scholarly journals A Mobile Sleep-Management Learning System for Improving Students’ Sleeping Habits by Integrating a Self-Regulated Learning Strategy: Randomized Controlled Trial

10.2196/11557 ◽  
2018 ◽  
Vol 6 (10) ◽  
pp. e11557 ◽  
Author(s):  
Hui-Chun Chu ◽  
Yi-Meng Liu ◽  
Fan-Ray Kuo
Keyword(s):  
Randomized Controlled Trial ◽  
Learning Strategy ◽  
Controlled Trial ◽  
Learning System ◽  
Self Regulated Learning ◽  
Management Learning ◽  
Randomized Controlled ◽  
Regulated Learning ◽  
Sleep Management ◽  
Sleeping Habits

scholarly journals A Mobile Sleep-Management Learning System for Improving Students’ Sleeping Habits by Integrating a Self-Regulated Learning Strategy: Randomized Controlled Trial (Preprint)

2018 ◽  
Author(s):  
Hui-Chun Chu ◽  
Yi-Meng Liu ◽  
Fan-Ray Kuo
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Controlled Trial ◽  
Learning System ◽  
Learning Performance ◽  
Self Regulated Learning ◽  
Management Learning ◽  
Regulated Learning ◽  
Sleep Management ◽  
Sleeping Habits

BACKGROUND Insomnia can significantly affect students’ learning performance. Researchers have indicated the importance and challenge of coping with insomnia using nondrug treatments, such as cognitive behavioral therapy (CBT) for insomnia. However, it is easy for the traditional CBT for insomnia to be interrupted owing to the overly lengthy period of sleep therapy. Self-regulated learning (SRL) strategies are known to be an effective approach for helping students improve their time management, as well as their ability to set learning goals and adopt learning strategies. OBJECTIVE The objective of this study was to propose a mobile sleep-management learning system integrated with SRL strategies and CBT. METHODS A total of 18 undergraduate students from a university in northern Taiwan participated in the 2-week experiment of using this sleep-management system. RESULTS The experimental results showed that the proposed approach was useful and easy for students to use. In addition, the number of students with insomnia significantly decreased; that is, the proposed approach could help students improve their sleep quality and cultivate better sleeping habits, which is important for them to enhance their learning efficiency. CONCLUSIONS With the assistance of this proposed approach, students can plan their daily life by setting goals, applying strategies, monitoring their life habits process, and modifying strategies to cultivate good learning and healthy lifestyle habits. CLINICALTRIAL Government Research Bulletin MOST104-3011-E038-001; https://www.grb.gov.tw/search/planDetail? id=11568383&docId=467988 (Archived by WebCite at http://www.webcitation.org/73MnPHNri)

Guided outcomes in learned efficiency model in clinical medical education: a randomized controlled trial of self-regulated learning

2014 ◽  
Vol 211 (5) ◽  
pp. 544.e1-544.e7 ◽  
Author(s):  
Avinash S. Patil ◽  
Adam C. Elnaggar ◽  
Saurabh Kumar ◽  
Frank W. Ling ◽  
Frank T. Stritter ◽  
...  
Keyword(s):  
Medical Education ◽  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Self Regulated Learning ◽  
Randomized Controlled ◽  
Regulated Learning

scholarly journals Randomized controlled trial of the Valencia model of waking hypnosis plus CBT for pain, fatigue, and sleep management in patients with cancer and cancer survivors

2016 ◽  
Vol 26 (11) ◽  
pp. 1832-1838 ◽  
Author(s):  
M.E. Mendoza ◽  
A. Capafons ◽  
J.R. Gralow ◽  
K.L. Syrjala ◽  
J.M. Suárez-Rodríguez ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Cancer Survivors ◽  
Controlled Trial ◽  
Patients With Cancer ◽  
Randomized Controlled ◽  
Sleep Management

scholarly journals Development and Assessment of a Gastroscopy Electronic Learning System for Primary Learners: Randomized Controlled Trial

10.2196/16233 ◽  
2020 ◽  
Vol 22 (3) ◽  
pp. e16233 ◽  
Author(s):  
Shuang Li ◽  
Guoqing Li ◽  
Ying Liu ◽  
Wanying Xu ◽  
Ningning Yang ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
User Satisfaction ◽  
Teaching And Learning ◽  
Controlled Trial ◽  
Learning System ◽  
Control Group ◽  
Clinical Trial Registry ◽  
Electronic Learning ◽  
Randomized Controlled ◽  
E Learning

Background Endoscopic examination is a popular and routine procedure for the diagnosis and treatment of gastrointestinal (GI) diseases. Skilled endoscopists are in great demand in clinical practice, but the training process for beginners to become endoscopy specialists is fairly long. Convenience and a self-paced, learner-centered approach make electronic learning (e-learning) an excellent instructional prospect. Objective This study aimed to develop and apply an e-learning system in gastroscopy teaching and learning and to evaluate its effectiveness and user satisfaction. Methods The e-learning software Gastroscope Roaming System was developed for primary learners. The system simulates the real structure of the upper gastrointestinal (UGI) tract to teach the main characteristics of gastroscopy under both normal conditions and conditions of common UGI tract diseases. A randomized controlled trial was conducted. Participants were randomly allocated to an e-learning group (EG)or a non–e-learning control group after a pretest. On completing the training, participants undertook a posttest and gastroscopy examination. In addition, the EG completed a satisfaction questionnaire. Results Of the 44 volunteers, 41 (93%) completed the gastroscopy learning and testing components. No significant pretest differences were found between the intervention and control groups (mean 50.86, SD 6.12 vs mean 50.76, SD 6.88; P=.96). After 1 month of learning, the EG’s posttest scores were higher (mean 83.70, SD 5.99 vs mean 78.76, SD 7.58; P=.03) and improved more (P=.01) than those of the control group, with better performance in the gastroscopy examination (mean 91.05, SD 4.58 vs mean 84.38, SD 5.19; P<.001). Overall, 85% (17/20) of the participants were satisfied with the e-learning system, and 95% (19/20) of the participants considered it successful. Conclusions E-learning is an effective educational strategy for primary learners to acquire skills in gastroscopy examination and endoscopic imaging of the GI tract. Trial Registration Chinese Clinical Trial Registry ChiCTR-IOR-17013091; http://www.chictr.org.cn/showproj.aspx?proj=22142

scholarly journals A distributed learning strategy improves performance and retention of skills in neonatal resuscitation: A simulation-based randomized controlled trial

2020 ◽  
Author(s):  
Pratheeban Nambyiah ◽  
Sylvain Boet ◽  
Gregory Moore ◽  
Riley Boyle ◽  
Deborah Aylward ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Retention Test ◽  
Learning Strategy ◽  
Controlled Trial ◽  
Neonatal Resuscitation ◽  
Distributed Learning ◽  
Procedural Memory ◽  
Skill Retention ◽  
Randomized Controlled ◽  
Resuscitation Training

AbstractSkill retention after neonatal resuscitation training is poor. A distributed learning strategy – where learning is spread over multiple sessions – can improve retention of declarative memory (facts & knowledge). Session timings are critical – maximal retention occurs when a refresher session is scheduled at 10-30% of the time between initial training and test. We hypothesized this also holds true for neonatal resuscitation, a complex skill set requiring both declarative and procedural memory. We conducted a prospective, single-blinded randomized-controlled trial. University of Ottawa residents were recruited to training in neonatal resuscitation, with a high-fidelity simulated pre-test, immediate post-tests, and a retention test at 4 months. After training, they were randomized to either a refresher session at 3 weeks (18% of interval) or at 2 months (50%). Technical and non-technical skills were scored using validated checklists, knowledge with standardized questions. There was no difference between groups prior to the retention test. The early refresher group demonstrated significantly improved technical (mean ± 95% CI: 22.4 ± 1.3 v 18.2 ± 2.5, p = 0.02) and non-technical (31.0 ± 0.9 v 25.6 ± 3.1, p = 0.03) skill scores in the retention post-test compared to the late group. No difference was seen with knowledge scores. We conclude that both technical and non-technical aspects of neonatal resuscitation performance can benefit from an early refresher session. Session timings are critical and should be tailored to the desired length of skill retention. Findings may be generalizable to other interventions that depend on mixed types of memory.

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