowledge Quiz" (KQ) contains 14 items on epidemiology, diagnosis and management of dementia, while the "Attitude Quiz" contains 10 sentences about physicians' thoughts on the management of demented patients. The Quizzes were translated, back-translated and the resultant version applied to five physicians. Results The transcultural equivalence process was performed and four items of the KQ needed adapting to the Brazilian context. After changes suggested by a panel of specialists, the final version was applied to another five physicians and the transcultural equivalence considered adequate. Conclusion The Brazilian version of the instrument was successfully transculturally adapted for future validation and application in Brazil. PMID:29213968

An English Vocabulary Learning System Based on Fuzzy Theory and Memory Cycle

NASA Astrophysics Data System (ADS)

Wang, Tzone I.; Chiu, Ti Kai; Huang, Liang Jun; Fu, Ru Xuan; Hsieh, Tung-Cheng

This paper proposes an English Vocabulary Learning System based on the Fuzzy Theory and the Memory Cycle Theory to help a learner to memorize vocabularies easily. By using fuzzy inferences and personal memory cycles, it is possible to find an article that best suits a learner. After reading an article, a quiz is provided for the learner to improve his/her memory of the vocabulary in the article. Early researches use just explicit response (ex. quiz exam) to update memory cycles of newly learned vocabulary; apart from that approach, this paper proposes a methodology that also modify implicitly the memory cycles of learned word. By intensive reading of articles recommended by our approach, a learner learns new words quickly and reviews learned words implicitly as well, and by which the vocabulary ability of the learner improves efficiently.

The effect of Tomm's therapeutic questioning styles on therapeutic alliance: a clinical analog study.

PubMed

Dozier, R M; Hicks, M W; Cornille, T A; Peterson, G W

1998-01-01

Tomm (1988) suggests that circular and reflexive questions tend to elicit feelings of freedom/acceptance whereas lineal and strategic questions usually trigger feelings of judgment/constraint. Employing an analog methodology, each of Tomm's four questioning styles was portrayed in the form of a 5-minute videotaped intake scenario. Forty family triads with a mother, father, and adolescent son were randomly assigned to one of four experimental conditions with ten families each. Each condition involved viewing one of four questioning style scenarios. All participants (N = 120 individuals--40 mothers, 40 fathers, and 40 adolescent sons) completed the Family Therapy Alliance Scale (FTAS; Pinsof & Catherall, 1986) and a validity-check instrument. The results indicated that circular and reflexive questioning styles elicited significantly higher (p < 0.001) alliance scores on the FTAS than did either lineal or strategic questions. Implications for the use of different types of questions in family therapy are discussed.

A naturalistic study of fat talk and its behavioral and affective consequences.

PubMed

Jones, Michelle D; Crowther, Janis H; Ciesla, Jeffrey A

2014-09-01

Fat talk is a style of verbal expression among young women involving negative self-statements, complaints about physical appearance, and weight management. This research used ecological momentary assessment to examine the impact of naturalistic fat talk experiences on body dissatisfaction, body checking, negative affect, and disordered eating behaviors. We examined trait self-objectification as a moderator. Sixty-five female college students completed a baseline questionnaire and responded to questions when randomly prompted by palm pilot devices for five days. Results indicated fat talk is common and associated with greater body dissatisfaction, body checking, negative affect, and disordered eating behaviors. Fat talk participation was associated with greater body checking than overhearing fat talk. Greater trait self-objectification was associated with greater body dissatisfaction and body checking following fat talk. These results suggest that fat talk negatively impacts the cognitions, affect, and behavior of young women and has increased negative effects for women higher in self-objectification. Copyright © 2014 Elsevier Ltd. All rights reserved.

Foreign Objects in the Rectum

MedlinePlus

... Resources In This Article Medical Dictionary Also of Interest (Quiz) Anal Fissure (News) Could a Common Blood Thinner Lower Cancer Risk? (News) Study Untangles Disparity in Colon Cancer Survival Rates (News) Poor Prognosis for Diabetic Foot Sores (News) ...

School Starts Soon - Is Your Child Fully Vaccinated?

MedlinePlus

... possible. Vaccines for Your Young Children (Newborns through 6 years old) During the early years of life, ... Quiz Watch videos: Childhood Vaccines are a Key Piece of Puzzle and Preteen and Teen Vaccine: Video ...

www.studentthink.molecularbiology.

ERIC Educational Resources Information Center

Morvillo, Nancy; Schmidt, Matthew; Carlson, Albert

2000-01-01

Describes a microbiology exercise that is designed to expose students to the world wide web. Introduces a molecular biology quiz site and National Center for Biotechnology Information (NCBI). Provides a list of molecular biology sites on the Internet. (YDS)

Label Review Training: Module 1: Label Basics, Page 29

EPA Pesticide Factsheets

This module of the pesticide label review training provides basic information about pesticides, their labeling and regulation, and the core principles of pesticide label review. This page is a quiz on Module 1.

Reviews: Software.

ERIC Educational Resources Information Center

Mackenzie, Norma N.; And Others

1988-01-01

Reviews four computer software packages including: "The Physical Science Series: Sound" which demonstrates making waves, speed of sound, doppler effect, and human hearing; "Andromeda" depicting celestial motions in any direction; "Biology Quiz: Humans" covering chemistry, cells, viruses, and human biology; and…

The challenges of climate for energy markets

DOT National Transportation Integrated Search

2009-09-01

Among the many complex issues of technology, governance, and market design affecting the : electricity sector, climate policy has become dominant. From the perspective of a nonspecialist looking at this changing dominance, a quiz illuminates some of ...

Mystery #11 Answer

Atmospheric Science Data Center

2013-04-22

article title:  MISR Mystery Image Quiz #11: Queensland, Australia     View Larger Image These Multi-angle Imaging SpectroRadiometer (MISR) images of ... MISR Team. Text acknowledgment: Clare Averill, David J. Diner, Graham Bothwell (Jet Propulsion Laboratory). Other formats ...

Assessing neurocognitive function in psychiatric disorders: A roadmap for enhancing consensus

PubMed Central

Ahmari, Susanne E.; Eich, Teal; Cebenoyan, Deniz; Smith, Edward E.; Simpson, H. Blair

2014-01-01

It has been challenging to identify core neurocognitive deficits that are consistent across multiple studies in patients with Obsessive Compulsive Disorder (OCD). In turn, this leads to difficulty in translating findings from human studies into animal models to dissect pathophysiology. In this article, we use primary data from a working memory task in OCD patients to illustrate this issue. Working memory deficiencies have been proposed as an explanatory model for the evolution of checking compulsions in a subset of OCD patients. However, findings have been mixed due to variability in task design, examination of spatial vs. verbal working memory, and heterogeneity in patient populations. Two major questions therefore remain: first, do OCD patients have disturbances in working memory? Second, if there are working memory deficits in OCD, do they cause checking compulsions?. In order to investigate these questions, we tested 19 unmedicated OCD patients and 23 matched healthy controls using a verbal working memory task that has increased difficulty/task-load compared to classic digit-span tasks. OCD patients did not significantly differ in their performance on this task compared to healthy controls, regardless of the outcome measure used (i.e. reaction time or accuracy). Exploratory analyses suggest that a subset of patients with predominant doubt/checking symptoms may have decreased memory confidence despite normal performance on trials with the highest working memory load. These results suggest that other etiologic factors for checking compulsions should be considered. In addition, they serve as a touchstone for discussion, and therefore help us to generate a roadmap for increasing consensus in the assessment of neurocognitive function in psychiatric disorders. PMID:24994503

Does knowledge brokering improve the quality of rapid review proposals? A before and after study.

PubMed

Moore, Gabriel; Redman, Sally; D'Este, Catherine; Makkar, Steve; Turner, Tari

2017-01-28

Rapid reviews are increasingly being used to help policy makers access research in short time frames. A clear articulation of the review's purpose, questions, scope, methods and reporting format is thought to improve the quality and generalisability of review findings. The aim of the study is to explore the effectiveness of knowledge brokering in improving the perceived clarity of rapid review proposals from the perspective of potential reviewers. To conduct the study, we drew on the Evidence Check program, where policy makers draft a review proposal (a pre knowledge brokering proposal) and have a 1-hour session with a knowledge broker, who re-drafts the proposal based on the discussion (a post knowledge brokering proposal). We asked 30 reviewers who had previously undertaken Evidence Check reviews to examine the quality of 60 pre and 60 post knowledge brokering proposals. Reviewers were blind to whether the review proposals they received were pre or post knowledge brokering. Using a six-point Likert scale, reviewers scored six questions examining clarity of information about the review's purpose, questions, scope, method and format and reviewers' confidence that they could meet policy makers' needs. Each reviewer was allocated two pre and two post knowledge brokering proposals, randomly ordered, from the 60 reviews, ensuring no reviewer received a pre and post knowledge brokering proposal from the same review. The results showed that knowledge brokering significantly improved the scores for all six questions addressing the perceived clarity of the review proposal and confidence in meeting policy makers' needs; with average changes of 0.68 to 1.23 from pre to post across the six domains. This study found that knowledge brokering increased the perceived clarity of information provided in Evidence Check rapid review proposals and the confidence of reviewers that they could meet policy makers' needs. Further research is needed to identify how the knowledge brokering process achieves these improvements and to test the applicability of the findings in other rapid review programs.

Students’ Relational Thinking of Impulsive and Reflective in Solving Mathematical Problem

NASA Astrophysics Data System (ADS)

Satriawan, M. A.; Budiarto, M. T.; Siswono, T. Y. E.

2018-01-01

This is a descriptive research which qualitatively investigates students’ relational thinking of impulsive and reflective cognitive style in solving mathematical problem. The method used in this research are test and interview. The data analyzed by reducing, presenting and concluding the data. The results of research show that the students’ reflective cognitive style can possibly help to find out important elements in understanding a problem. Reading more than one is useful to identify what is being questioned and write the information which is known, building relation in every element and connecting information with arithmetic operation, connecting between what is being questioned with known information, making equation model to find out the value by using substitution, and building a connection on re-checking, re-reading, and re-counting. The impulsive students’ cognitive style supports important elements in understanding problems, building a connection in every element, connecting information with arithmetic operation, building a relation about a problem comprehensively by connecting between what is being questioned with known information, finding out the unknown value by using arithmetic operation without making any equation model. The result of re-checking problem solving, impulsive student was only reading at glance without re-counting the result of problem solving.

Quiz: Alzheimer's Disease | NIH MedlinePlus the Magazine

MedlinePlus

... with mild Alzheimer's disease may be helped in day-to-day living by a list of daily plans notes ... help some people with mild Alzheimer's disease with day-to-day living. A big calendar, a list ...

Ischemic Strokes (Clots)

MedlinePlus

... Month Infographic Stroke Hero F.A.S.T. Quiz Ischemic Strokes (Clots) Updated:May 21,2018 Ischemic stroke accounts for about 87 percent of all cases. View a detailed animation of ischemic stroke . Ischemic strokes occur as a result of an ...

Label Review Training: Module 5: Course Final Quiz

EPA Pesticide Factsheets

Pesticide labels translate results of our extensive evaluations of pesticide products into conditions, directions and precautions that define parameters for use of a pesticide with the goal of ensuring protection of human health and the environment.

American College of Medical Toxicology

MedlinePlus

... Lake City Center Reservations 2012 Board Review Course test quiz ACMT at NACCT 2017 ACMT in Vancouver 2016 ACMT in Boston 2015 ACMT in San Francisco 2014 ACMT in New Orleans Pre-Meeting Symposium 2014 NACCT Scientific Symposium 2013 ACMT ...

The First-Day Quiz as a Teaching Technique

NASA Astrophysics Data System (ADS)

Ochs, Raymond S.

1998-04-01

The problem with chemical education today is not merely that the students are inattentive, that our instructors are incompetent, or that the subject is intrinsically difficult. I believe the problem is that the fundamentals of the subject are not imparted. As students emerge from the basic courses in chemistry, despite exposure to a range of specific topics, they are commonly unclear on the basic ideas and how they might apply to more advanced topics. In this contribution, I describe a first-day quiz for students in an advanced chemistry class, presented to them ostensibly as a test of basic knowledge. While this approach is not unprecedented, it is apparently rare, as it comes as a surprise to those colleagues I have discussed it with. The important objective of the exercise is to allow students to realize what they don't know about fundamental chemistry, which I have found makes them more receptive to chemical education.

Teaching resources for dermatology on the WWW--quiz system and dynamic lecture scripts using a HTTP-database demon.

PubMed Central

Bittorf, A.; Diepgen, T. L.

1996-01-01

The World Wide Web (WWW) is becoming the major way of acquiring information in all scientific disciplines as well as in business. It is very well suitable for fast distribution and exchange of up to date teaching resources. However, to date most teaching applications on the Web do not use its full power by integrating interactive components. We have set up a computer based training (CBT) framework for Dermatology, which consists of dynamic lecture scripts, case reports, an atlas and a quiz system. All these components heavily rely on an underlying image database that permits the creation of dynamic documents. We used a demon process that keeps the database open and can be accessed using HTTP to achieve better performance and avoid the overhead involved by starting CGI-processes. The result of our evaluation was very encouraging. Images Figure 3 PMID:8947625

The effect of a daily quiz (TOPday) on self-confidence, enthusiasm, and test results for biomechanics.

PubMed

Tanck, Esther; Maessen, Martijn F H; Hannink, Gerjon; van Kuppeveld, Sascha M H F; Bolhuis, Sanneke; Kooloos, Jan G M

2014-01-01

Many students in Biomedical Sciences have difficulty understanding biomechanics. In a second-year course, biomechanics is taught in the first week and examined at the end of the fourth week. Knowledge is retained longer if the subject material is repeated. However, how does one encourage students to repeat the subject matter? For this study, we developed 'two opportunities to practice per day (TOPday)', consisting of multiple-choice questions on biomechanics with immediate feedback, which were sent via e-mail. We investigated the effect of TOPday on self-confidence, enthusiasm, and test results for biomechanics. All second-year students (n = 95) received a TOPday of biomechanics on every regular course day with increasing difficulty during the course. At the end of the course, a non-anonymous questionnaire was conducted. The students were asked how many TOPday questions they completed (0-6 questions [group A]; 7-18 questions [group B]; 19-24 questions [group C]). Other questions included the appreciation for TOPday, and increase (no/yes) in self-confidence and enthusiasm for biomechanics. Seventy-eight students participated in the examination and completed the questionnaire. The appreciation for TOPday in group A (n = 14), B (n = 23) and C (n = 41) was 7.0 (95 % CI 6.5-7.5), 7.4 (95 % CI 7.0-7.8), and 7.9 (95 % CI 7.6-8.1), respectively (p < 0.01 between A and C). Of the students who actively participated (B and C), 91 and 80 % reported an increase in their self-confidence and enthusiasm, respectively, for biomechanics due to TOPday. In addition, they had a higher test result for biomechanics (p < 0.01) compared with those who did not actively participate (A). In conclusion, the teaching method 'TOPday' seems an effective way to encourage students to repeat the subject material, with the extra advantage that students are stimulated to keep on practising for the examination. The appreciation was high and there was a positive association between active participation, on the one hand, and self-confidence, enthusiasm, and test results for biomechanics on the other.

Hands-Only CPR

MedlinePlus

... specific, especially if you’re calling from a mobile phone as that is not associated with a fixed address. Answering the dispatcher’s questions will not delay the arrival of ... save lives with Hands-Only CPR. Check out the Mobile Tour page to see if we're coming ...

Analyzing Phylogenetic Trees with Timed and Probabilistic Model Checking: The Lactose Persistence Case Study.

PubMed

Requeno, José Ignacio; Colom, José Manuel

2014-12-01

Model checking is a generic verification technique that allows the phylogeneticist to focus on models and specifications instead of on implementation issues. Phylogenetic trees are considered as transition systems over which we interrogate phylogenetic questions written as formulas of temporal logic. Nonetheless, standard logics become insufficient for certain practices of phylogenetic analysis since they do not allow the inclusion of explicit time and probabilities. The aim of this paper is to extend the application of model checking techniques beyond qualitative phylogenetic properties and adapt the existing logical extensions and tools to the field of phylogeny. The introduction of time and probabilities in phylogenetic specifications is motivated by the study of a real example: the analysis of the ratio of lactose intolerance in some populations and the date of appearance of this phenotype.

Analyzing phylogenetic trees with timed and probabilistic model checking: the lactose persistence case study.

PubMed

Requeno, José Ignacio; Colom, José Manuel

2014-10-23

Model checking is a generic verification technique that allows the phylogeneticist to focus on models and specifications instead of on implementation issues. Phylogenetic trees are considered as transition systems over which we interrogate phylogenetic questions written as formulas of temporal logic. Nonetheless, standard logics become insufficient for certain practices of phylogenetic analysis since they do not allow the inclusion of explicit time and probabilities. The aim of this paper is to extend the application of model checking techniques beyond qualitative phylogenetic properties and adapt the existing logical extensions and tools to the field of phylogeny. The introduction of time and probabilities in phylogenetic specifications is motivated by the study of a real example: the analysis of the ratio of lactose intolerance in some populations and the date of appearance of this phenotype.

The role of student’s critical asking question in developing student’s critical thinking skills

NASA Astrophysics Data System (ADS)

Santoso, T.; Yuanita, L.; Erman, E.

2018-01-01

Questioning means thinking, and thinking is manifested in the form of questions. Research that studies the relationship between questioning and students’ critical thinking skills is little, if any. The aim of this study is to examine how student’s questions skill correlates to student’s critical thinking skills in learning of chemistry. The research design used was one group pretest-posttest design. The participants involved were 94 students, all of whom attended their last semesters, Chemistry Education of Tadulako University. A pre-test was administered to check participants’ ability to ask critical questions and critical thinking skills in learning chemistry. Then, the students were taught by using questioning technique. After accomplishing the lesson, a post-test was given to evaluate their progress. Obtained data were analyzed by using Pair-Samples T.Test and correlation methods. The result shows that the level of the questions plays an important role in critical thinking skills is the question levels of predictive, analysis, evaluation and inference.

Concept Development of the Eindhoven Diabetes Education Simulator Project.

PubMed

Maas, Anne H; van der Molen, Pieta; van de Vijver, Reinier; Chen, Wei; van Pul, Carola; Cottaar, Eduardus J E; van Riel, Natal A W; Hilbers, Peter A J; Haak, Harm R

2016-04-01

This study was designed to define the concept of an educational diabetes game following a user-centered design approach. The concept development of the Eindhoven Diabetes Education Simulator (E-DES) project can be divided in two phases: concept generation and concept evaluation. Four concepts were designed by the multidisciplinary development team based on the outcomes of user interviews. Four other concepts resulted from the Diabetes Game Jam. Several users and experts evaluated the concepts. These user evaluations and a feasibility analysis served as input for an overall evaluation and discussion by the development team resulting in the final concept choice. The four concepts of the development team are a digital board game, a quiz platform, a lifestyle simulator, and a puzzle game. The Diabetes Game Jam resulted in another digital board game, two mobile swipe games, and a fairy tale-themed adventure game. The combined user evaluations and feasibility analysis ranked the quiz platform and the digital board game equally high. Each of these games fits one specific subgroup of users best: the quiz platform best fits an eager-to-learn, more individualistic patient, whereas the board game best fits a less-eager-to-learn, family-oriented patient. The choice for a specific concept is therefore highly dependent on the choice of our specific target audience. The user-centered design approach with multiple evaluations has enabled us to choose the most promising concept from eight different options. A digital board game is chosen for further development because the target audience for E-DES is the less-motivated, family-oriented patients.

Assessing Freshman Engineering Students' Understanding of Ethical Behavior.

PubMed

Henslee, Amber M; Murray, Susan L; Olbricht, Gayla R; Ludlow, Douglas K; Hays, Malcolm E; Nelson, Hannah M

2017-02-01

Academic dishonesty, including cheating and plagiarism, is on the rise in colleges, particularly among engineering students. While students decide to engage in these behaviors for many different reasons, academic integrity training can help improve their understanding of ethical decision making. The two studies outlined in this paper assess the effectiveness of an online module in increasing academic integrity among first semester engineering students. Study 1 tested the effectiveness of an academic honesty tutorial by using a between groups design with a Time 1- and Time 2-test. An academic honesty quiz assessed participants' knowledge at both time points. Study 2, which incorporated an improved version of the module and quiz, utilized a between groups design with three assessment time points. The additional Time 3-test allowed researchers to test for retention of information. Results were analyzed using ANCOVA and t tests. In Study 1, the experimental group exhibited significant improvement on the plagiarism items, but not the total score. However, at Time 2 there was no significant difference between groups after controlling for Time 1 scores. In Study 2, between- and within-group analyses suggest there was a significant improvement in total scores, but not plagiarism scores, after exposure to the tutorial. Overall, the academic integrity module impacted participants as evidenced by changes in total score and on specific plagiarism items. Although future implementation of the tutorial and quiz would benefit from modifications to reduce ceiling effects and improve assessment of knowledge, the results suggest such tutorial may be one valuable element in a systems approach to improving the academic integrity of engineering students.

Student use of flipped classroom videos in a therapeutics course.

PubMed

Patanwala, Asad E; Erstad, Brian L; Murphy, John E

To evaluate the extent of student use of flipped classroom videos. This was a cross-sectional study conducted in a college of pharmacy therapeutics course in the Unites States. In one section of the course (four sessions) all content was provided in the form of lecture videos that students had to watch prior to class. Class time was spent discussing patient cases. For half of the sessions, there was an electronic quiz due prior to class. The outcome measure was video view time in minutes. Adequate video view time was defined as viewing ≥75% of total video duration. Video view time was compared with or without quizzes using the Wilcoxon signed-rank test. There were 100 students in the class and all were included in the study. Overall, 74 students had adequate video view time prior to session 1, which decreased to 53 students for session 2, 53 students for session 3, and 36 students for session 4. Median video view time was greater when a quiz was required [80 minutes (IQR: 38-114) versus 69 minutes (IQR: 3-105), p < 0.001]. The mean score on the exam was 84 ± 8 points (out of 100). There was a significant association between video view time (per 50% increment) and score on the exam (coefficient 2.52; 95% CI: 0.79-4.26; p = 0.005; model R 2 = 7.8%). Student preparation prior to the flipped classroom is low and decreases with time. Preparation is higher when there is a quiz required. Copyright © 2016 Elsevier Inc. All rights reserved.

Factors affecting postgraduate dental students' performance in a biostatistics and research design course.

PubMed

El Tantawi, Maha M A

2009-05-01

Comprehension of biostatistics and principles of research design is important for literature evaluation and evidence-based practice in dentistry as well as for researchers wishing to have their publications accepted by international journals. This study investigated the contribution of several factors to postgraduate dental student performance in a biostatistics and research design course. All of the subjects in this study were dental school graduates currently enrolled in postgraduate programs leading to master's or doctoral degrees. The seven factors selected for study were 1) learning style preferences assessed by the VARK questionnaire, 2) past academic performance at the bachelor's degree level, 3) age, 4) gender, 5) current postgraduate program (master's or Ph.D.), 6) lecture attendance, and 7) performance on a quiz conducted early in the course. Response rate was 64 percent. Using bivariate analysis, a statistically significant relationship was observed between final exam score and the following factors: bachelor's degree grade; having single or multiple learning preferences; having visual, aural, read-write, or kinesthetic learning style preference; percent of lectures attended; and quiz score (P<0.0001, 0.01, 0.02, 0.006, 0.04, 0.03, 0.03, and <0.0001 respectively). In regression analysis, significant predictors of final exam score were bachelor's degree grade, having aural learning preference, and quiz score. The findings suggest that dental educators should direct their attention to students who have difficulties at the beginning of the course and should match the learning preferences of as many students as possible by presenting information in different ways rather than focusing on a single method of delivering the course.

Quiz: How Much do You Know about Taking Good Care of Yourself?

MedlinePlus

... Illness & disability Drugs, alcohol & smoking Your feelings Relationships Bullying Safety Your future Environmental health Skip section navigation (navigation may have changed) Section navigation Illness & disability: Types of illnesses and disabilities Dealing with medical issues ...

A Cashless Society? The Plastic Revolution. Resources in Technology.

ERIC Educational Resources Information Center

Ritz, John M.

1993-01-01

Relates the history of credit cards, their evolution to current forms, and innovations (debit cards, token cards, smart cards). Considers their sociocultural impact. Provides a design brief, including objectives, resources, evaluation criteria, outcomes, and a quiz. (SK)

Quiz: Test Your Skin Cancer IQ

MedlinePlus

... three main types of skin cancer: basal cell carcinoma, squamous cell carcinoma, and melanoma. They can develop from the uncontrolled growth of three different types of skin cells: basal cells, squamous cells, and melanocytes, respectively. A is the correct answer. ...

Be Smart: Antibiotics Will Not Help a Cold or the Flu

MedlinePlus

... What Everyone Should Know What You Can Do Antibiotic Resistance Q&As Fast Facts Antibiotics Quiz Glossary For ... Pharmacists Continuing Education & Curriculum Opportunities Weighing in on Antibiotic Resistance Improving Prescribing Core Elements of Outpatient Antibiotic Stewardship ...

Take this Quick Quiz: Alcohol and Medications | NIH MedlinePlus the Magazine

MedlinePlus

... three alcoholic drinks each day, totaling 21 per week. True False 4) Drinking alcohol and/or mixing ... exceed a total of seven drinks in a week. Drinking more than these amounts puts people at ...

Ending Hubble's Troubles. A Product Service Job Succeeds 357 Miles in Space. Resources in Technology.

ERIC Educational Resources Information Center

Deal, Walter E., III; And Others

1995-01-01

Provides information on the problems with the Hubble Space Telescope and how the National Aeronautics and Space Administration is trying to fix it. Includes a student quiz and possible student outcomes. (JOW)

Cooperative Learning--Part 3. Electronic Cooperative Quizzes.

ERIC Educational Resources Information Center

Jensen, Murray; Moore, Randy; Hatch, Jay

2002-01-01

Introduces the Electronic Cooperative Quiz (ECQ) program which aims to investigate the implementation of cooperative quizzes to the World Wide Web. Describes the creation and design of the program and evaluates the two different methods used with students. (YDS)

31 CFR 240.8 - Reclamation of amounts of paid checks.

Code of Federal Regulations, 2010 CFR

2010-07-01

....pdf. Institutions may contact the FMS Questioned Documents Branch at (202) 874-7640 for additional... upon receipt of the reclamation by the reclamation debtor. Interest, penalties, and administrative costs associated with unpaid balances will accrue as follows: (1) Interest. Treasury will assess...

31 CFR 240.8 - Reclamation of amounts of paid checks.

Code of Federal Regulations, 2013 CFR

2013-07-01

....pdf. Institutions may contact the FMS Questioned Documents Branch at (202) 874-7640 for additional... upon receipt of the reclamation by the reclamation debtor. Interest, penalties, and administrative costs associated with unpaid balances will accrue as follows: (1) Interest. Treasury will assess...

31 CFR 240.8 - Reclamation of amounts of paid checks.

Code of Federal Regulations, 2012 CFR

2012-07-01

....pdf. Institutions may contact the FMS Questioned Documents Branch at (202) 874-7640 for additional... upon receipt of the reclamation by the reclamation debtor. Interest, penalties, and administrative costs associated with unpaid balances will accrue as follows: (1) Interest. Treasury will assess...

31 CFR 240.8 - Reclamation of amounts of paid checks.

Code of Federal Regulations, 2011 CFR

2011-07-01

....pdf. Institutions may contact the FMS Questioned Documents Branch at (202) 874-7640 for additional... upon receipt of the reclamation by the reclamation debtor. Interest, penalties, and administrative costs associated with unpaid balances will accrue as follows: (1) Interest. Treasury will assess...

Simple Check Valves for Microfluidic Devices

NASA Technical Reports Server (NTRS)

Willis, Peter A.; Greer, Harold F.; Smith, J. Anthony

2010-01-01

A simple design concept for check valves has been adopted for microfluidic devices that consist mostly of (1) deformable fluorocarbon polymer membranes sandwiched between (2) borosilicate float glass wafers into which channels, valve seats, and holes have been etched. The first microfluidic devices in which these check valves are intended to be used are micro-capillary electrophoresis (microCE) devices undergoing development for use on Mars in detecting compounds indicative of life. In this application, it will be necessary to store some liquid samples in reservoirs in the devices for subsequent laboratory analysis, and check valves are needed to prevent cross-contamination of the samples. The simple check-valve design concept is also applicable to other microfluidic devices and to fluidic devices in general. These check valves are simplified microscopic versions of conventional rubber- flap check valves that are parts of numerous industrial and consumer products. These check valves are fabricated, not as separate components, but as integral parts of microfluidic devices. A check valve according to this concept consists of suitably shaped portions of a deformable membrane and the two glass wafers between which the membrane is sandwiched (see figure). The valve flap is formed by making an approximately semicircular cut in the membrane. The flap is centered over a hole in the lower glass wafer, through which hole the liquid in question is intended to flow upward into a wider hole, channel, or reservoir in the upper glass wafer. The radius of the cut exceeds the radius of the hole by an amount large enough to prevent settling of the flap into the hole. As in a conventional rubber-flap check valve, back pressure in the liquid pushes the flap against the valve seat (in this case, the valve seat is the adjacent surface of the lower glass wafer), thereby forming a seal that prevents backflow.

The B4 school check behaviour measures: findings from the Hawke's Bay evaluation.

PubMed

Hedley, Cath; Thompson, Shona; Morris Matthews, Kay; Pentecost, Mandy; Wivell, Judy; Frost, Ariana Stockdale; Morris, Helen

2012-11-01

The Before (B4) School Check is a free health and development check delivered by specifically trained nurses to four year old children throughout New Zealand, aimed to identify and address any health, behavioural, social or developmental concerns that could affect a child's ability to get the most benefit from school. Reported here are the results of an evaluation of the B4 School Checks in Hawke's Bay, focusing specifically on children assessed at the 84 School Check with behaviour issues as determined by the Strengths and Difficulties Questionnaire (SDQ). Health Hawke's Bay (HHB) records were reviewed to understand the number and demographics of the children assessed with behaviour issues at the B4 School Checks up to 31 August 2011, and the interventions to which they were referred. Telephone Interviews were conducted with 36 parents/caregivers of these children to address the questions, what difference did the B4 School Check make to children assessed with behaviour issues and what aspects of the B4 School Check delivery contributed to successful outcomes for these children? Results showed that child behaviour issues in Hawke's Bay were identified in more boys than girls and concentrated in more deprived families. Māori children were represented in numbers disproportional to the regional population. The majority of referrals for child behaviour directed parents/caregivers to non-governmental organisations for family support and parenting programmes. Thematic analysis was applied to the qualitative data derived from the interviews with parents/caregivers and results indicated high levels of satisfaction with the B4 School Check for behaviour and the referred outcomes. Implications for nursing practice arise from these findings in that they identify factors which contribute to what does and does not work well for achieving successful outcomes from the B4 School Check for behaviour.

Enhanced invitation methods to increase uptake of NHS health checks: study protocol for a randomized controlled trial.

PubMed

Forster, Alice S; Burgess, Caroline; McDermott, Lisa; Wright, Alison J; Dodhia, Hiten; Conner, Mark; Miller, Jane; Rudisill, Caroline; Cornelius, Victoria; Gulliford, Martin C

2014-08-30

NHS Health Checks is a new program for primary prevention of heart disease, stroke, diabetes, chronic kidney disease, and vascular dementia in adults aged 40 to 74 years in England. Individuals without existing cardiovascular disease or diabetes are invited for a Health Check every 5 years. Uptake among those invited is lower than anticipated. The project is a three-arm randomized controlled trial to test the hypothesis that enhanced invitation methods, using the Question-Behaviour Effect (QBE), will increase uptake of NHS Health Checks compared with a standard invitation. Participants comprise individuals eligible for an NHS Health Check registered in two London boroughs. Participants are randomized into one of three arms. Group A receives the standard NHS Health Check invitation letter, information sheet, and reminder letter at 12 weeks for nonattenders. Group B receives a QBE questionnaire 1 week before receiving the standard invitation, information sheet, and reminder letter where appropriate. Group C is the same as Group B, but participants are offered a £5 retail voucher if they return the questionnaire. Participants are randomized in equal proportions, stratified by general practice. The primary outcome is uptake of NHS Health Checks 6 months after invitation from electronic health records. We will estimate the incremental health service cost per additional completed Health Check for trial groups B and C versus trial arm A, as well as evaluating the impact of the QBE questionnaire, and questionnaire plus voucher, on the socioeconomic inequality in uptake of Health Checks.The trial includes a nested comparison of two methods for implementing allocation, one implemented manually at general practices and the other implemented automatically through the information systems used to generate invitations for the Health Check. The research will provide evidence on whether asking individuals to complete a preliminary questionnaire, by using the QBE, is effective in increasing uptake of Health Checks and whether an incentive alters questionnaire return rates as well as uptake of Health Checks. The trial interventions can be readily translated into routine service delivery if they are shown to be cost-effective. Current Controlled Trials ISRCTN42856343. Date registered: 21.03.2013.

Culturally Relevant Human Subjects Protection Training: A Case Study in Community-Engaged Research in the United States.

PubMed

Kue, Jennifer; Szalacha, Laura A; Happ, Mary Beth; Crisp, Abigail L; Menon, Usha

2018-02-01

Non-academic members of research teams, such as community members, can perceive traditional human subjects protection training as lacking in cultural relevance. We present a case exemplar of the development of a human subjects protection training for research staff with limited English proficiency and/or no or limited research experience. Seven modules were adapted for language, cultural examples, etc., from the standard Collaborative Institutional Training Initiative (CITI) human subjects protection training. Non-academic research staff completed a day-long training in human subjects protection (six modules) and our research protocol (one module). We assessed comprehension of content with PowerPoint slides and module quizzes. All participants successfully passed each module quiz with ≥ 80% correct. Questions answered incorrectly were discussed before proceeding to the next module. To meet the increasing demand for collaborative community-engaged research with underserved minority populations, human subjects protection training protocols can be adapted successfully to reflect real-world situations and provide culturally relevant materials to help non-academic research staff better understand the importance and necessity of research ethics.

Increasing motivation changes subjective reports of listening effort and choice of coping strategy.

PubMed

Picou, Erin M; Ricketts, Todd A

2014-06-01

The purpose of this project was to examine the effect of changing motivation on subjective ratings of listening effort and on the likelihood that a listener chooses either a controlling or an avoidance coping strategy. Two experiments were conducted, one with auditory-only (AO) and one with auditory-visual (AV) stimuli, both using the same speech recognition in noise materials. Four signal-to-noise ratios (SNRs) were used, two in each experiment. The two SNRs targeted 80% and 50% correct performance. Motivation was manipulated by either having participants listen carefully to the speech (low motivation), or listen carefully to the speech and then answer quiz questions about the speech (high motivation). Sixteen participants with normal hearing participated in each experiment. Eight randomly selected participants participated in both. Using AO and AV stimuli, motivation generally increased subjective ratings of listening effort and tiredness. In addition, using auditory-visual stimuli, motivation generally increased listeners' willingness to do something to improve the situation, and decreased their willingness to avoid the situation. These results suggest a listener's mental state may influence listening effort and choice of coping strategy.

Comparing Online and In-Person Delivery Formats of the OSHA 10-Hour General Industry Health and Safety Training for Young Workers.

PubMed

Shendell, Derek G; Milich, Lindsey J; Apostolico, Alexsandra A; Patti, Alexa A; Kelly, Siobhan

2017-05-01

Seven school districts or comprehensive high schools were enrolled in online OSHA 10-hour General Industry or Construction health and safety training via CareerSafe to determine the feasibility of online training for students, given limited resources for in-person trainings. A two-campus school district was analyzed comparing OSHA 10 for General Industry across in-person, supervisor-level teachers as authorized trainers, and online course formats. The online training courses were completed by 86 of 91 students, while another 53 of 57 students completed in-person training. Both groups completed identical OSHA-approved quizzes for "Introduction to OSHA," the initial 2-h module consistently provided in OSHA 10 courses across topics and formats. Results indicated teacher supervision was critical, and girls had higher online course completion rates, overall quiz scores, and never failed. Though both cohorts passed, in-person had significantly higher scores than online; both struggled with two questions. Online OSHA 10 for General Industry can be an efficient learning tool for students when limited resources prevent widespread availability of in-person courses.

Repetitive reddish discoloration of urine in a female adolescent following short-distance walking on a smooth road: Questions.

PubMed

Siomou, Ekaterini; Baziou, Maria; Premetis, Evagelos; Vercellati, Cristina; Chaliasos, Nikolaos; Makis, Alexandros

2017-12-01

A previously healthy 15-year-old girl was evaluated following five episodes of reddish urine discoloration after walking for approximately 30 min on a smooth roadway. In each episode, the discoloration lasted for four to five urinations and followed by normal urine dipstick tests. No other exercise-produced urine discoloration and no other symptoms were reported. Laboratory evaluation during the episodes revealed a reddish urine sample with 3+ hemoglobin/myoglobin and absence of hematuria. Full blood count, serum creatinine, liver function tests, and electrolyte levels were all within normal limits. Myoglobulinuria was excluded, since muscle enzymes were within normal limits. Blood smear analysis showed mild anisopoikilocytosis with stomatocytes and ovalocytes, leading to extended evaluation for erythrocyte disorders. This case is interesting in that the hemoglobinuria occurred after mild walking and was accompanied by erythrocyte morphological changes. This quiz discusses the differential diagnosis of hemoglobinuria with particular reference to the conditions of appearance (after walking) and emphasizes the importance of step-by-step investigations to reach a definitive diagnosis.

Using Interactive Digital Images of Products to Teach Pharmaceutics

PubMed Central

Pham, Khang H.; Dollar,, Michael

2007-01-01

Objective To implement interactive digital images of drug products and online quizzes in a pharmaceutics course to teach students where to look on product labels for information and how to evaluate ingredients of various dosage forms, and to reinforce pharmaceutical calculations with practical problems. Design Interactive digital images of drug products and a database of quiz questions pertaining to the products were created and an interactive online platform was designed. The interactive digital images were incorporated in pharmaceutics lectures as examples of dosage forms studied and calculations taught. The online quizzes were administered to first-professional year pharmacy students in fall 2004 and fall 2005. Assessment The competency outcome data illustrates that the product-based online quizzes aided students in meeting the desired learning objectives. Modifications to increase ease of use resulted in higher student success rates in the second year of implementation. Student and faculty evaluations of the application were largely positive. Conclusion The development of interactive digital images and product-based online quizzes successfully adapted a traditional learning aid into a viable electronic resource for pharmacy education. PMID:17619660

An assessment of residents’ and fellows’ personal finance literacy: an unmet medical education need

PubMed Central

White, Andrew J.; Hiller, Katherine M.; Amini, Richard; Jeffe, Donna B.

2017-01-01

Objectives This study aimed to assess residents’ and fellows’ knowledge of finance principles that may affect their personal financial health. Methods A cross-sectional, anonymous, web-based survey was administered to a convenience sample of residents and fellows at two academic medical centers.  Respondents answered 20 questions on personal finance and 28 questions about their own financial planning, attitudes, and debt. Questions regarding satisfaction with one’s financial condition and investment-risk tolerance used a 10-point Likert scale (1=lowest, 10=highest).  Of 2,010 trainees, 422 (21%) responded (median age 30 years; interquartile range, 28-33).   Results The mean quiz score was 52.0% (SD = 19.1). Of 299 (71%) respondents with student loan debt, 144 (48%) owed over $200,000.  Many respondents had other debt, including 86 (21%) with credit card debt. Of 262 respondents with retirement savings, 142 (52%) had saved less than $25,000. Respondents’ mean satisfaction with their current personal financial condition was 4.8 (SD = 2.5) and investment-risk tolerance was 5.3 (SD = 2.3). Indebted trainees reported lower satisfaction than trainees without debt (4.4 vs. 6.2, F (1,419) = 41.57, p < .001).   Knowledge was moderately correlated with investment-risk tolerance (r=0.41, p < .001), and weakly correlated with satisfaction with financial status (r=0.23, p < .001). Conclusions Residents and fellows had low financial literacy and investment-risk tolerance, high debt, and deficits in their financial preparedness.  Adding personal financial education to the medical education curriculum would benefit trainees.  Providing education in areas such as budgeting, estate planning, investment strategies, and retirement planning early in training can offer significant long-term benefits. PMID:28557777

Patient and public understanding and knowledge of antimicrobial resistance and stewardship in a UK hospital: should public campaigns change focus?

PubMed

Micallef, Christianne; Kildonaviciute, Kornelija; Castro-Sánchez, Enrique; Scibor-Stepien, Aleksandra; Santos, Reem; Aliyu, Sani H; Cooke, Fiona J; Pacey, Sarah; Holmes, Alison H; Enoch, David A

2017-01-01

The rising global tide of antimicrobial resistance is a well-described phenomenon. Employing effective and innovative antimicrobial stewardship strategies is an essential approach to combat this public health threat. Education of the public and patients is paramount to enable the success of such strategies. A panel of hospital multidisciplinary healthcare professionals was set up and a short quiz containing true/false statements around antimicrobial stewardship and resistance was designed and piloted. An educational leaflet with the correct replies and supporting information was also produced and disseminated. Participants were recruited on a single day (18 November 2015) from the hospital outpatient clinics and the hospital outpatient pharmacy waiting room. One hundred and forty-five completed quizzes were returned, providing a total of 1450 answers. Overall, 934 of 1450 (64%) statements were scored correctly whilst 481 (33%) were scored incorrectly; 35 (3%) statements were left unscored. We speculate that these results may demonstrate that respondents understood the statements, as only a small proportion of statements were left unanswered. The question dealing with the definition of antimicrobial resistance and the question dealing with the definition of antimicrobial stewardship obtained the most incorrect replies (85% and 72%, respectively). However, a specific factual recall question regarding only one microorganism (MRSA) received the most correct responses (99%). We describe a simple, innovative method of engagement with patients and the general public to help educate and disseminate important public health messages around antimicrobial resistance and stewardship. We also identified the need for public health campaigns to address the knowledge gaps found around this topic. © The Author 2016. Published by Oxford University Press on behalf of the British Society for Antimicrobial Chemotherapy. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

An assessment of residents' and fellows' personal finance literacy: an unmet medical education need.

PubMed

Ahmad, Fahd A; White, Andrew J; Hiller, Katherine M; Amini, Richard; Jeffe, Donna B

2017-05-29

This study aimed to assess residents' and fellows' knowledge of finance principles that may affect their personal financial health. A cross-sectional, anonymous, web-based survey was administered to a convenience sample of residents and fellows at two academic medical centers.  Respondents answered 20 questions on personal finance and 28 questions about their own financial planning, attitudes, and debt. Questions regarding satisfaction with one's financial condition and investment-risk tolerance used a 10-point Likert scale (1=lowest, 10=highest).  Of 2,010 trainees, 422 (21%) responded (median age 30 years; interquartile range, 28-33). The mean quiz score was 52.0% (SD = 19.1). Of 299 (71%) respondents with student loan debt, 144 (48%) owed over $200,000.  Many respondents had other debt, including 86 (21%) with credit card debt. Of 262 respondents with retirement savings, 142 (52%) had saved less than $25,000. Respondents' mean satisfaction with their current personal financial condition was 4.8 (SD = 2.5) and investment-risk tolerance was 5.3 (SD = 2.3). Indebted trainees reported lower satisfaction than trainees without debt (4.4 vs. 6.2, F (1,419) = 41.57, p < .001).   Knowledge was moderately correlated with investment-risk tolerance (r=0.41, p < .001), and weakly correlated with satisfaction with financial status (r=0.23, p < .001). Residents and fellows had low financial literacy and investment-risk tolerance, high debt, and deficits in their financial preparedness.  Adding personal financial education to the medical education curriculum would benefit trainees.  Providing education in areas such as budgeting, estate planning, investment strategies, and retirement planning early in training can offer significant long-term benefits.

Neighborhood deprivation is strongly associated with participation in a population-based health check.

PubMed

Bender, Anne Mette; Kawachi, Ichiro; Jørgensen, Torben; Pisinger, Charlotta

2015-01-01

We sought to examine whether neighborhood deprivation is associated with participation in a large population-based health check. Such analyses will help answer the question whether health checks, which are designed to meet the needs of residents in deprived neighborhoods, may increase participation and prove to be more effective in preventing disease. In Europe, no study has previously looked at the association between neighborhood deprivation and participation in a population-based health check. The study population comprised 12,768 persons invited for a health check including screening for ischemic heart disease and lifestyle counseling. The study population was randomly drawn from a population of 179,097 persons living in 73 neighborhoods in Denmark. Data on neighborhood deprivation (percentage with basic education, with low income and not in work) and individual socioeconomic position were retrieved from national administrative registers. Multilevel regression analyses with log links and binary distributions were conducted to obtain relative risks, intraclass correlation coefficients and proportional change in variance. Large differences between neighborhoods existed in both deprivation levels and neighborhood health check participation rate (mean 53%; range 35-84%). In multilevel analyses adjusted for age and sex, higher levels of all three indicators of neighborhood deprivation and a deprivation score were associated with lower participation in a dose-response fashion. Persons living in the most deprived neighborhoods had up to 37% decreased probability of participating compared to those living in the least deprived neighborhoods. Inclusion of individual socioeconomic position in the model attenuated the neighborhood deprivation coefficients, but all except for income deprivation remained statistically significant. Neighborhood deprivation was associated with participation in a population-based health check in a dose-response manner, in which increasing neighborhood deprivation was associated with decreasing participation. This suggests the need to develop preventive health checks tailored to deprived neighborhoods.

Insights in Architecture. Resources in Education.

ERIC Educational Resources Information Center

Skena, K. George

1996-01-01

Focuses on new technological advances in the design process and especially the use of new materials to construct architectural marvels. Discusses the innovations of Le Corbusier, Mies van de Rohe, and Frank Lloyd Wright. Includes a student quiz and possible student outcomes. (JOW)

Investigating Passively Floating and Weakly Swimming Organisms: An Activity for Beginning Marine Education Students.

ERIC Educational Resources Information Center

Schlenker, Richard M.

This document presents the outline of a marine biology science unit designed to introduce students to the study and collection of plankton. Extensive details on plankton collections and a seven-item quiz are included. (SL)

A survey of knowledge, attitudes, and beliefs of house staff physicians from various specialties concerning antimicrobial use and resistance.

PubMed

Srinivasan, Arjun; Song, Xiaoyan; Richards, Ann; Sinkowitz-Cochran, Ronda; Cardo, Denise; Rand, Cynthia

2004-07-12

Examination of knowledge, attitudes, and beliefs of house staff physicians will be important in developing interventions to improve antimicrobial use and prevent resistance. A 75-item survey was distributed to house staff physicians on nonpediatric services in a university teaching hospital. Knowledge was assessed with a 10-question quiz. The survey was completed by 179 (67%) of 269 house staff physicians on 5 specialties. Outside and inside the intensive care unit, 21% and 25% of respondents, respectively, reported that they were using antibiotics optimally. Surgeons were significantly more likely than other physicians to report that they were regularly seeking input into antimicrobial selections (P<.001). Of the 170 physicians who completed the survey, 88% agreed antibiotics are overused in general and 72% also agreed this was the case at their institution (r = 0.56; P<.05); 96% agreed that hospitals in general face serious problems with antibiotic resistance and 93% agreed that their hospital faces these same problems (r = 0.57; P<.05); 97% agreed that better use of antibiotics would reduce resistance; 32% stated that they had not had formal teaching on antimicrobial agents in the last year (medicine residents reported significantly more formal teaching than others [P =.001]); and 90% wanted more education about antimicrobials and 67% wanted more feedback on antimicrobial selections. The mean antimicrobial quiz score was 28%, with medicine residents scoring significantly higher than others (P =.04). Upper-level residents did not perform better than interns. This survey (1) revealed that house staff are aware of the importance of antimicrobial resistance and believe better antimicrobial use will help this problem and (2) demonstrated differences between specialties with respect to antimicrobial use and knowledge. House staff at our hospital have suboptimal knowledge about antimicrobials, and this knowledge did not increase appreciably over the course of their training. Antimicrobial education is needed and is likely to be well received by house staff physicians in academic centers but may be more effective if it is tailored to specific specialties.

The GI Bilk

ERIC Educational Resources Information Center

Risener, Randall

1976-01-01

What to do about the billion-dollar GI Bill overpayment problem is a question confronting many community college administrators and the Veterans' Administration. Legal and administrative technicalities are reviewed, and it is suggested that many Vietnam era veterans may have no qualms about accepting checks from a government they feel has betrayed…

Good Sense With Our Dollars.

ERIC Educational Resources Information Center

Snyder, Sarah

A booklet for limited English speakers on money management provides information on savings accounts, checking accounts, choosing a bank, and the basics of budgeting. Cartoons, questions about the message in cartoons and narrative passages, checklists on things to consider, and the phonetic pronunciation of key words are presented. Specific topics…

Web Support

Science.gov Websites

Berkeley Lab Lawrence Berkeley National Laboratory A-Z Index Directory Submit Web People Navigation Berkeley Lab Search Submit Web People Close About the Lab Leadership/Organization Calendar News Center our response, please check the specific website or page in question for the name of the appropriate

Simply Prairie Homepage

Science.gov Websites

Ed Home - Data Home PRAIRIE ADVOCATES Project - QUADRAT STUDY Project Answer research questions multi-state quadrat study. Bob Lootens, Fermilab Join us! Check out the Quadrat Study Project. Prairie study a prairie "expert" to facilitate your research student Internet access an e-mail address

Uptake and impact of regulated pharmacy technicians in Ontario community pharmacies.

PubMed

Grootendorst, Paul; Shim, Minsup; Tieu, Jimmy

2018-01-01

Since 2010, most provincial Colleges of Pharmacists have licensed pharmacy technicians. The colleges hoped this would give pharmacists time to provide "expanded scope" activities such as medication reviews. Little is known, however, about the uptake and impact of pharmacy technicians on pharmacists' provision of such services. We address these questions using data for Ontario community pharmacies. Data on pharmacists and pharmacy technicians were obtained from the Ontario College of Pharmacists website in September 2016. Their place of employment was used to calculate the number of full-time equivalent (FTE) pharmacists and technicians employed at each community pharmacy. Pharmacy claims data for the 12-month period ending March 31, 2016, were obtained from the Ontario Public Drug Programs (OPDP). These data included number of MedsChecks performed, type of MedsCheck and number of prescriptions dispensed to OPDP beneficiaries. Pharmacy technicians were employed in 24% of the pharmacies in our sample. Technician employment rates were highest in Central Fill pharmacies and pharmacies serving long-term care facilities. In general, pharmacies employing 1 or fewer technician full-time equivalents (FTEs) had a slightly higher probability of providing MedsChecks and, of those that did provide Meds Checks Annuals, provided more of them. Pharmacies that hired 3 or more technician FTEs were markedly less likely to provide MedsChecks. Pharmacies differ in their employment of technicians and in the apparent impact of technicians on the provision of MedsChecks. However, these represent associations. Additional research is needed to assess the causal effect of technician employment on the provision of MedsChecks.

Uptake and impact of regulated pharmacy technicians in Ontario community pharmacies

PubMed Central

Grootendorst, Paul; Shim, Minsup

2018-01-01

Background: Since 2010, most provincial Colleges of Pharmacists have licensed pharmacy technicians. The colleges hoped this would give pharmacists time to provide “expanded scope” activities such as medication reviews. Little is known, however, about the uptake and impact of pharmacy technicians on pharmacists’ provision of such services. We address these questions using data for Ontario community pharmacies. Methods: Data on pharmacists and pharmacy technicians were obtained from the Ontario College of Pharmacists website in September 2016. Their place of employment was used to calculate the number of full-time equivalent (FTE) pharmacists and technicians employed at each community pharmacy. Pharmacy claims data for the 12-month period ending March 31, 2016, were obtained from the Ontario Public Drug Programs (OPDP). These data included number of MedsChecks performed, type of MedsCheck and number of prescriptions dispensed to OPDP beneficiaries. Results: Pharmacy technicians were employed in 24% of the pharmacies in our sample. Technician employment rates were highest in Central Fill pharmacies and pharmacies serving long-term care facilities. In general, pharmacies employing 1 or fewer technician full-time equivalents (FTEs) had a slightly higher probability of providing MedsChecks and, of those that did provide Meds Checks Annuals, provided more of them. Pharmacies that hired 3 or more technician FTEs were markedly less likely to provide MedsChecks. Conclusions: Pharmacies differ in their employment of technicians and in the apparent impact of technicians on the provision of MedsChecks. However, these represent associations. Additional research is needed to assess the causal effect of technician employment on the provision of MedsChecks. PMID:29796133

Anatomy of an online misinformation network.

PubMed

Shao, Chengcheng; Hui, Pik-Mai; Wang, Lei; Jiang, Xinwen; Flammini, Alessandro; Menczer, Filippo; Ciampaglia, Giovanni Luca

2018-01-01

Massive amounts of fake news and conspiratorial content have spread over social media before and after the 2016 US Presidential Elections despite intense fact-checking efforts. How do the spread of misinformation and fact-checking compete? What are the structural and dynamic characteristics of the core of the misinformation diffusion network, and who are its main purveyors? How to reduce the overall amount of misinformation? To explore these questions we built Hoaxy, an open platform that enables large-scale, systematic studies of how misinformation and fact-checking spread and compete on Twitter. Hoaxy captures public tweets that include links to articles from low-credibility and fact-checking sources. We perform k-core decomposition on a diffusion network obtained from two million retweets produced by several hundred thousand accounts over the six months before the election. As we move from the periphery to the core of the network, fact-checking nearly disappears, while social bots proliferate. The number of users in the main core reaches equilibrium around the time of the election, with limited churn and increasingly dense connections. We conclude by quantifying how effectively the network can be disrupted by penalizing the most central nodes. These findings provide a first look at the anatomy of a massive online misinformation diffusion network.

Anatomy of an online misinformation network

PubMed Central

Wang, Lei; Jiang, Xinwen; Flammini, Alessandro; Ciampaglia, Giovanni Luca

2018-01-01

Massive amounts of fake news and conspiratorial content have spread over social media before and after the 2016 US Presidential Elections despite intense fact-checking efforts. How do the spread of misinformation and fact-checking compete? What are the structural and dynamic characteristics of the core of the misinformation diffusion network, and who are its main purveyors? How to reduce the overall amount of misinformation? To explore these questions we built Hoaxy, an open platform that enables large-scale, systematic studies of how misinformation and fact-checking spread and compete on Twitter. Hoaxy captures public tweets that include links to articles from low-credibility and fact-checking sources. We perform k-core decomposition on a diffusion network obtained from two million retweets produced by several hundred thousand accounts over the six months before the election. As we move from the periphery to the core of the network, fact-checking nearly disappears, while social bots proliferate. The number of users in the main core reaches equilibrium around the time of the election, with limited churn and increasingly dense connections. We conclude by quantifying how effectively the network can be disrupted by penalizing the most central nodes. These findings provide a first look at the anatomy of a massive online misinformation diffusion network. PMID:29702657

Jonckheere Double Star Photometry – Part X: Hercules

NASA Astrophysics Data System (ADS)

Knapp, Wilfried

2018-04-01

If any double star discoverer is in urgent need of photometry then it is Jonckheere. There are over 3000 Jonckheere objects listed in the WDS catalog and a good part of them with magnitudes obviously far too bright. This report covers 28 of the in total 82 Jonckheere objects in the constellation Hercules selected by a quick WDS data check for being potentially listed with questionable magnitudes. At least one image per object was taken with V-filter to allow for visual magnitude measurement by differential photometry. All objects were additionally checked for common proper motion and two qualify indeed as potential CPM pairs.

Cool Cow Quiz.

ERIC Educational Resources Information Center

DeRosa, Bill

1988-01-01

Provides a game to help develop the skill of estimating and making educated guesses. Uses facts about cows to explain some problems associated with the dairy industry. Includes cards and rules for playing, class adaptation procedures, follow-up activities, and availability of background information on humane concerns. (RT)

High Performance Composites. "Designed" Materials for the New Millennium. 2nd Module in a Series on Advanced Materials. Resources in Technology.

ERIC Educational Resources Information Center

Jacobs, James A.

1994-01-01

This learning module on composites such as polymer matrix, metal matrix, ceramic matrix, particulate, and laminar includes a design brief giving context, objectives, evaluation, student outcomes, and quiz. (SK)

Quiz: How much do you know about breast cancer? | NIH MedlinePlus the Magazine

MedlinePlus

... more common in younger women older women adolescents In situ breast cancer refers to cancer that has spread ... than younger women. C is the correct answer. In situ cancer remains at the site where it first ...

Checking Your Balance. Guidelines for Assessing Sexism in School and Classroom Practices.

ERIC Educational Resources Information Center

Zamost, Judith G.; Feldman, Sylvia D.

School districts can use this checklist to implement federal and state regulations concerning equal educational opportunity. The 125 questions are organized around seven sex fairness concerns: practices which may encourage sex stereotyping; textbook and curriculum; counseling opportunities; pregnancy; in-service training; physical education; and…

The Power Hour of Homework Survey.

ERIC Educational Resources Information Center

1991

This booklet describes the Power Hour of Homework program for elementary school through secondary school students, including tips on implementing the program at home (i.e., checking homework, talking to the teacher, determining the correct amount of homework time for individual students) and survey responses to questions from parents and students.…

Mathematics Lessons from Finland and Sweden

ERIC Educational Resources Information Center

Seaberg, Rebecca L.

2015-01-01

In many ways, mathematics classrooms in Finland and Sweden are very similar to what would be considered traditional classrooms in the United States. Classes begin with checking homework and questions, followed by the teacher giving instruction in the new material, and end with students working on their new assignment. There are also interesting…

Evaluation of Consumer Understanding of Different Front-of-Package Nutrition Labels, 2010–2011

PubMed Central

Bragg, Marie A.; Seamans, Marissa J.; Mechulan, Regine L.; Novak, Nicole; Brownell, Kelly D.

2012-01-01

Introduction Governments throughout the world are using or considering various front-of-package (FOP) food labeling systems to provide nutrition information to consumers. Our web-based study tested consumer understanding of different FOP labeling systems. Methods Adult participants (N = 480) were randomized to 1 of 5 groups to evaluate FOP labels: 1) no label; 2) multiple traffic light (MTL); 3) MTL plus daily caloric requirement icon (MTL+caloric intake); 4) traffic light with specific nutrients to limit based on food category (TL+SNL); or 5) the Choices logo. Total percentage correct quiz scores were created reflecting participants’ ability to select the healthier of 2 foods and estimate amounts of saturated fat, sugar, and sodium in foods. Participants also rated products on taste, healthfulness, and how likely they were to purchase the product. Quiz scores and product perceptions were compared with 1-way analysis of variance followed by post-hoc Tukey tests. Results The MTL+caloric intake group (mean [standard deviation], 73.3% [6.9%]) and Choices group (72.5% [13.2%]) significantly outperformed the no label group (67.8% [10.3%]) and the TL+SNL group (65.8% [7.3%]) in selecting the more healthful product on the healthier product quiz. The MTL and MTL+caloric intake groups achieved average scores of more than 90% on the saturated fat, sugar, and sodium quizzes, which were significantly better than the no label and Choices group average scores, which were between 34% and 47%. Conclusion An MTL+caloric intake label and the Choices symbol hold promise as FOP labeling systems and require further testing in different environments and population subgroups. PMID:22995103

Texting atopic dermatitis patients to optimize learning and eczema area and severity index scores: A pilot randomized control trial.

PubMed

Singer, Hannah M; Levin, Laura E; Morel, Kimberly D; Garzon, Maria C; Stockwell, Melissa S; Lauren, Christine T

2018-05-02

Atopic dermatitis is a common, chronic, debilitating disease. Poor adherence to treatment is the most important preventable contributor to adverse outcomes. Thus, improving adherence can improve patient outcomes. Text message reminders with embedded condition-specific information have been shown to improve pediatric immunization adherence but have not been assessed in atopic dermatitis. The objective was to assess the effect of daily text messages on Eczema Area Severity Index scores and caregiver knowledge of atopic dermatitis. In this pilot randomized controlled trial, caregivers of children with atopic dermatitis enrolled during their initial appointment with a pediatric dermatologist and randomized 1:1 to standard care or daily text messages with patient education material and treatment reminders. Participants completed a multiple-choice atopic dermatitis knowledge quiz at initial and follow-up visits, and Eczema Area Severity Index scores were assessed. Forty-two patients enrolled, and 30 completed the study: 16 standard care group, 14 text message group. There was no significant difference in Eczema Area Severity Index score between the standard care and text message groups at follow-up, with mean decreases in Eczema Area Severity Index score of 53% and 58%, respectively. Mean score on follow-up atopic dermatitis knowledge quiz was significantly higher in the text message group (84% correct) than in the standard care group (75% correct) (P = .04). This pilot study did not demonstrate a difference in Eczema Area Severity Index scores with text message reminders. The significantly higher follow-up atopic dermatitis quiz score in the text message group indicates that participants read and retained information from text messages. Limitations include small sample size and short duration of follow-up. © 2018 Wiley Periodicals, Inc.

2D and 3D stereoscopic videos used as pre-anatomy lab tools improve students' examination performance in a veterinary gross anatomy course.

PubMed

Al-Khalili, Sereen M; Coppoc, Gordon L

2014-01-01

The hypothesis for the research described in this article was that viewing an interactive two-dimensional (2D) or three-dimensional (3D) stereoscopic pre-laboratory video would improve efficiency and learning in the laboratory. A first-year DVM class was divided into 21 dissection teams of four students each. Primary variables were method of preparation (2D, 3D, or laboratory manual) and dissection region (thorax, abdomen, or pelvis). Teams were randomly assigned to a group (A, B, or C) in a crossover design experiment so that all students experienced each of the modes of preparation, but with different regions of the canine anatomy. All students were instructed to study normal course materials and the laboratory manual, the Guide, before coming to the laboratory session and to use them during the actual dissection as usual. Video groups were given a DVD with an interactive 10-12 minute video to view for the first 30 minutes of the laboratory session, while non-video groups were instructed to review the Guide. All groups were allowed 45 minutes to dissect the assigned section and find a list of assigned structures, after which all groups took a post-dissection quiz and attitudinal survey. The 2D groups performed better than the Guide groups (p=.028) on the post-dissection quiz, despite the fact that only a minority of the 2D-group students studied the Guide as instructed. There was no significant difference (p>.05) between 2D and 3D groups on the post-dissection quiz. Students preferred videos over the Guide.

[Relationship between clinical symptoms and Hiragana reading ability in children with difficulties in reading and writing:usefulness of a clinical-symptoms-checklist].

PubMed

Kita, Yosuke; Kobayashi, Tomoka; Koike, Toshihide; Koeda, Tatsuya; Wakamiya, Eiji; Hosokawa, Torn; Kaga, Makiko; Inagaki, Masumi

2010-11-01

We investigated the clinical symptoms of children with developmental dyslexia (DD) and evaluated the relationship between these symptoms and their Hiragana reading abilities. In order to detect the clinical symptoms of DD, we newly developed a clinical-symptoms-checklist (CL), which consisted of a total of 30 yes/no questions regarding symptoms linked to reading (15 questions) and writing (15 questions). Subjects were 98 Japanese school grade (1 to 9) children, aged 6 to 15 years old, with normal intelligence confirmed by the Wechsler Intelligence Test for Children (WISC-Ill) and they were divided into 2 groups according to their diagnosis. Twenty four children diagnosed as developmental dyslexia consisted the DD group, and the remaining 74 children were grouped in the non-DD group. CL showed significant construct validity (p<0.05) and inner consistency (reading: a =0.82, writing: a =0.72) after deleting two questions from the originals. The number of questions checked in the CL reading subcategory significantly correlated with the Hiragana reading ability of articulation time in all Hiragana reading tasks (p<0.001). More severe clinical symptoms and lower reading ability were observed in the DD group compared to the non-DD group. Receiver Operating Characteristics (ROC) analysis indicated that these two groups could be discriminated by the CL and the results of the reading task, and both sensitivity and specificity rate were approximately 80%. It was suggested that 7 or more positive checks in the CL and 2 or more abnormal scores in the reading tasks might discriminate DD from other conditions which cause difficulties in reading and writing in Japanese children.

This is NHK.

ERIC Educational Resources Information Center

Japan Broadcasting Co., Tokyo

Nippon Hoso Kyokai (Japan Broadcasting Corporation--NHK) is the only public service broadcasting corporation in Japan. Financed almost exclusively by subscribers fees, NHK runs two television services, two radio networks, and an FM service. Its 60 million viewers may choose from entertainment programing such as quiz shows, musicals, serials, and…

The "Scholar's Anthology": Televisual Studies.

ERIC Educational Resources Information Center

Gronbeck, Bruce E., Ed.

1983-01-01

The five major articles in this journal issue focus on television criticism as an academic field. An introduction, entitled "The 'Scholar's Anthology': Televisual Studies" (Bruce Gronbeck), is followed by articles discussing the following topics: (1) the discourses of television quiz programs (John Fiske), (2) the dialectic of feminine…

Using Students' Favorite Collectibles To Teach Economics.

ERIC Educational Resources Information Center

McCarty, Cynthia; Meyer, Dan

2000-01-01

Provides two economics lessons that each deal with a type of collectible (beanbag toys and Pokemon cards) that interests students. Reinforces such concepts as markets, scarcity, equilibrium, supply and demand, monopolies, and government regulation. Provides a sample quiz and a glossary of terms with examples. (CMK)

Meet the Herps.

ERIC Educational Resources Information Center

Naturescope, 1987

1987-01-01

Describes some of the characteristics of "herps" (amphibians and reptiles). Contains teaching activities dealing with ancient herps, learning stations that encourage sensory experiences with herps, and games, puzzles, and a dramatic play about herps. Includes reproducible handouts designed to be used with the activities, as well as a quiz. (TW)

Drafting. Competency Based Curriculum.

ERIC Educational Resources Information Center

Everly, Al; And Others

This competency based drafting curriculum is presented in seven specialization sections with units in each section containing a competency statement, performance objective, learning activities, evaluation, and quiz or problem sheets. Some units also contain answer sheets and/or handout sheets. Sections and number of units presented are (1) basic…

Measuring and Reducing College Students' Procrastination

ERIC Educational Resources Information Center

Perrin, Christopher J.; Miller, Neal; Haberlin, Alayna T.; Ivy, Jonathan W.; Meindl, James N.; Neef, Nancy A.

2011-01-01

We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing…

The Particle Adventure | What is fundamental? | Fundamental

Science.gov Websites

Quiz - What particles are made of The four interactions How does matter interact? The unseen effect structure Rutherford's result Rutherford's analysis How physicists experiment Deflected probe Detecting the Energy-mass conversion Accelerators How to obtain particles to accelerate Accelerating particles

14 CFR 91.1107 - Recurrent training.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Recurrent training. 91.1107 Section 91.1107 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED) AIR TRAFFIC... quiz or other review to determine the crewmember's knowledge of the aircraft and crewmember position...

14 CFR 91.1107 - Recurrent training.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Recurrent training. 91.1107 Section 91.1107 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED) AIR TRAFFIC... quiz or other review to determine the crewmember's knowledge of the aircraft and crewmember position...

Hooked on Hummingbirds.

ERIC Educational Resources Information Center

Bailey, Kim

2002-01-01

Describes several hummingbird adaptations and suggests ways of attracting hummingbirds to schoolyards and including them in the curriculum. Provides hummingbird feeder tips along with a list of ideas for designing inquiry-based activities related to hummingbird behavior. Also provides a hummingbird quiz, two instructional games, and a listing of…

Reading Motivation.

ERIC Educational Resources Information Center

Yohe, Paula

1997-01-01

"The Electronic Bookshelf," a computer-based reading motivation/management system, is described. The program verifies reading comprehension skills, keeps student records, provides a master list of titles for students to choose from, provides feedback and the opportunity to re-quiz, allows teachers and/or students to create quizzes, and includes a…

Knee Osteoarthritis: A Primer

PubMed Central

Lespasio, Michelle J; Piuzzi, Nicolas S; Husni, M Elaine; Muschler, George F; Guarino, AJ; Mont, Michael A

2017-01-01

The purpose of this article is to provide a synopsis of the current medical understanding of knee osteoarthritis. We describe the prevalence, causes and associated risk factors, symptoms, diagnosis and classification, and treatment options. A quiz serves to assist readers in their understanding of the presented material. PMID:29035179

Advisory List of Computer Courseware.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Educational Media.

Computer courseware appropriate for instruction in grades K-12 is listed in two advisory lists. Entries, selected from materials submitted by producers which received favorable reviews by educators, are arranged in the following categories: arts education, communication skills, mathematics, science, utility (a quiz generator), word processing, and…

Mystery #21 Answer

Atmospheric Science Data Center

2013-04-22

article title:  MISR Mystery Image Quiz #21: Actinoform Clouds ... This mystery concerns a particular type of cloud, one example of which was imaged by the Multi-angle Imaging SpectroRadiometer (MISR) ... ) These clouds are commonly tracked using propeller-driven research aircraft. Answer: C is True. The weather satellite, TIROS ...

Employee turnover: measuring the malady.

PubMed

O'Connor, Stephen

2002-01-01

One measure of an organization's value to its employees is turnover. But how do you know if your employees are wondering if the grass is greener elsewhere? Scott Badler in his book What's So Funny about Looking for a Job? suggests a quick quiz to find out.

Software Maintenance.

ERIC Educational Resources Information Center

Cannon, Glenn; Jobe, Holly

Proper cleaning and storage of audiovisual aids is outlined in this brief guide. Materials and equipment needed for first line maintenance are listed, as well as maintenance procedures for records, audio and video tape, film, filmstrips, slides, realia, models, prints, graphics, maps, and overhead transparencies. A 15-item quiz on software…

Online Classrooms: Powerful Tools for Rapid-Iteration Pedagogical Improvements

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Semken, S.; Anbar, A.; Buxner, S.

2015-11-01

Online education offers the opportunity to reach a variety of students including non-traditional and geographically diverse students. Research has shown that online courses modeled after traditional lecture-exam courses are ineffective. Over the past three years, Arizona State University developed and offered Habitable Worlds, an online-only astrobiology lab course featuring active learning tools. The course is offered in an intelligent tutoring system (ITS) that records a wealth of student data. In analyzing data from the Fall 2013 offering of the course, we were able to identify pre-post quiz results that were suboptimal and where in the lesson and how precisely students were missing concepts. The problem areas were redesigned, and the improved lessons were deployed a few months later. We saw significant improvements in our pre-post quiz results due to the implemented changes. This demonstrates the effectiveness of using robust ITS not only to present content online, but to provide instantaneous data for rapid iteration and improvement of existing content.

Performance and Perceptions of Student Teams Created and Stratified Based on Academic Abilities.

PubMed

Camiel, Lana Dvorkin; Kostka-Rokosz, Maria; Tataronis, Gary; Goldman, Jennifer

2017-04-01

Objective. To compare student performance, elements of peer evaluation and satisfaction of teams created according to students' course entrance grade point average (GPA). Methods. Two course sections were divided into teams of four to five students utilizing Comprehensive Assessment of Team Member Effectiveness (CATME) software. Results. Of 336 students enrolled, 324 consented to participation. Weekly team quiz averages were 99.1% (higher GPA), 97.2% (lower GPA), 97.7% (mixed GPA). Weekly individual quiz averages were 87.2% (higher GPA), 83.3% (lower GPA), 85.2% (mixed GPA). Students with same GPA performed similarly individually independent of team assignment. Satisfaction ranged from 4.52 (higher GPA), 4.73 (lower GPA), 4.53 (mixed GPA). Conclusion. Academically stronger students in mixed GPA teams appeared to be at a slight disadvantage compared to similar students in higher GPA teams. There was no difference in team performance for academically weaker students in lower GPA versus mixed GPA teams. Team satisfaction was higher in lower GPA teams.

Performance and Perceptions of Student Teams Created and Stratified Based on Academic Abilities

PubMed Central

Kostka-Rokosz, Maria; Tataronis, Gary; Goldman, Jennifer

2017-01-01

Objective. To compare student performance, elements of peer evaluation and satisfaction of teams created according to students’ course entrance grade point average (GPA). Methods. Two course sections were divided into teams of four to five students utilizing Comprehensive Assessment of Team Member Effectiveness (CATME) software. Results. Of 336 students enrolled, 324 consented to participation. Weekly team quiz averages were 99.1% (higher GPA), 97.2% (lower GPA), 97.7% (mixed GPA). Weekly individual quiz averages were 87.2% (higher GPA), 83.3% (lower GPA), 85.2% (mixed GPA). Students with same GPA performed similarly individually independent of team assignment. Satisfaction ranged from 4.52 (higher GPA), 4.73 (lower GPA), 4.53 (mixed GPA). Conclusion. Academically stronger students in mixed GPA teams appeared to be at a slight disadvantage compared to similar students in higher GPA teams. There was no difference in team performance for academically weaker students in lower GPA versus mixed GPA teams. Team satisfaction was higher in lower GPA teams. PMID:28496267

Excerpt from a Forthcoming Book. The Ocean Book: Dive In--The Beginning of Your Ocean Study.

ERIC Educational Resources Information Center

Science Activities, 1989

1989-01-01

Six activities complete with reproducible worksheets are presented. Materials and procedures for each are listed. Answers to the quiz and crossword puzzle are included. Topics include the water cycle, the world's oceans, the ocean floor, and fish. (CW)

Resources in Technology: Problem-Solving.

ERIC Educational Resources Information Center

Technology Teacher, 1986

1986-01-01

This instructional module examines a key function of science and technology: problem solving. It studies the meaning of problem solving, looks at techniques for problem solving, examines case studies that exemplify the problem-solving approach, presents problems for the reader to solve, and provides a student self-quiz. (Author/CT)

Pregnancy Quiz

MedlinePlus

... your body is working harder than ever to fuel the growth of a precious new life. While you only need 300 extra calories each day, the kind of food you eat is very important because it affects how your baby can build and maintain cells, tissues, and organs. Healthy food choices like fruits, ...

Gaps"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

This study investigated the effect of daily quizzes on the performance of college students. Students in an introductory psychology course used their own wireless-enabled devices to take short Internet-based quizzes at the beginning of every class. The quiz items were drawn approximately equally from material covered in the readings and the…

Have a Chemistry Field Day in Your Area.

ERIC Educational Resources Information Center

Mattson, Bruce M.; And Others

1989-01-01

Describes a full day of chemistry fun and competition for high school chemistry students. Notes teams have five students from each high school. Lists five competitive events for each team: titration, qualitative analysis, balancing equations, general chemistry quiz, and quantitative analysis with atomic absorption spectroscopy. (MVL)

Opening Trade Barriers: Sex Role Awareness Tools.

ERIC Educational Resources Information Center

Goldstein, Rikki

This manual consists of exercises to explore sex-role stereotyping as it affects work roles. They are intended to make young people aware of career opportunities in nontraditional fields. The 10 exercises include the following: values clarification; true-false quiz about sex characteristics and occupational requirements; character traits…

Mystery #21

Atmospheric Science Data Center

2013-04-22

article title:  MISR Mystery Image Quiz #21   ... This mystery concerns a particular type of cloud, one example of which was imaged by the Multi-angle Imaging SpectroRadiometer (MISR) ... ) These clouds are commonly tracked using propeller-driven research aircraft. 3.   Two of these statements are false. Which one is ...

Developing a Global Perspective: Educating for a Global Community.

ERIC Educational Resources Information Center

Couvio, A. Buddy

1991-01-01

Five methods for increasing college student global awareness through campus activities programing are offered, including a "global quotient" quiz for student populations, international exchanges for activities staff, introduction of world music on campus, a weekly international television show aired on sed-circuit television, and a…

Undergraduate Students' Perceptions of Collaborative Learning in a Differential Equations Mathematics Course

ERIC Educational Resources Information Center

Hajra, Sayonita Ghosh; Das, Ujjaini

2015-01-01

This paper uses collaborative learning strategies to examine students' perceptions in a differential equations mathematics course. Students' perceptions were analyzed using three collaborative learning strategies including collaborative activity, group-quiz and online discussion. The study results show that students identified both strengths and…

Does a Brief Mindfulness Intervention Impact Quiz Performance?

ERIC Educational Resources Information Center

Calma-Birling, Destany; Gurung, Regan A. R.

2017-01-01

Mindfulness practices improve cognition, emotional balance, and well-being in clinical and non-clinical populations. The bulk of mindfulness research in higher education has focused on improving psychological and cognitive variables, leaving academic performance largely unexplored. We investigated the effects of a brief mindfulness intervention on…

Manufacturing Processes: New Methods for the "Materials Age." Resources in Technology.

ERIC Educational Resources Information Center

Technology Teacher, 1990

1990-01-01

To make the best use of new materials developed for everything from computers to artificial hearts to more fuel-efficient cars, improved materials syntheses and manufacturing processes are needed. This instructional module includes teacher materials, a student quiz, and possible student outcomes. (JOW)

Money-Go-Round: A Self Teaching Program.

ERIC Educational Resources Information Center

Tomich, John G.; Gilray, James G.

The self-instructional program is designed to give students in grades 4-6 new insights into the concept of money. By using the programmed learning material the students become acquainted with the evolution of money through questioning techniques. Students explore the concepts of barter, token money, coins, paper money, and checks. The paper…

Development and Validation of Economics Achievement Test for Secondary Schools

ERIC Educational Resources Information Center

Eleje, Lydia Ijeoma; Abanobi, Chidiebere Christopher; Obasi, Emma

2017-01-01

Economics achievement test (EAT) for assessing senior secondary two (SS2) achievement in economics was developed and validated in the study. Five research questions guided the study. Twenty and 100 mid-senior secondary (SS2) economics students was used for the pilot testing and reliability check respectively. A sample of 250 students randomly…

Crisis or Conference! Master List for Conference Planners.

ERIC Educational Resources Information Center

Carey, Tony

This conference organizer's guide contains 42 lists of ideas, reminders, things to check, and questions to ask when a person is planning an event such as a conference, workshop, or training session. Written from a British point of view, the guide is organized into four parts in chronological order: preplanning, planning, onsite, and…

Student Consumer Knowledge: Results of a Nationwide Test.

ERIC Educational Resources Information Center

Brobeck, Stephen

A nationwide test of consumer knowledge of high school students conducted in 1991 found that seniors are unprepared for critical purchasing decisions needed after they graduate. Random samples of the population, 428 high school seniors, were asked 250 questions about a range of consumer subjects such as credit, checking/saving accounts, auto…

77 FR 13387 - Pipeline Safety: Notice to Operators of Driscopipe® 8000 High Density Polyethylene Pipe of the...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-06

[email protected] . Pipeline operators with potentially affected pipe or anyone with questions specific to... affected pipe. Chemical contamination was considered a potential source for degradation, but after... investigation of this incident included checking for the possibility of nylon contamination in the pipe material...

Individuality of Item Interpretation in Interchangeable ACL Scales

ERIC Educational Resources Information Center

Fiske, Donald W.; Barack, Leonard I.

1976-01-01

The diversity among interpretations of single items in personality questionnaires has been noted previously. Using adjectives from the Adjective Check List (ACL), the study sought evidence bearing on these questions: Does such diversity make the responses to an item not comparable across subjects? If so, what are the implications for scores based…

Occupational Exploration at Ontario Junior High School: 9th Grade.

ERIC Educational Resources Information Center

Bates, Gene; And Others

The document contains 56 activities for Grade 9. The contents include the following areas: questions about the future; job seeking activities and guidelines; career games; a personal interest check list; unit guides for courses in World of Work (55 pages), and Career Educational Planning (40 pages) which include objectives, activities, evaluation,…

Intellectual Functioning and Aging: A Selected Bibliography. Technical Bibliographies on Aging.

ERIC Educational Resources Information Center

Schaie, K. Warner; Zelinski, Elizabeth M.

The selected bibliography contains about 400 references taken from a keysort file of more than 45,000 references, compiled from commercially available data bases and published sources, relevant to gerontology. Those of questionable accuracy were checked or deleted during the verification process. Most references are in English and were selected…

Characterizing and Managing Intrusion Detection System (IDS) Alerts with Multi-Server/Multi-Priority Queuing Theory

DTIC Science & Technology

2014-12-26

administrators dashboard , so that they can be effectively triaged, analyzed, and used to implement defensive actions to keep the network safe and...For the bank teller, some customers will require straight forward services (a quick deposit or cashing a check) while others will have questions or

Binge Drinking and the Independent School Student

ERIC Educational Resources Information Center

Baggish, Rosemary; Wells, Peter

2013-01-01

When questioned about illegal, mood-altering substance use, 15,743 high school students surveyed in the last three years with the "Independent School Health Check" said alcohol is most commonly used. For the 30 days prior to filling out the survey, 33.9 percent of the students reported drinking, and 24.2 percent reported binge drinking…

KENNEDY SPACE CENTER, FLA. - NASA Vehicle Manager Scott Thurston (right) talks to the media in the Orbiter Processing Facility. The media was invited to see the orbiter Atlantis as it is being prepared for Return to Flight. Both local and national reporters representing print and TV networks were able to see work in progress on Atlantis, including the reinstallation of the Reinforced Carbon-Carbon panels on the orbiter’s wing leading edge; wiring inspections; and checks of the engines in the Orbital Maneuvering System. will be available to discuss the work and answer questions.

NASA Image and Video Library

2003-09-26

KENNEDY SPACE CENTER, FLA. - NASA Vehicle Manager Scott Thurston (right) talks to the media in the Orbiter Processing Facility. The media was invited to see the orbiter Atlantis as it is being prepared for Return to Flight. Both local and national reporters representing print and TV networks were able to see work in progress on Atlantis, including the reinstallation of the Reinforced Carbon-Carbon panels on the orbiter’s wing leading edge; wiring inspections; and checks of the engines in the Orbital Maneuvering System. will be available to discuss the work and answer questions.

Comparing the Correlation Length of Grain Markets in China and France

NASA Astrophysics Data System (ADS)

Roehner, Bertrand M.; Shiue, Carol H.

In economics, comparative analysis plays the same role as experimental research in physics. In this paper, we closely examine several methodological problems related to comparative analysis by investigating the specific example of grain markets in China and France respectively. This enables us to answer a question in economic history which has so far remained pending, namely whether or not market integration progressed in the 18th century. In economics as in physics, before any new result being accepted, it has to be checked and re-checked by different researchers. This is what we call the replication and comparison procedures. We show how these procedures should (and can) be implemented.

Team-Based Learning and Open-Book Quizzes: Determining What Works in an Introductory Geoscience Course

NASA Astrophysics Data System (ADS)

Teed, R.

2008-12-01

Concepts in Geology (EES 345) is an inquiry-based ten-week geoscience course for pre-service elementary and middle-school teachers at Wright State University. For most of them, this is the first and last geoscience class that they take. Required readings are an important part of the class because of the amount of vocabulary and number of concepts that students need to master. It is not possible to spend much class time on lectures that cover the same material, as students are expected to be doing hands-on activities, presentations, discussions, and laboratory exercises applying the material learned from reading. As the instructor, I administer frequent quizzes to encourage students to do the reading and to take notes. The quizzes are 10 multiple-choice questions each and the students are allowed to use a single page of notes. After they complete their quizzes individually, the students gather in groups of three or four and work on the same questions, but are allowed to discuss their answers. This motivates students further to be scrupulous about reading, enables them to help each other overcome mistakes, and helps them work out difficult problems that overwhelmed individuals in the group. The average group scores on in-class, closed- book quizzes are almost always higher than highest average individual score (more than 5% on the average), so even the best-prepared person in the group is managing to learn something from his or her peers. After the all the scores are recorded, I tally the number of correct group and individual answers to each question. If one or more groups gets a question wrong, it's clearly a hard question and worth going over during class time. If more than half of the groups get a question wrong, it is not scored as part of the total. When I used a new text last spring, students found the quizzes overwhelmingly hard. So I let students take the individual quizzes home to answer directly from the book and continued to give group quizzes in class. Students no longer brought notes to the group quizzes. In some groups, all individuals gave identical wrong answers to the same questions (and repeated that answer on the group quiz) indicating probable cooperation on the individual quizzes. The average group scores were no longer significantly higher than the average individual scores, indicating less learning, and the groups still had trouble answering questions involving problem-solving or synthesis or comparison of ideas.

Collaborative Quiz Game Developed with Epik

ERIC Educational Resources Information Center

Sampaio, Bruno; Morgado, Carmen; Barbosa, Fernanda

2012-01-01

Games are currently being used by an increasing number of people, of different ages and in different contexts. Usually, they provide fun ways of interaction, collaboration, and competition among players. These aspects may be very important in an educational context, since many research studies confirm that games have many positive effects on…

Designing the Very Small: Micro and Nanotechnology. Resources in Technology.

ERIC Educational Resources Information Center

Jacobs, James A.

1996-01-01

This learning activity is designed to increase knowledge of materials science; engineering; and technology design and the manufacture of the very small devices used in watches, computers, and calculators. It looks at possible innovations to come from micro- and nanotechnology. Includes a student quiz. (Author/JOW)

Evolution of an Information Competency Requirement for Undergraduates

ERIC Educational Resources Information Center

Walsh, Tiffany R.

2011-01-01

University at Buffalo undergraduate students are required to complete a non-credit-bearing information competency assessment prior to graduation, preferably within their first year of study. Called the "Library Skills Workbook," this assessment has evolved from a short, print-based quiz into a sophisticated, multi-module tutorial and…

Materials Selection. Resources in Technology.

ERIC Educational Resources Information Center

Technology Teacher, 1991

1991-01-01

This learning activity develops algorithms to ensure that the process of selecting materials is well defined and sound. These procedures require the use of many databases to provide the designer with information such as physical, mechanical, and chemical properties of the materials under consideration. A design brief, student quiz, and five…

Super Send-Offs for All Ages.

ERIC Educational Resources Information Center

Haskvitz, Alan; And Others

1994-01-01

Several activities to help teachers focus students' attention on learning at the end of the year include quiz games, mystery boxes, map games, videotapes, gift making, author birthday parties, yard sales, ice cream science, and summer safety activities. Younger students can create murals, play editing games, and enjoy special ceremonies. (SM)

Get Ready, Get Set, Go Read! Motivation through Competition.

ERIC Educational Resources Information Center

Cook, Sybilla

1997-01-01

Illustrates how teachers and librarians can use competitive activities to motivate children to read and to encourage personal achievement and group cooperation. Discusses computer games and the group-oriented bees, bowls, circles and quiz contests. Notes the benefits in terms of social interaction, communication, resource-center use, and…

Assessing Children's Multiplicative Thinking

ERIC Educational Resources Information Center

Hurst, Chris; Hurrell, Derek

2016-01-01

Multiplicative thinking is a "big idea" of mathematics that underpins much of the mathematics learned beyond the early primary school years. This paper reports on a current study that utilises an interview tool and a written quiz to gather data about children's multiplicative thinking. The development of the tools and some of the…

Developing Study Guides for Middle School Learners

ERIC Educational Resources Information Center

Conderman, Greg

2017-01-01

Study guides are a popular tool teachers provide to help students prepare for an upcoming test or quiz. They are especially appropriate for middle school students as they transition from reading narrative to informational text. However, some teachers are unfamiliar with various types of study guides. Therefore, this article describes various types…

Odaminodaa Ojibwemong!! = Let's Play in Ojibwe!!

ERIC Educational Resources Information Center

White, James L.

The booklet contains directions for designing six word games to provide motivation, reinforcement, and review for students of all ages, from children to adults, as they learn the Ojibwe language. Step-by-step instructions are provided for making and playing Quiz Board, Tic-Tac-Toe, Concentration, Lottery, Lingo (Bingo), and Incocomp. Suggestions…

Mystery #24

Atmospheric Science Data Center

2016-12-22

article title:  MISR Mystery Image Quiz #24   ... formed by the large sediment-laden river in the image is an example of a well preserved wetland ecosystem, and is used as a "transfer ... MD. The MISR data were obtained from the NASA Langley Research Center Atmospheric Science Data Center in Hampton, VA. Image ...

Mark Smith's Diary.

ERIC Educational Resources Information Center

Lord, Natalia; Shektman, Boris

Instructional materials for use in the U.S. Foreign Service Institute's Russian language training program are based on the diary of a fictional foreign service officer stationed in Moscow. The materials, written in both English and Russian, are organized as chapters in the diary. A quiz accompanies each chapter and focuses on the influence of…

Experiences with Flipping the Marketing Capstone Course

ERIC Educational Resources Information Center

Scovotti, Carol

2016-01-01

This article reviews the experiences of a flipped classroom approach in a marketing capstone course. Students completed readings, watched lecture videos, took a quiz, and submitted a short assignment for 10 course modules. While a few minutes were devoted to clarifying confusion from lecture topics, class time was used for experiential-learning…

The Skipper's Course.

ERIC Educational Resources Information Center

Coast Guard, Washington, DC.

This book is a self-instructional program for learning boating safety rules and practices. A "quick quiz" is presented at the end of each topic of information (usually every page), and a review concludes each of the major sections, which are: (1) Prelude to Boating--overview, classes of boats, safe boat trailering; (2) Safety Afloat--presailing…

Life Between the Grains of Sand: An Introductory Activity for Beginning Marine Education Students.

ERIC Educational Resources Information Center

Schlenker, Richard M.

This document presents the outline of a marine biology science unit designed to introduce students to the study and collection of organisms living in the intertidal zone. Details pertaining to the collection of interstitial organisms and a six-item quiz are included. (SL)

Machine Vision Giving Eyes to Robots. Resources in Technology.

ERIC Educational Resources Information Center

Technology Teacher, 1990

1990-01-01

This module introduces machine vision, which can be used for inspection, robot guidance and part sorting. The future for machine vision will include new technology and will bring vision systems closer to the ultimate vision processor, the human eye. Includes a student quiz, outcomes, and activities. (JOW)

Nitty-Gritty Federalism: Managing Solid Waste. Teaching Strategy.

ERIC Educational Resources Information Center

LaRocco, Joseph C.; Gregori, Harry E., Jr.

1995-01-01

Outlines the lesson plan that uses the issue of solid waste disposal to examine the relationship between local, state, and federal governments. Handouts include a quiz on solid waste management, an information sheet, and a simulation of a local problem. The simulation involves the location of a hazardous waste site. (MJP)

Corporal Punishment: Legalities, Realities, and Implications.

ERIC Educational Resources Information Center

Hinchey, Patricia H.

2003-01-01

Presents a quiz that will help readers determine the reliability of their own perceptions relating to corporal punishment in schools. Discusses U.S. Courts and corporal punishment, worldwide and nationwide legality, and the realities of corporal punishment in the United States. Discusses implications for what teachers can do to address corporal…

Vous Desirez? (What Would You Like?).

ERIC Educational Resources Information Center

Carlile, Jan

This self-instructional unit about cafes in France is intended for beginning students of French. The introduction to the teacher specifies the general goals, specific learner objectives, evaluation process, and equipment needed. The student's learning activities are divided into four parts, three of which are followed by a written self-quiz and…

Teach Children Pedestrian Safety.

ERIC Educational Resources Information Center

Faber, Marilyn M.

1997-01-01

Provides advice on teaching children safe pedestrian and bicycling skills to reduce accidents caused by mistakes made in crossing streets. Provides an interactive safe-walker's story, tips for walking safely, step-by-step instructions for safe street crossing, bicycle safety information, a quiz for safe biking, and guidelines to ensure a proper…

Online Assessment Feedback: Competitive, Individualistic, or? Preferred Form!

ERIC Educational Resources Information Center

Bower, Matt

2005-01-01

This study investigated the "the effects of receiving the preferred form of online assessment feedback upon middle school mathematics students." Students completed a Web-based quadratics equations learning module followed by a randomly generated online quiz that they could practise as often as they liked. The effect of receiving their preferred…

Upside-Down Brilliance: The Visual-Spatial Learner.

ERIC Educational Resources Information Center

Silverman, Linda Kreger

This book describes the unique characteristics of visual-spatial learners and teaching techniques designed for this population. Following a quiz to identify visual-spatial learners, chapters address: (1) how visual-spatial learners think and the plight of being non-sequential; (2) the power of the right hemisphere, eye movement patterns, and…

Innovation as an Outgrowth of Counselors and Faculty Working Together.

ERIC Educational Resources Information Center

Brody, Claire M.; Benis, Martin

1978-01-01

At Baruch College of the City University of New York, a study was begun using nontraditional, small group classroom techniques to determine if students' achievement in an intermediate accountancy course could be influenced. Quiz and examination results showed no significant difference between the traditional and nontraditional classes. (JMD)

The Use and Evaluation of Videodiscs in the Chemistry Laboratory.

ERIC Educational Resources Information Center

Russell, Arlene A.; And Others

1985-01-01

Describes a quantitative evaluation of an interactive videodisc program in which students measure the temperature dependence of the solubility product of lead chloride by titration of chloride with silver nitrate using a Mohr titration. Student reaction (based on responses made using the program, quiz answers, and laboratory performance) was…

Fast Moccasin: A Story of Arapaho Kinship.

ERIC Educational Resources Information Center

Woodenlegs, Martha

The story of Fast Moccasin, a 14-year-old Arapaho youth anxiously awaiting the annual Arapaho Pow-wow, is used to portray the kinship relationships of the Arapaho. Following the story is a 30-item quiz concerning relationships or relationship equivalents (blood relations, extended families, adopted families), naming procedures, and courtesies…

Metrics Made Easy: A Classroom Guide - 1978.

ERIC Educational Resources Information Center

Blau, Sharon; And Others

This classroom guide for metric education included a brief rationale and history of metrics, a preliminary metric quiz, a symbol summary, and a list of recommended instructional materials. The guide is comprised primarily of four sections covering the topics of: weight, length, volume, and temperature. Each of these sections contains goals and…

THE RELATIONSHIPS OF INTEREST AND ATTENTION TO RETENTION AND ATTITUDE CHANGE.

ERIC Educational Resources Information Center

BECKER, SAMUEL L.

THE FOLLOWING QUESTIONS WERE EXPLORED IN THIS STUDY--(1) WHAT IS THE RELATIONSHIP AMONG RESPONSES OBTAINED WHEN SUBJECTS VIEW AN INSTRUCTIONAL TELEVISION PROGRAM AND NOTE THEIR INTEREST BY PRESSING OR RELEASING A BUTTON, BY CHECKING COLUMNS ON A SHEET OF PAPER, AND WHEN GALVANIC SKIN RESPONSES (GSR) ARE CHARTED, (2) WHAT IS THE RELATIONSHIP…

416th Brookhaven Lecture

ScienceCinema

Dax Fu

2017-12-09

"Molecular Design of a Metal Transporter." Metal transporters are proteins residing in cell membranes that keep the amount of zinc and other metals in the body in check by selecting a nutritional metal ion against a similar and much moreabundant toxic one. How transporter proteins achieve this remarkable sensitivity is one of the questions addressed by Fu in this lecture.

Study on Design and Implementation of JAVA Programming Procedural Assessment Standard

ERIC Educational Resources Information Center

Tingting, Xu; Hua, Ma; Xiujuan, Wang; Jing, Wang

2015-01-01

The traditional JAVA course examination is just a list of questions from which we cannot know students' skills of programming. According to the eight abilities in curriculum objectives, we designed an assessment standard of JAVA programming course that is based on employment orientation and apply it to practical teaching to check the teaching…

Scripting to Enhance University Students' Critical Thinking in Flipped Learning: Implications of the Delayed Effect on Science Reading Literacy

ERIC Educational Resources Information Center

Lee, Yuan-Hsuan

2018-01-01

Premised on Web 2.0 technology, the current study investigated the effect of facilitating critical thinking using the Collaborative Questioning, Reading, Answering, and Checking (C-QRAC) collaboration script on university students' science reading literacy in flipped learning conditions. Participants were 85 Taiwanese university students recruited…

Content, Affective, and Behavioral Challenges to Learning: Students' Experiences Learning Statistics

ERIC Educational Resources Information Center

McGrath, April L.

2014-01-01

This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty…

Programming Wireless Handheld Devices for Applications in Teaching Astronomy

NASA Astrophysics Data System (ADS)

Budiardja, R.; Saranathan, V.; Guidry, M.

2002-12-01

Wireless technology implemented with handheld devices has attractive features because of the potential to access large amounts of data and the prospect of on-the-fly computational analysis from a device that can be carried in a shirt pocket. We shall describe applications of such technology to the general paradigm of making digital wireless connections from the field to upload information and queries to network servers, executing (potentially complex) data analysis and/or database operations on fast network computers, and returning real-time information from this analysis to the handheld device in the field. As illustration, we shall describe several client/server programs that we have written for applications in teaching introductory astronomy. For example, one program allows static and dynamic properties of astronomical objects to be accessed in a remote observation laboratory setting using a digital cell phone or PDA. Another implements interactive quizzing over a cell phone or PDA using a 700-question introductory astronomy quiz database, thus permitting students to study for astronomy quizzes in any environment in which they have a few free minutes and a digital cell phone or wireless PDA. The presentation will include hands-on demonstrations with real devices.

Driving and Multitasking: The Good, the Bad, and the Dangerous.

PubMed

Nijboer, Menno; Borst, Jelmer P; van Rijn, Hedderik; Taatgen, Niels A

2016-01-01

Previous research has shown that multitasking can have a positive or a negative influence on driving performance. The aim of this study was to determine how the interaction between driving circumstances and cognitive requirements of secondary tasks affect a driver's ability to control a car. We created a driving simulator paradigm where participants had to perform one of two scenarios: one with no traffic in the driver's lane, and one with substantial traffic in both lanes, some of which had to be overtaken. Four different secondary task conditions were combined with these driving scenarios. In both driving scenarios, using a tablet resulted in the worst, most dangerous, performance, while passively listening to the radio or answering questions for a radio quiz led to the best driving performance. Interestingly, driving as a single task did not produce better performance than driving in combination with one of the radio tasks, and even tended to be slightly worse. These results suggest that drivers switch to internally focused secondary tasks when nothing else is available during monotonous or repetitive driving environments. This mind wandering potentially has a stronger interference effect with driving than non-visual secondary tasks.

Driving and Multitasking: The Good, the Bad, and the Dangerous

PubMed Central

Nijboer, Menno; Borst, Jelmer P.; van Rijn, Hedderik; Taatgen, Niels A.

2016-01-01

Previous research has shown that multitasking can have a positive or a negative influence on driving performance. The aim of this study was to determine how the interaction between driving circumstances and cognitive requirements of secondary tasks affect a driver's ability to control a car. We created a driving simulator paradigm where participants had to perform one of two scenarios: one with no traffic in the driver's lane, and one with substantial traffic in both lanes, some of which had to be overtaken. Four different secondary task conditions were combined with these driving scenarios. In both driving scenarios, using a tablet resulted in the worst, most dangerous, performance, while passively listening to the radio or answering questions for a radio quiz led to the best driving performance. Interestingly, driving as a single task did not produce better performance than driving in combination with one of the radio tasks, and even tended to be slightly worse. These results suggest that drivers switch to internally focused secondary tasks when nothing else is available during monotonous or repetitive driving environments. This mind wandering potentially has a stronger interference effect with driving than non-visual secondary tasks. PMID:27877147

The PPPL - Trenton Partnership: Past, Present, Future

NASA Astrophysics Data System (ADS)

Post-Zwicker, Andrew; Ritter, Christine; Morgan, James; Dejesus, Chris; Guilbert, Nick

2004-11-01

PPPL has an ongoing partnership with the Trenton, NJ public schools that leverages the unique resources of the laboratory in order to improve science education. The district is designated as an Abbott school district, one of 30 in NJ that are urban and poorer than the average. During the past year, PPPL has focused its efforts at the middle school level. A new science laboratory with an emphasis on energy and environmental studies is under construction and will open in 2005. PPPL is acting as a consultant on the design and will then provide scientific training for teachers. A middle school laboratory is a fertile starting ground for systemic change since it has the potential to affect a very susceptible student population. Simultaneously, to address current students' attitudes and encourage them, PPPL hosts the newly created middle school Science Bowl, a single day competition mixing quiz questions and a fuel cell powered car race. Finally, plans are underway to provide enrichment programs for students at PPPL and elsewhere during the summer. PPPL has the resources, expertise, and experience in the area of teacher professional experience, educational programming, and laboratory design to be the perfect agent to facilitate this effort.

Instructor's Guide for Fluid Mechanics: A Modular Approach.

ERIC Educational Resources Information Center

Cox, John S.

This guide is designed to assist engineering teachers in developing an understanding of fluid mechanics in their students. The course is designed around a set of nine self-paced learning modules, each of which contains a discussion of the subject matter; incremental objectives; problem index, set and answers; resource materials; and a quiz with…

Oxidation Ditches. Instructor's Guide. Biological Treatment Process Control.

ERIC Educational Resources Information Center

Nelsen, David

This instructor's guide contains materials needed for teaching a two-lesson unit on oxidation ditches. These materials include: (1) an overview of the two lessons; (2) lesson plans; (3) lecture outlines; (4) student worksheet (with answers); and (5) two copies of a final quiz (with and without answers). The first lesson: reviews the theory,…

Building Your Own Web Course: The Case for Off-the-Shelf Component Software.

ERIC Educational Resources Information Center

Kaplan, Howard

1998-01-01

Compares the features, advantages, and disadvantages of two major software options available for designing web courses: (1) component, off-the shelf software that allows for creation of audio slide lectures, course materials, discussion forums, animations, synchronous chat groups, quiz creators, and electronic mail, and (2) integrated packages…

Adding Test Generation to the Teaching Machine

ERIC Educational Resources Information Center

Bruce-Lockhart, Michael; Norvell, Theodore; Crescenzi, Pierluigi

2009-01-01

We propose an extension of the Teaching Machine project, called Quiz Generator, that allows instructors to produce assessment quizzes in the field of algorithm and data structures quite easily. This extension makes use of visualization techniques and is based on new features of the Teaching Machine that allow third-party visualizers to be added as…

Interaction of a Vocabulary Quiz with Cognitive Instructional Strategies in First Language Learning among Japanese Undergraduates

ERIC Educational Resources Information Center

Tomita, Kei

2016-01-01

In response to concerns regarding effects of hyperlinked annotation on reading comprehension, this study was undertaken to compare hyperlinked annotation with student highlighting of unknown/difficult words. An online highlighting tool was used to help students reflect their prior vocabulary in a hyperlink-based annotated passage. Highlighting…

How To Be...Credit Smart. "Straight Talk" Series.

ERIC Educational Resources Information Center

American Financial Services Association, Washington, DC. Consumer Credit Education Foundation.

Designed for first-time borrowers, this pamphlet describes the basics of credit as a part of personal financial planning. Following a self-quiz (with answers) that tests the reader's knowledge of credit, the pamphlet provides guidelines for responsible credit use and outlines steps to take if debt problems occur. Topics covered include the…

Establishing an Atmosphere for Critical Thinking in the Online Classroom

ERIC Educational Resources Information Center

Steadman, Ronald G.

2015-01-01

Metacognition and critical thinking are crucial elements in the educational process. The following article examines the use of a quiz/poll classroom assessment technique (CAT) in a 100-level Christian worldview classroom (CWV-101) designed to stimulate student engagement with the course principles in a self-reflective and non-threating…

[Animal Reproduction and Breeding.] Student Materials. V.A. III. [II-A-1 through II-A-8].

ERIC Educational Resources Information Center

Texas A and M Univ., College Station. Vocational Instructional Services.

Part of a series of eight student learning modules in vocational agriculture, this booklet deals with animal reproduction and breeding. The topics covered are genetics, animal reproduction, breeding methods, artificial insemination, pregnancy diagnosis, and parturition care. Each section ends with a glossary and a quiz. (PLB)

Investigating Children's Multiplicative Thinking: Implications for Teaching

ERIC Educational Resources Information Center

Hurst, Chris; Hurrell, Derek

2016-01-01

Multiplicative thinking is a "big idea" of mathematics that underpins much of the mathematics learned beyond the early primary school years. This article reports on a recent study that utilised an interview tool and a written quiz to gather data about children's multiplicative thinking. Our research has so far revealed that many primary…

Engaging Students in the Classroom with "WeBWorK" CLASS

ERIC Educational Resources Information Center

Engelke, Nicole; Karakok, Gulden; Wangberg, Aaron

2016-01-01

"WeBWorK" CLASS combines the best features of online homework and digital whiteboards to create a system that provides instructors with information on students' problem-solving processes, as well as their final answer. The system's utilization of tools that can sort students based on correct and incorrect homework and quiz answers and…

Using Guided Notes to Enhance Instruction for All Students

ERIC Educational Resources Information Center

Konrad, Moira; Joseph, Laurice M.; Itoi, Madoka

2011-01-01

Taking notes from lectures or reading material can be challenging, especially for those who have learning disabilities. An alternative to traditional note-taking is a method called "guided notes," which has been found to improve the accuracy of students' notes, increase the frequency of student responses, and improve students' quiz and test…

WhoKnows? Evaluating Linked Data Heuristics with a Quiz that Cleans up DBpedia

ERIC Educational Resources Information Center

Waitelonis, Jorg; Ludwig, Nadine; Knuth, Magnus; Sack, Harald

2011-01-01

Purpose: Linking Open Data (LOD) provides a vast amount of well structured semantic information, but many inconsistencies may occur, especially if the data are generated with the help of automated methods. Data cleansing approaches enable detection of inconsistencies and overhauling of affected data sets, but they are difficult to apply…

Use of Hypertext for the Development of an Office Reference System on Economic Analysis

DTIC Science & Technology

1990-09-01

that were provided to assist the beginning user received mixed reviews. The table of contents function was the most popular control icon (85 percent...quizzing yourself with flashcards and having someone quiz you with flashcards . A variant on this application (can] be constructed that displayed several

Elephants: Big, Strong and Wise. Young Discovery Library Series.

ERIC Educational Resources Information Center

Pfeffer, Pierre

This book is written for children ages 5 through 10. Part of a series designed to develop their curiosity, fascinate them and educate them, this volume examines the characteristics and natural history of elephants. Topics included are: (1) elephant's ancestors; (2) elephant life; and (3) training elephants for work. Quiz items are included. (YP)