scholarly journals The Efficacy of a Web-Based Logbook in the Monitoring of Educational Activities of Emergency Medicine Residents

2020 ◽  
Vol 19 (2) ◽  
Author(s):  
Ehsan Karimialavijeh ◽  
Javad Seyedhosseini ◽  
Ali Labaf ◽  
Maziar Ashrafi ◽  
Narges Mohammadrezaei
Keyword(s):  
Emergency Medicine ◽  
Faculty Members ◽  
P Value ◽  
Educational Activities ◽  
Web Based ◽  
Significant Difference ◽  
Training Courses ◽  
Training Activities ◽  
Work Shifts ◽  
The Web

Background: Regularly monitoring of educational activities is of undisputed importance in residency training programs. Various educational and training activities can be recorded in a logbook, including giving a lecture, participating in training courses, morning reports, providing particular procedures and skills. Objectives: The current study aimed to compare a newly launched web-based logbook to a paper-based logbook to identify potential strengths and weaknesses. Methods: Emergency medicine residents of postgraduate year 1 (PGY1) and 2 (PGY2) and faculty members participated in the present study. Electronically collected data from February-April 2014 were compared to those of paper logbooks for the same period in the previous year. Furthermore, to evaluate the perspectives of both students and faculty members on the web-based logbook, a survey was implemented. Results: In total 47 residents recorded their activities in the web-based logbook. For the same period in the previous year, logbooks of 40 residents were available. The frequency of work shifts in paper and web-based logbook was 668 and 1020, respectively (P = 0.4). However, a significant difference was observed concerning the work shifts recorded in the logbook and those confirmed by a faculty member [416 (62.3%) in the paper logbook and 945 (92.7%) in the web-based logbook, P value = 0.05]. Also, the frequency of unconfirmed procedures, review of medical cases, morning reports, rotations, and direct observation of procedural skills were significantly lower in the web-based logbook (P value = 0.0001). Based on the results of the survey, 55.55% of faculty members and 66.66% of residents reported the effectiveness of the web-based logbook. Conclusions: This study demonstrated the potential of web-based logbooks to improve recording activities of residents and assisting faculty members to precisely monitor their activities.

Safety climate and related factors in rehabilitation nurses of hospitals in Iran

Work ◽  
2021 ◽  
pp. 1-8
Author(s):  
Javad vatani ◽  
Zahra Khanikosarkhizi ◽  
Mohammad Ali Shahabi Rabori ◽  
mohammad khandan ◽  
Mohsen aminizadeh ◽  
...  
Keyword(s):  
Safety Climate ◽  
Cross Sectional Study ◽  
P Value ◽  
Related Factors ◽  
Cross Sectional ◽  
Climate Assessment ◽  
Safety Work ◽  
Significant Difference ◽  
Training Courses ◽  
The Individual

BACKGROUND: Safety climate is a common insight of staff that indicates individuals’ attitudes toward safety and priority of safety at work. OBJECTIVES: Nursing is a risky job where paying attention to safety is crucial. The assessment of the safety climate is one of the methods to measure the safety conditions in this occupation. The aim of this study was to assess the safety climate of rehabilitation nurses working in hospitals in Tehran. METHODS: This is a cross-sectional study which was carried out on 140 rehabilitation nurses selected from all hospitals and clinics in Tehran in 2019. To collect the required data, a two-section questionnaire was used. The first section was related to demographic factors and the second part (22 statements) was to measure the safety climate using nurses’ safety climate assessment questionnaire. The collected data were analyzed by SPSS V16 using independent t-test, ANOVA, Kruskal-Wallis and Mann-Whitney U test at the 5% level. RESULTS: Findings showed that the total mean of safety climate was 3.06±0.56. According to the results, a significant difference was found between the positive and negative satisfaction of nurses with safety climates (P-value = 0.03), communication with nurses (P-value = 0.01) and supervisors’ attitude (P-value = 0.02). Furthermore, a significant difference in safety climate between the individual with the second job and the individual without second could be observed (P-value = 0.01). CONCLUSIONS: The results indicated that the safety climate was not at an acceptable level. Thus, it is essential to introduce safety training courses (e.g. safety, work-rest balance, and so on) and to improve the safety performance at work.

EvalCOMIX®

2020 ◽  
pp. 455-481
Author(s):  
María Soledad Ibarra-Sáiz ◽  
Gregorio Rodríguez-Gómez
Keyword(s):  
Higher Education ◽  
Student Participation ◽  
Active Participation ◽  
Educational Process ◽  
Assessment Instruments ◽  
Web Based ◽  
Technological Tools ◽  
Training Courses ◽  
Education Training ◽  
The Web

The increasing use of technological tools to support the process of participation in assessment is explained, firstly, by the current tendencies in assessment and learning in Higher Education which encourage the active participation of students as a means to improve their learning; secondly, by the universal presence of technology that makes it impossible to conceive of any educational process that does not contemplate its use and that is leading to ever more courses that are either virtual or require minimal attendance; and, finally, an environment in which there are ever greater numbers of students per class. This chapter presents the results of using the web-based EvalCOMIX® programme in the context of a number of Higher Education training courses. Data has been collected through questionnaires and interviews applied to students, lecturers and academic coordinators. The results illustrate the ease of implementation of EvalCOMIX®, its usefulness in creating and sharing assessment instruments and the opportunity it provides to facilitate student participation in assessment.

scholarly journals The Effect of a Multifactor Orientation on Student Performance: Organizational Skills, Goal setting, Orientation to Classroom, and Academic Support

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Barbara M. McKenna ◽  
Dora Finamore ◽  
Valerie Hewitt ◽  
Linda Watson ◽  
Loretta A. Millam ◽  
...  
Keyword(s):  
Goal Setting ◽  
Academic Support ◽  
Faculty Members ◽  
P Value ◽  
Single Factor ◽  
Online Classroom ◽  
Organizational Skills ◽  
Significant Difference ◽  
Final Grades ◽  
Number Of Males

Online classes have significantly increased over the last 20 years. From a simple asynchronous model to a complex, interactive, live system, they challenge many online students. Based on Knowles’ Andragogy theoretical framework, researchers sought to explore the qualities students need to complete a first term undergraduate online course. Researchers conducted a quantitative exploratory study to identify the effects of offering a multifactor orientation; this was an extra seminar online, focused on organizational skills, goal setting, orientation to the online classroom, and academic support for successfully completing a first term class.  Participants at an online university in a first term course agreed to attend a faculty- led, one-hour presentation; this was an extra seminar focusing on organizational skills, goal setting, orientation to the online classroom, and academic support.  A total of 25 students volunteered and attended the extra seminar, provided by three faculty members who were experienced in teaching first-term students in a school of business at a large online university.  There was a total of six separate classes of students, each attending a first-term, 10-week course, Academic Strategies for the Business Professional.  The course is a combination of synchronous live seminars- and other asynchronous interactive exercises, focusing on providing a foundation for secondary learning. Students in three of those classes were invited to participate.  Three faculty members randomly selected a section of this course prior to the beginning of a new term. Once the term started, the faculty, during the first regular live seminar, invited their respective students to the selected treatment class.  A total of 144 students were still on the roster at the end of the courses.  Of those, 25 were male (17%). There were only 35 males in all the classes, 24% of the total number of students, so the percentage of males in the treatment group was less than the number of males in all the courses.  The average number of males (25%) are enrolled in the school.    There was no compensation for attending the extra seminar and an IRB approved the study.  The students in the treatment groups were told that they could drop out of the study at any time without penalty and this was detailed in the signed consent form, using Survey Monkey.  The final grades for students were compared by an instructor who did not teach one of the treatment classes via a single-factor ANOVA to determine if there was any significant difference in the way each instructor graded.  With a p-value of .74, no significant difference was found among the three instructors (Table 1).  The final grades of students who did not attend the seminar were compared to the final grades of the students who attended the extra seminar via a single-factor ANOVA to determine if there was a difference in the final grades for those who attended the extra seminar versus those who did not.  With a p-value of .03, the grades of those who attended the extra seminar were significantly higher than those who did not (Table 2).  Though the n was small, this study indicates that students who received additional help, if only a single extra seminar, may have benefited by earning higher final grades than those students who did not receive the additional instructions. The average grade for the students who did not attend the extra seminar was 58.8%; compared to 79.5% for students who attended the seminar. The students in all classes had continued support services through regular emails, announcements, and resources from faculty, after the multifactor orientation. In other words, the only difference in the classes was that some students had the opportunity to attend an extra seminar and some did not. 

scholarly journals Implementation of the OSTRC Handball Injury Prevention Exercises in Professional Handball

2021 ◽  
Vol 21 (2) ◽  
pp. 136-141
Author(s):  
Wesam Saleh A. Al Attar ◽  
Nawaf Al Masoudi ◽  
Ali Al Zubeadi ◽  
Ahmed Qasem
Keyword(s):  
Injury Prevention ◽  
Response Rate ◽  
P Value ◽  
Web Based ◽  
Trauma Research ◽  
Gcc Countries ◽  
Survey Response Rate ◽  
Significant Difference ◽  
The Mean ◽  
Implementation Level

Purpose. The Oslo Sports Trauma Research Center (OSTRC) handball injury prevention exercise is an evidence-based injury prevention exercise designed to prevent handball injury. This study aimed to assess the implementation of the OSTRC handball injury prevention exercises among professional handball players in the Gulf Cooperation Council (GCC) countries. Materials and methods. A web-based survey to acquire information regarding the implementation of OSTRC handball injury prevention exercises was distributed to 267 professional handball players in six GCC countries.  Results. A total of 250 handball players from the GCC countries responded to the survey (response rate 93.6%). The mean (±SD (Standard Deviation)) of the total implementation score was 13 (±2.558), with no statistically significant difference between the GCC countries, with a P-value of 0.123. The highest mean score was shown from Bahrain at 13.60 (±2.614), while the lowest was from Qatar at 12.10 (±2.427). Conclusions. A low implementation level of the OSTRC handball prevention exercises among the handball players in the GCC countries was reported in the current study.

scholarly journals Dental Faculty’s Knowledge and Attitude regarding COVID-19 disease in Qassim, Saudi Arabia

2020 ◽  
Author(s):  
Asma Munir Khan ◽  
Shazia Nawabi ◽  
Muhammad Qasim Javed
Keyword(s):  
Rank Correlation ◽  
Negative Attitude ◽  
Faculty Members ◽  
P Value ◽  
Attitude Score ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Dental Staff ◽  
Significant Difference ◽  
Knowledge And Attitude

Abstract Background: Present study aimed to explore the knowledge and attitude of dental faculty at Qassim University, regarding novel COVID 19 disease. Methods: The cross-sectional survey was conducted on the faculty at undergraduate dental school. The self-designed e-survey was administered to 78 faculty members to assess their knowledge and attitudes towards the COVID-19 disease. Data analysis was conducted by using SPSS version 23. Descriptive statistics were reported as frequency and percentages. Chi-square test was utilized to identify the correlation between the independent and dependent variables. The inferential statistics (Kruskal-Wallis tests and Mann-Whitney U test) were utilized for assessing the significance between study variables. The association between knowledge and attitude was evaluated by using Spearman’s rank correlation coefficient. Results: A total of 55 faculty members (70.5%) responded. Mean knowledge score was 10± 2.71. 37 (67.3%) respondents showed positive attitude towards COVID-19 while 18(32.7%) displayed negative attitude. The mean attitude score was 4.08±0.50. Significant difference was found in knowledge (p-value=0.04) and attitude (p-value=0.015) of dental faculty based on designation.Conclusions: Qassim University dentists were mindful of the COVID-19 symptoms, means of transmission, Cross-infection control and operative protocols practiced within dental clinics. However, dentists exhibited inadequate knowledge about the specific dental procedures that safeguard the dental staff and patients from COVID-19 in context of current outbreak.

The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system

2017 ◽  
Vol 35 (4) ◽  
pp. 473-489 ◽  
Author(s):  
Fei-Fei Cheng ◽  
Chui-Chen Chiu ◽  
Chin-Shan Wu ◽  
Der-Chian Tsaih
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning System ◽  
Learning Effectiveness ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Significant Difference ◽  
E Learning ◽  
The Web

Purpose The purpose of this paper is to investigate the effect of user’s learning style (including accommodators, divergers, convergers, and assimilators) on user’s satisfaction on the web-based learning system and their learning effectiveness. Design/methodology/approach This experimental research used the college students from a technology institute in Taiwan as the subject sources. By using the Kolb’s learning style model, the students are classified as four types of learners: convergers, divergers, assimilators, and accommodators. The authors analyzed the relationships among the different learning styles with their effectiveness of learning and satisfaction of using the web-based learning system. The mediation effect of gender is also presented. Findings This research indicates that: first, the satisfaction of the web-based learning system has significant influence on the learning performance of learners; second, different learning styles learners have no significant effect to the satisfaction on using the web-based learning system; third, learning effectiveness has significant difference among different learning style learners on the web-based learning system; the learning effectiveness of accommodators and divergers was significantly higher than the assimilators; fourth, different learning styles learners show significant difference in gender proportion. In addition to accommodators, whose proportion of women is higher than men, the other three learning styles’ proportions in men are higher than women. Research limitations/implications This study was grounded in the Kolb’s learning style theory. The authors provide implications for academic studies in e-learning research stream that aimed at understanding the role of learning style as well as gender differences in the asynchronous web-based learning system. Practical implications Results from this study provided the implications for students, educators, and e-learning system designers. The design of teaching materials as well as functions of e-learning systems should take learners’ learning style into consideration to ensure the best learning outcome. Originality/value This study examined the students’ learning style as well as gender differences in the asynchronous web-based learning system. An experiment was conducted to ensure the data were collected in a controlled environment, thus, offer the value that most of the prior study lacks.

A Virtual Medical Faculty Development Program for Remote Teaching, Pilot for Replication

2020 ◽  
Author(s):  
Nagwa Nashaat Hegazy ◽  
Saeed S.A Soliman ◽  
Samar A Ahmed ◽  
Marwa M Ahmed
Keyword(s):  
Faculty Development ◽  
Generation X ◽  
Online Teaching ◽  
Development Program ◽  
Medical Faculty ◽  
Faculty Members ◽  
P Value ◽  
Faculty Development Program ◽  
Significant Difference ◽  
Teaching Learning

Abstract Background: Due to COVID 19 pandemic, several universities have experienced a paradigm shift from classroom to online teaching/ learning. The digital transformation of learning management systems has become a necessity rather than a luxury. Especially baby boomers and generation x may struggle to cope with the challenging transformation; hence there is a dire need for a faculty development program to achieve the goal of that transformation and bridge the gaps in faculty’s technology skills and competencies. Objectives: The primary purpose of the virtual medical faculty development program (VFDP) is to equip educators with technology competencies shown to be conducive to remote online learning. Methodology: An interventional prospective study was held in a university setting. A need analysis was conducted to prioritize the critical technological skills of for faculty members. Based on this analysis, only the indispensable skills that participating faculty members were expected to acquire were included in the program. From each department, 3- 4 Faculty participants were recruited to join in the program with an overall 93 enrolled participants from 26 departments in the Medical School . The intervention comprised five sessions, a session every other day, and lasted for ten days. The Kirkpatrick model was utilized to evaluate the program. Results: Almost 81% of faculty members completed the program and 80 % of participants were satisfied with the content of the program. There was a statistically significant difference between the perceived ability of the participants to share and record video lectures before and after the VFDP (p value <0.001). Conclusion: The virtual medical faculty development program (VFDP) has supported the participating faculty in developing their needed technological competencies required to bridge the gap of remote teaching/learning.

How to motivate students to do a course project in design of experiments course from a web-based virtual learning material?

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Charnnarong Saikaew
Keyword(s):  
Design Of Experiments ◽  
Real Life ◽  
Quality Characteristic ◽  
Learning Material ◽  
Alternative Technique ◽  
Web Based ◽  
Content Type ◽  
Controllable Factors ◽  
Significant Difference ◽  
The Web

Purpose The purpose of this study is to develop a practical method for training students how to conduct statistical analysis and do a course project in design of experiments (DOEs) course through the Web-based virtual catapult simulation. Design/methodology/approach A step-by-step sequential DOE process for investigating the effects of controllable factors on quality characteristic responses was presented as a guideline for conducting a DOE course project. Each team was assigned to create an innovative teaching material and work on the term report by following the recommended guidelines for designing experiments through the Web-based virtual catapult simulation. Hypothesis was defined to test whether doing a course project based on this approach would impact students’ learning outcome. Findings The Web-based virtual material was an alternative technique for interactive teaching that could improve students’ understanding and achievement in DOE course projects. There was a significant difference in student learning and understanding before and after doing on the course project through the Web-based virtual catapult simulation. The students had improved communication and teamwork skills after following the recommended procedure for practicing DOEs. Practical implications Most students could effectively conduct designing experiments, carry out designed experiments, analyze data and gain valuable teamwork experience. After learning the DOE approach based on the catapult simulation, they enjoyed working on their course projects deploying to the innovative toys and other real-life situations with real measurements. Originality/value The use of Web-based virtual material, including catapult simulation, was an alternative technique for interactive DOE teaching to improve the students’ understanding and achievement in DOE course projects.

Assessing distance education students satisfaction with web-based services

2017 ◽  
Vol 41 (2) ◽  
pp. 202-218 ◽  
Author(s):  
Muhammad Arif ◽  
Kanwal Ameen ◽  
Muhammad Rafiq
Keyword(s):  
Web Services ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Systematic Sampling ◽  
Web Based ◽  
Content Type ◽  
Significant Difference ◽  
The University ◽  
Students Satisfaction ◽  
The Web

Purpose Universities across the globe are spending an increasing amount of their budgets to offer web-based services to cater information need especially off-campus students. However, the success of web-based services depends on how well the target users are satisfied with the use of the web services. The purpose of this paper is to assess students’ satisfaction with the use of the Allama Iqbal Open University (AIOU) web-based services. Design/methodology/approach Pilot tested questionnaire-based survey was administered to collect data from a sample of 388; selected through systematic sampling technique from the study’s population consisted of master level students belonged to 11 different academic departments of the Faculty of Social Science and Humanities at the AIOU from all over Pakistan. Findings Based on 318 useful questionnaires, response rate 82 percent, the results show that majority of the students were satisfied with the use of at the AIOU web-based services except for online mailing books tracking system, library web OPAC and web radio service. However, t-test analysis shows that no difference was found in the opinion of male and female respondents in terms of their satisfaction with the use of the web services. ANOVA results indicate that there was no significant difference depicted in satisfaction with the use of the web services among the respondents enrolled in different disciplines of the faculty. Similarly, no significant difference was found among different age groups. Moreover, the respondents belonging to all five provinces; Punjab, Khyber Pakhtunkhwa, Sindh, Baluchistan, Gilgit Baltistan, and Federal Capital territory showed the same level of satisfaction with the use of the services. The results of regression analysis (R2=0.226) denote that both perceived usefulness and perceived ease of use significantly predicted, 22.6 percent, in students’ satisfaction with the use the web services. Practical implications The study provides valuable recommendations which may be helpful for web administration of the university to improve AIOU web-based services. Originality/value To the best knowledge, this is the first study conducted to investigate the satisfaction with the use of the university web-based services in distance education’s perspective of Pakistan.

scholarly journals effect of HIV/AIDS education prevention using web-based she smart on knowledge, attitudes, and practice in adolescent girls

2022 ◽  
Vol 5 (1) ◽  
pp. 31-36
Author(s):  
Komala Dewi Muslimin ◽  
Yusring Sanusi Baso ◽  
Healthy Hidayanty ◽  
Syafruddin Syarif ◽  
Aminuddin Aminuddin ◽  
...  
Keyword(s):  
Adolescent Girls ◽  
Sampling Technique ◽  
Aids Education ◽  
Early Marriage ◽  
P Value ◽  
Web Based ◽  
Significant Difference ◽  
Before And After ◽  
Marriage Problems ◽  
Hiv Aids

From year to year the number of cases of people with HIV/AIDS has increased. This increase is also experienced in Indonesia, where adolescents infected with HIV/AIDS show a number that tends to rise. It is characterized by a teenager's ignorance about reproductive health and knowledge of his sexual state. So many teenagers are at risk for early marriage problems, pregnancy, sexually transmitted infections, and also HIV/AIDS. To look at the influence of HIV/AIDS education on the knowledge, attitudes, and Practice of Adolescent girls. Use Pre-Experiment with one group pre-test and post-test design. Sampling technique using purposive sampling and obtained the number of 47 students. The research was conducted in Senior High School 12 Makassar in September-October 2021. Data analysis using the McNemar Test. And statistical test results showed there was an influence on the use of HIV/AIDS education using web-based She Smart on knowledge where p-value = 0,000, attitude with a value of p-value = 0.000, and no significant difference in action with p-value = 0.500.  There is an influence on the use of web-based HIV/AIDS education using She Smart on knowledge and attitudes but no significant influence on actions before and after an intervention.

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