Application Of Treatment Trait Interaction To Improve Learning Of Chemistry

This research leave from the fact that performance study of Majors student of Tadris Natural Sciences Concentration Physics (IPA-FISIKA) State Islamic University Imam Bonjol. The aims of this research were: (1) Searching ability correlation between content of capability in Chemistry and religiosity. (2) Differentiating study performance by using model of Trait Treatment Interaction (TTI) between class with capable student group early is high (learner fastern) and class with student group ably early lowering (slower learner) by using method study of autodidact (learning self) and learn habit (teaching regular) added with tutorial. This research use method of quasy experiment. Technique data collecting through test and observation, Total of population counted 101 people. But, only 66 students as a sample. The research conclude : (1) The self-learning was suitable to teach for students with high capability of knowledge (faster lesrner). (2) The regular teaching + tutorial was suitable to teach for students with lower capability of knowledge (slower learner). (3) There were correlation between religiosity and capability of content (chemistry of knowledge). (4) Trait treatment interaction can be improve the capability of academic performance of students Chemistry Science.

CAT-TI: E-learning, Goal-Setting, and Cataloging

This article describes the techniques of applying a goal-setting program to an online tutorial on cataloging the title field. Training staff to catalog presents many challenges to librarians in management positions. The task, while necessary, is sometimes considered tedious. In addition, researchers report an extremely high learner dropout rate for online tutorials. Goal-setting programs enhance work performance, and facilitate the completion of online tutorials.

Enhancing clinician confidence on the therapeutic management of non-small cell lung cancer (NSCLC) through continuing medical education (CME).

e18271 Background: The evolving strategies to personalize NSCLC treatment have challenged clinicians to remain abreast of and integrate targeted therapy into practice. To address this challenge, 2 CME programs on NSCLC were developed in 2 formats (1-hour cumulative program and a series of 3-1 hour specified programs). Participant responses were compared between the 2 formats to examine differences in learner confidence and competence regarding the management of NSCLC with targeted therapy. Methods: PlatformQ Health developed and executed 2 virtual CME programs in NSCLC. The first program, broadcast in August 2015 and offered for 6 months, attracted 225 learners. This 1 hour program reviewed the latest data of EGFR inhibitors (EGFRi), ALK inhibitors (ALKi), and immunotherapy. In 2016, these 3 topics were divided into a series of 3-1 hour CME programs and offered across the year, which has attracted 371 learners. Survey-based evaluations targeted self-reported clinician data on competence (via patient case studies) and confidence. Results: As of January 2017, learner surveys from EGFR- and ALK-focused education were analyzed. It was observed that learners gained more confidence in managing EGFRi-related toxicities after the 2016 serial education vs the 2015 cumulative education (62% vs 43%, respectively). Learners also felt more confident when evaluating data of available and emerging ALKi (49% vs 35%). Greater competence in management was observed with serial vs cumulative education regarding EGFRi (42% and 15%, respectively) and ALKi (30% and 4%) therapies. Both programs demonstrated a high learner commitment to change in: medical and practice knowledge (93% and 91%, respectively), care attitudes (87% and 87%), practice behavior (85% and 79%), and patient clinical outcomes (86% and 77%). Data analysis on immunotherapy education is ongoing. Conclusions: Overall, education on targeted therapy for NSCLC have demonstrated positive learner outcomes. However, designing education in a serial format that dives deeper into each therapeutic target class affords greater improvements in clinician confidence and learner competence in the therapeutic management of NSCLC.

Service system and cognitive outcomes for young children with autism spectrum disorders in a rural area of Taiwan

Chiayi is a rural county located in southwestern Taiwan, and the effectiveness of its early intervention service system for autism spectrum disorders was studied in detail. A total of 71 children with autism spectrum disorders ( n = 35) and developmental delay ( n = 36) aged 2.5 years were referred from the only Early Intervention Reporting and Referral Center in Chiayi and followed up at 4 years. Results showed relatively low and varied services of early intervention for both groups during two time-point periods and a relative lack of specific early intervention programs for children with autism spectrum disorders. It was found, however, that cognitive abilities were increased for autism spectrum disorders and developmental delay groups. Additionally, the Early Learning Score at the initial evaluation could contribute to the high learner autism spectrum disorders subgroup. Parental socio-economic level was also determined to benefit the high learner developmental delay subgroup.

The Value of Clinical Teachers for EMR Implementations and Conversions

SummaryEffective physician training is an essential aspect of EMR implementation. However, it can be challenging to find instructors who can present the material in a clinically relevant manner. The authors describe a unique physician-training program, utilizing medical students as course instructors. This approach resulted in high learner satisfaction rates and provided significant cost-savings compared to alternative options.Citation: Stevens LA, Pantaleoni JL, Longhurst CA. The value of clinical teachers for EMR implementations and conversions. Appl Clin Inf 2015; 6: 75–79http://dx.doi.org/10.4338/ACI-2014-09-IE-0075

Providing Virtual Laboratory Sessions in an Undergraduate Exercise Physiology Course

At many institutions introductory exercise physiology courses are required for all kinesiology students. The laboratory portion of these courses usually involves development of knowledge, skills, and abilities (KSAs) connected with content presented in lecture. Due to scalability issues, the Kinesiology Department at California State University Monterey Bay cannot offer traditional laboratory experiences. Therefore, online and hybrid laboratory experiences were created to provide similar opportunities for students, address scalability issues, and enhance student engagement and learning. Creation of these carefully crafted laboratory experiences allowed instructors to (a) highlight and explain key foundational principles, (b) provide experiences involving practical application of material presented in lecture, and (c) present students with additional learning experiences while maintaining high learner expectations. The following article outlines the process used to create these virtual laboratory experiences for students in an undergraduate introductory exercise physiology course.