On the application effect of mobile augmented reality technology in the teaching of neuroanatomy / 中华医学教育探索杂志

Objective:To explore the application of mobile augmented reality (mAR) technology in the teaching of neuroanatomy, and to observe its effect on students' academic performance and cognitive load.Methods:By collecting and designing various neuroanatomy multimedia teaching resources (graphics, animations and videos), using augmented reality (AR) marker-based image recognition technology, the multimedia resources were placed at the tags in the traditional book pages to make the books interactive. And various multimedia resources were combined with traditional printed books through mobile devices. Forty students were randomized into the experimental group or the control group. The experimental group was taught with mAR multimedia materials, and the control group adopted traditional teaching methods. After a 6-hour course was completed, all students had a unified test, and the academic performance test and the PAAS(platform-as-a-service) cognitive load scale were used for data collection and analysis. The variance analyses (MANOVA and ANOVA) were used for significance testing.Results:One-way MANOVA test was used to determine the learning effect of mAR on academic performance and cognitive load. The results showed that there was a significant difference between the experimental group and the control group ( P<0.05). The univariate ANOVA test found that the experimental group students who learned neuroanatomy through mAR had better test scores than the control group students. In addition, compared with the control group students, the cognitive load of students in experimental group was significantly reduced, with statistical significance (all P<0.05). Conclusion:Through the teaching practice, we found that using mAR to learn neuroanatomy helps students improve their academic performance while reducing their cognitive load.

Observation on effect of teaching based on cognitive load theory in the nursing teaching of intensive care medicine / 中华医学教育探索杂志

Objective:To explore the effect of teaching based on cognitive load theory (CLT) in the teaching of intensive care medicine.Methods:A total of 70 practical nursing students studying intensive care medicine in the Affiliated Hospital of Jining Medical College from January 2019 to September 2020 were taken as the research objects. The nursing students who practiced from January 2019 to November 2019 were included in the control group ( n=35), and the students from December 2019 to September 2020 were included in the observation group ( n=35). The control group was given routine teaching, and the observation group was given CLT-based teaching. The differences of training load (clinical nursing student training load survey scale), empathy ability (Jefferson empathy scale for nursing students in Chinese version), self-learning ability (self-learning ability evaluation scale for nursing students) and critical medical nursing professional ability (comprehensive evaluation scale for core competence of intensive care nursing students) were compared between the two groups at the end of teaching. Chi-square test and t-test were performed by SPSS 19.0. Results:At the end of teaching, the scores of all dimensions of the observation group's clinical nursing student training load survey scale were lower than those of the control group (all P<0.05); the scores of all dimensions of observation group's nurses Jefferson empathy scale for nursing students in Chinese version, self-learning ability evaluation scale for college nursing students, and comprehensive evaluation scale for core competence of intensive care nursing students were higher than those of the control group (all P<0.05). Conclusion:When CLT-based teaching is applied in the teaching of intensive care medical nursing, it helps to reduce the training load of learners, and promote empathy, independent learning ability, and professional ability of intensive care medical nursing skills.

As exigências cognitivas e a complexidade do trabalho para o agricultor urbano: um estudo de caso / The cognitive demands and the complexity of work for the urban farmers: a case study

Resumo O trabalho na agricultura vem aumentando as exigências impostas ao trabalhador com o uso de tecnologias. Porém, para atividades agrícolas onde o incremento do uso de tecnologias é limitado, como na agricultura urbana orgânica, pouco se sabe sobre a carga cognitiva da atividade. Atualmente, não há registros de estudos sobre a carga cognitiva de trabalhadores da agricultura urbana orgânica, mesmo porque esse ainda é um movimento tímido. A importância deste estudo reside no fato de aumentar o conhecimento e as informações sobre esta população para fomentar o desenvolvimento da área. O objetivo deste artigo foi relatar as exigências cognitivas impostas a estes trabalhadores de forma a identificar a complexidade do seu trabalho. Para isso, realizou-se um estudo de caso com agricultores urbanos que utilizam práticas orgânicas, comercializam seus produtos e fazem dessa sua atividade econômica principal. Os achados comprovam que a carga cognitiva é elevada, contribuindo para um trabalho complexo para estes agricultores. Assim, a importância em ampliar os estudos para validar as informações encontradas e contribuir para a construção de políticas públicas efetivas é urgente.

Abstract Agricultural work has been increasing the demands placed on workers with the use of technologies. However, for agricultural activities, in which the increase in the use of technologies is limited, such as organic urban agriculture, little is known about the cognitive load of this activity. Currently, there are no records of studies on the cognitive load of workers in organic urban agriculture, since this is still a timid movement. The importance of this study lies in the fact that it increases the knowledge and information about this population to encourage the development of the area. The purpose of this article was to report the cognitive requirements imposed on these workers to identify the complexity of their work. A case study was conducted with urban farmers that use organic practices, market their products and make of this their main economic activity. The findings prove that the cognitive load is high, contributing to a complex job for these farmers. Thus, the importance of expanding the studies to validate the information found and contribute to the construction of effective public policies is urgent.

Career Education Using a Game to Experience a Turning Point / 医学教育

We developed a virtual career thinking game and provided third-year medical students with workshop-type career instruction to identify "transition" in a career and their own values. The game is a group work activity based on the assumption that the virtual character will respond to a turning point during undergraduate school and after graduation, and experience the story of a doctor's life. After playing the game and sharing the story of each group, participants were asked to think about what they would do at a possible turning point. Although favorable response were observed in the first year, problems were found, and improvements were made in the second year, and further effects were observed. The results show that career education using games increases students' ability to respond to turning points and is an effective technique in career education.

Work in organic farming: an overview / O trabalho na agricultura orgânica: uma visão geral

ABSTRACT: In addition to the expansion of sustainability with crop rotation and use of residues from the property itself, the main characteristics of organic agriculture are the extinction of the use of chemicals and producing food free of these contaminants. This review aimed to find evidence that substantiates the improvement of the health and working conditions of farmers working with this model of agriculture. To this end, the ProKnow-C instrument was used, which recommends seven steps to select and evaluate the publications found. Exclusion criteria included studies related to the consumption of these products, school feeding, management, and cultivation techniques or studies conducted with non-organic farmers. After the exclusion, 11 documents remained for content analysis. Results of these studies indicated that when compared to conventional agriculture, there is an increase in cognitive load due to the variety of tasks; however, no mental suffering was identified. Despite the absence of appropriate technology and technical assistance, there is an increase in job satisfaction and an improvement of the health of the family as a whole, improving the quality of life. Additionally, the results of this review pointed to the gaps of research that can be carried out, such as longitudinal studies on organic agriculture, social interactions, environmental working conditions, and studies in the technological area. Finally, the results evinced that organic agriculture has a positive impact on the health of workers. Thus, the need for empirical research is important to develop innovations that improve work in organic agriculture.

RESUMO: A agricultura orgânica tem como principal característica a extinção do uso de produtos químicos gerando alimentos livres desses contaminantes, além de ampliar a sustentabilidade com rotação de culturas e uso de resíduos oriundos da própria propriedade. O objetivo desta revisão foi encontrar evidências que comprovem a melhoria das condições de saúde e trabalho de agricultores que trabalham com esse modelo de agricultura. Para tanto, foi utilizado o instrumento ProKnow-C que preconiza 7 etapas para selecionar e avaliar as publicações encontradas. Os critérios de exclusão foram estudos ligados ao consumo desses produtos, alimentação escolar, técnicas de manejo e cultivo ou estudos realizados com agricultores não orgânicos. Após, 11 documentos restaram para a análise do conteúdo. Como resultados, os estudos apontaram que, quando comparado à agricultura convencional, há aumento da carga cognitiva devido à variedade das tarefas, no entanto não identificou-se sofrimento mental. Apesar da ausência de tecnologia apropriada e de assistência técnica, há um aumento da satisfação com o trabalho, melhoria da saúde da família como um todo, melhorando a qualidade de vida. Ainda como resultados, esta revisão aponta as lacunas de pesquisas que podem ser realizadas, como estudos longitudinais sobre a agricultura orgânica, as interações sociais, as condições ambientais de trabalho, e estudos na área tecnológica. Enfim, concluem que a agricultura orgânica interfere positivamente na saúde dos trabalhadores. Portanto, a necessidade de pesquisas empíricas é iminente para desenvolver inovações que aprimorem o trabalho na agricultura orgânica.

Revisiting cognitive load theory: second thoughts and unaddressed questions / Revisitando a teoria da carga cognitiva: pensamentos secundários e perguntas não endereçadas

In cognitive load theory (CLT), learning is the development of cognitive schemas in a long-term memory with no known limits and can happen only if our limited working memory can process new information presented and the amount of information that does not contribute to learning is low. According to this theory, learning is optimal when instructional support is decreased going from worked examples via completion problem to autonomous problem solving and learners do not benefit from practicing retrieval with complex content. However, studies on productive failure and retrieval practice have provided clear evidence against these two guidelines. In this article, issues with CLT and research inspired by this theory, which remain largely ignored among cognitive load theorists but have likely contributed to these contradictory findings, are discussed. This article concludes that these issues should make us question the usefulness of CLT in health science education, medical education and other complex domains, and presents recommendations for both educational practice and future research on the matter.

Na teoria da carga cognitiva (CLT), a aprendizagem é o desenvolvimento de esquemas cognitivos em uma memória de longo prazo sem limites conhecidos e pode acontecer apenas se nossa limitada memória de trabalho puder processar novas informações apresentadas e a quantidade de informações que não contribui para a aprendizagem é baixo. De acordo com essa teoria, o aprendizado é ideal quando diminui o suporte instrucional, passando de exemplos trabalhados, via problemas de conclusão, para uma solução autônoma de problemas, e os alunos não se beneficiam praticando a recuperação com conteúdo complexo. No entanto, estudos sobre falhas produtivas e práticas de recuperação forneceram evidências claras contra essas duas diretrizes. Neste artigo, são discutidos problemas com a CLT e com pesquisas inspiradas nessa teoria, que permanecem amplamente ignorados entre os teóricos da carga cognitiva, mas provavelmente contribuíram para essas descobertas contraditórias. Este artigo conclui que essas questões devem nos fazer questionar a utilidade da CLT na educação em ciências da saúde, educação médica e outros domínios complexos e apresenta recomendações para a prática educacional e para pesquisas futuras sobre o assunto.

Efecto diferencial de un andamiaje metacognitivo en un ambiente e-learning sobre la carga cognitiva, el logro de aprendizaje y la habilidad metacognitiva / Differential effect of a metacognitive scaffolding in a e-Learning environment over cognitive load, learning achievement and metacognitive consciousness

Resumen El presente estudio analiza los efectos generados por un andamiaje metacognitivo y el estilo cognitivo (dependiente/independiente de campo - DIC) en la carga cognitiva, la conciencia metacognitiva y el logro de aprendizaje cuando los estudiantes interactúan con un entorno de e-learning. Participaron 67 estudiantes de pregrado de la ciudad de Bogotá (Colombia), divididos en dos grupos. Uno interactuó con un entorno de aprendizaje con un andamiaje metacognitivo y el otro, sin él. Se utilizó la prueba EFT para establecer el estilo cognitivo de los aprendices y con la prueba MAI se determinó la conciencia metacognitiva. Se realizó un MANCOVA para analizar los datos. Los resultados sugieren diferencias entre la carga cognitiva intrínseca y extrínseca de los estudiantes dependientes de campo debido a la interacción entre el andamiaje metacognitivo y su estilo cognitivo. Los estudiantes que interactuaron con el andamiaje metacognitivo mostraron un mayor logro de aprendizaje y una mejor capacidad de monitoreo de su proceso de aprendizaje.

Abstract The present study analyzes the effects generated by a metacognitive scaffolding and the cognitive style (Field Dependent/Independent-FDI) in the cognitive load, the metacognitive awareness and the achievement of learning when the students interact with an environment of e-Learning. 67 undergraduate students from the city of Bogotá (Colombia) participated, divided into two groups. One interacted with a learning environment with a metacognitive scaffolding and the other, without it. The EFT test was used to determine the cognitive style of the ap prentices and the MAI test established the metacognitive awareness. Data were analyzed with a MANCOVA analysis. Results suggest differences between the intrinsic and extrinsic cognitive load in field dependent students due to the interaction between the metacognitive scaffolding and their cognitive style. Students who interacted with the metacognitive scaffolding showed a greater learning achievement and a better ability to monitoring their learning process.

Evaluating The Utility Of Gross Anatomy Instructional Videos In Dissection Hall: A Pilot Observational Study

Introduction: Anatomy, being a highly visual and dynamic-experiential course, favours video based teaching toa larger extent. On the other hand, preparing a gross anatomy video is challenging, considering the cognitiveload it imposes.Aim: To investigate the utility and acceptance of video-based learning approach among the first year medicalstudents and its optimal curricular implementation.Materials and Methods: In this pilot initiative, we designed a two-stage revision method in head and neckregional anatomy teaching. To reinforce gross anatomy knowledge, we displayed the videos prepared by us inconcordance with the learning objectives. We conducted a questionnaire based survey to determine the effectsof these videos on anatomy learning. Descriptive statistical analysis was used to quantify the received responses.Results: Out of 100 students, who gave feedback on voluntary basis, 48 students agreed and 24 strongly agreedthat the videos were adequately representing the structures they have seen in the dissection hall. 40 students feltthat displaying the structures along with description provided by the teacher after completion of dissection ofthat region, has affected their positive learning. 28 agreed and 21 strongly agreed that the videos helped them inrepeating and reinforcing the structures. 79 students agreed that the quality of the video demonstrated weregood to appreciate the structures and 91 students accepted to extend the video-based demonstration to otherregions of gross Anatomy as well.Conclusion: Incorporating videos would contribute to the success of a subset of students by reinforcing grossanatomy learning. We suggest that developing user friendly videos which maintains optimal cognitive load iscritical in enhancing student engagement and knowledge retention.

Structured Debriefings in Aviation Simulations: A Qualitative Study on Basic Life Support Training for Cabin Crews in Malaysia

Abstract@#Introduction: To develop quality cabin crews, trainings involve simulation-based education (SBE) with structured debriefings – a significant component which plays a critical role in optimising learning outcomes. Previous studies have empirically tested the efficacy of the DIAMOND-structured debriefing model and found significant improvement and retention of the cabin crews’ knowledge and skills. This study was aimed to explore the elements of the DIAMOND-structured debriefing model that have been known to promote the acquisition and retention of knowledge and skills in basic life support (BLS). Methods: A qualitative study was conducted with a random sample of 16 individual cabin crew members who participated in an in-depth interview with 13 open-ended questions for 45 – 60 minutes. The interviews were transcribed and independently analysed using inductive thematic analysis. Results: The codes which have emerged during data analysis were clustered into three themes: (1) Cognitive, with three subthemes: engagement, learning environment, and ability to reflect; (2) Methodology, with three sub-themes: concept of debriefing, techniques of questioning, and additional elements; as well as (3) Psychosocial, with five sub-themes: attitude, self-awareness, relationships, self-confidence, and work culture. Several suggestions have emerged, such as the implementation of the model. Conclusion: The DIAMOND-structured debriefing model was a method to reduce cognitive load, which in turn allowed individuals to organise their knowledge, reflect individually and collectively, as well as structure their ideas. It has showed that the elements has a positive impact on the cabin crews’ acquisition and retention of knowledge and skills which will improve the performance and patient safety

"Nem todas as vítimas importam": crenças no mundo justo, relações intergrupais e responsabilização de vítimas / "Not all victims matter": belief in a just world, intergroup relations and victim blaming / "Ni todas las victimas importan": creencia en el mundo justo, relaciones intergrupales y reponsabilizacion de victimas

A presente pesquisa investigou o processo de responsabilização de vítimas no contexto das relações intergrupais a partir da hipótese do mundo justo. Em dois estudos testamos a influência da categoria social da vítima na relação entre crenças no mundo justo (CMJ) explícita/ implícita e a responsabilização de vítimas. No Estudo 1, 102 participantes responderam a medidas explícita e implícita da CMJ e avaliaram o grau de responsabilidade de uma vítima (endogrupo X exogrupo) de bala perdida. No Estudo 2, além da manipulação da categoria social da vítima, incluímos uma manipulação de carga cognitiva. Foram 110 participantes que responderam às medidas da CMJ e avaliaram a responsabilidade de uma vítima (endogrupo X exogrupo) de bala perdida em uma situação de carga cognitiva (baixa X alta). Verificou-se que a categoria social da vítima interfere na relação da CMJ com a responsabilização. Quando a CMJ explícita ou implícita explicou a responsabilização, esse efeito foi restrito para a avaliação da vítima do endogrupo. Os achados da presente pesquisa corroboram a hipótese que vítimas do endogrupo são mais ameaçadoras para a CMJ dos indivíduos, indicando a importância de considerar a categoria social da vítima para um adequado entendimento da hipótese do mundo justo.

The present research investigated the process of victim blaming in the context of intergroup relations through the just world hypothesis. In two studies we tested the influence of the victim's social category in the relationship between explicit and implicit beliefs in a just world (BJW) and victim blaming. In Study 1, 102 participants answered the explicit and implicit measures of BJW and evaluated how much a stray bullet victim (ingroup X outgroup) was to blame. In Study 2, aside from the manipulation of victim social category, we included a manipulation of cognitive load. 110 participants answered the BJW measures and evaluated how much a stray bullet victim (ingroup X outgroup) was to blame in a situation of cognitive load (low X high). It was verified that the victim's social category interferes in the relationship between BJW and victim blaming. When explicit or implicit BJW explained blaming, that effect was restricted to the evaluation of an ingroup victim. The findings of the present research confirm the hypothesis that ingroup victims are more threatening to individual's BJW and indicate the importance of considering the victim's social category for a more adequate understanding of the just world hypothesis.

Esta investigación examino' el proceso de responsabilizacion de victimas en el contexto de las relaciones intergrupales a partir de la hipótesis del mundo justo. En dos estudios investigamos la influencia de la categoría social de la víctima en la relación entre creencias en el mundo justo (CMJ) explicita/implícita y la responsabilizacion de victimas. En el Estudio 1, 102 participantes respondieron medidas explicita y implícita de CMJ y evaluaron el grado de responsabilidad de una víctima (endogrupo X exogrupo) de bala perdida. En el Estudio 2, además de la manipulación de categoría social de la víctima, incluimos una manipulación de carga cognitiva. 110 participantes respondieron las medidas de la CMJ y evaluaron la responsabilidad de una víctima (endogrupo X exogrupo) de bala perdida en una situación de carga cognitiva (baja X alta). Fue encontrado que la categoría social de la víctima interfiere en la relación de la CMJ con la responsabilizacion. Cuando la CMJ explícita o implícita explicó la responsabilizacion, este efecto fue restricto a la evaluación de la víctima del endogrupo. Los resultados de esta investigación confirman la hipótesis de que víctimas del endogrupo son más amenazantes para la CMJ de los individuos y indican la importancia de considerar la categoría social de la victima para una comprensión adecuada de la hipótesis del mundo justo.

Sex differences of cognitive load effects on object-location binding memory

In this study, we investigated where the sex differences of object-location binding memory performance were influenced by the cognitive load. We used the fractal objects version of the ‘What was where?’ task to measure object memory, location memory and objection-location binding memory. Cognitive load was controlled by task difficulty presented two sessions: one session randomly displayed three or four fractal objects (Session 34) and the other session four or five objects (Session 45). The results showed that females outperformed males on object-location binding memory. Interestingly, even when the four object trials were compared between Session 34 and Session 45, in which we believed that the level of difficulty was similar while cognitive load varied, the swap error of males was significantly increased in Session 45 compared to females. In conclusion, there may be sex differences in object-location binding memory and the males could be more sensitive about the cognitive load than females.

Aprendizagem completamente dirigida versus aprendizagem minimamente dirigida: uma solução conciliatória / Completely guided learning versus minimally guided learning: a conciliatorysolution

Qual metodologia de ensino produz umaaprendizagem mais eficiente: a metodologia ondea aprendizagem é completamente dirigida ou a metodologia onde a aprendizagem é minimamentedirigida, tal como ocorre com o ensino construtivista? Iniciamos este artigo apresentando três argumentoscontrários à aprendizagem minimamente dirigida. Demonstra-se, em seguida, que apesar desses trêsargumentos contrários a todo tipo de ensino no qual a aprendizagem seja minimamente dirigida, este tipo de ensino passa a ser, à medida que oestudante vai aumentando o seu nível de expertise, uma metodologia mais eficiente do que o ensino completamente dirigido. Este efeito é conhecido como Efeito Reverso da Expertise. Como este efeitoexplica o comprovado sucesso do uso da transição da “metodologia dos exemplos resolvidos” paraa “metodologia da resolução de problemas”, propomos, também em razão deste efeito, que será igualmente benéfico, para a aprendizagem, autilização de uma transição entre duas metodologias mais amplas: a transição gradual da aprendizagem completamente orientada para a aprendizagem minimamente orientada. A utilização desta transição gradual de metodologias, aqui proposta,possibilitará ao construtivismo realizar plenamente o seu potencial metodológico

Which teaching methodology produces a more efficient learning: the teaching methodology in which learning is completely guided or the methodology in which learning is minimally guided, as occurs in constructivism? We begin this article by presenting three arguments against minimally guided learning. It is shown then that in spite of these three arguments against all kinds of teaching in which learning is minimally guided, this type of teaching becomes, as the student increases his level of expertise, a more efficient methodology than the completely guided teaching. This effect is known as the Expertise Reversal Effect. As this effect explains the proven successful use of the transition from the “worked out examples methodology” to the “problem solving methodology”, we propose, also due to this effect, that it will be equally beneficial for learning, to use a transition between two broader methodologies: the gradual transition from completely guided learning to minimally guided learning. The use of this gradual transition of methodologies proposed here will enable constructivism to fully realize its methodological potential.