Reproductive Health Education Using Interactive Learning Approach among the University Students

@#Introduction: This study objectives were to evaluate the youth’s knowledge and awareness of reproductive health issues among the Hashemite University students and to measure the effectiveness of the interactive teaching approach in delivering the reproductive health knowledge course. Methods: Quantitative and qualitative research designs were used. The sample was 160 (two cohorts) undergraduate students who enrolled in the reproductive health course during two semesters at the Hashemite University. Quantitative data was collected from the students before and after receiving a reproductive health course. Qualitative data was collected through focus group discussions. Results: The study results showed an improvement in the reproductive health awareness level of students. There was a statistically significant increase in the total score of knowledge between the pretest (M = 19.97, SD = 3.89) and posttest (M = 21.65, SD = 4.03) for the first cohort at p =.00. There was a statistically significant increase in the total score of knowledge between pretest (M = 19.33, SD = 2.89) and posttest (M = 20.66, SD = 5.78) for the 2nd cohort at p =.00. Qualitative data revealed that the students were very interested in the reproductive health course and found it very useful for themselves, their families, friends, and society. Conclusion: The interactive learning approach was useful in teaching reproductive health course and increased university students’ awareness regarding reproductive health topics, which were important for students. It was recommended by students to teach reproductive health course to other students in all universities using interactive learning.

Analysis of the influence of learning engagement, interactive behavior and learning motivation on learning effect on online learning of Physiology course / 中华医学教育探索杂志

Objective:To analyze the online learning behaviors and learning results of students under different teaching modes with different learning motivations, and to provide a reference for optimizing the development of online teaching.Methods:Samples of students taking the physiology small private online course (SPOC) in 2019 and 2020, and students taking the massive open online courses (MOOC) in the same year were selected in the study to discuss the differences in learning behaviors of students under different teaching modes and learning effects on students with different learning motivations. The online learning behaviors of students were analyzed based on their learning engagement, interactive behavior and learning motivation. SPSS 25.0 was used to analyze the data with statistical methods such as function calculation, frequency statistics, regression analysis, rank sum test, correlation test and chi-square test.Results:The learning participation level ( z=14.36, P<0.001), and the human-machine and interpersonal learning interaction level ( z=-11.70, -16.18, both P<0.001) of SPOC learners in 2020 were higher than those in 2019. The overall interactive level was moderately correlated with performances of students ( r=0.42, 0.52, both P<0.001), and the correlation between interpersonal behavior and grades was much more stronger ( r=0.60, 0.55, both P<0.001). The performance composition of SPOC and MOOC learners in 2019 was completely different ( χ2=857.45, P<0.001). The learning effect of externally motivated students was significantly better than that of internally motivated students ( z=-28.42, P<0.001). Conclusion:The teaching mode adopted by the school can affect the learning effect by influencing the students' online learning engagement and interactive behavior. Besides, students' own learning motivation also plays a key role in their academic performance.

Students' Perceptions about Current Use, Effectiveness and Barriers in Implementation of Interactive Learning at College Of Medicine, Northern Border University, Arar

Objectives: To understand the perceptions of medical students about the current use of interactive learning, its effectiveness and barriers in its implementation. Method: A cross-sectional study was carried out at the College of Medicine, Northern Border University, Arar, Kingdom of Saudi Arabia. Study participants were fifth and final year medical students. A semi-structured questionnaire was used to collect the information in relation to perceptions regarding the use of interactive learning, its effectiveness, and barriers. The questionnaire consisted of Likert scale ranking and close-ended questions. The student’s response was analyzed by frequency analysis. Results: A total of 150 students participated in the study. The most frequently used methods for interactive learning at the College of Medicine were small group discussions (68%) and problem-based learning (56%). Educational games and online videos were used rarely. There was positive feedback regarding the effectiveness of interactive learning in generating interest in learning (84%) and understanding of subject (85%). 80% of the students also reported an improvement in exam scores as a result of interactive learning. The main barriers reported to adoption of interactive learning were inadequate class time (70%), faculty is accustomed to traditional lectures (66%) and lack of trained faculty members (40%). Conclusion: The data suggest despite barriers interactive teaching is being frequently and effectively used at the College of Medicine, Northern Border University, Arar. It is suggested more interactive learning techniques should be incorporated in the curriculum and barriers in adoption can be overcome by following faculty development programs and administrative support.

El uso de las tecnologías de la información y la comunicación para la educación en sexualidad / The use of information and communication technologies for sex education

Objetivo: describir, desde un enfoque cualitativo, el estado actual de la educación en la sexualidad con aplicación de las tecnologías de la información y la comunicación, según fuentes publicadas en bases de datos científicas de predominio latinoamericano, en idioma español, y de organismos nacionales e internacionales, orientadores en el tema de estudio, en el período comprendido entre los años 2012 y 2016. Métodos: se realizó un estudio cualitativo que se desarrolló en tres fases: diseño del formato para la recolección de información; búsqueda de información; análisis y descripción de los resultados. Se incluyeron 25 fuentes, generadas en diversos países, en su mayoría latinoamericanos de habla hispana. Resultados: sobresalen las intervenciones educativas enfocadas a la prevención del embarazo en los adolescentes, mediante la diversidad de las tecnologías de la información y la comunicación, algunas de uso común como Facebook, WhatsApp, Twitter, mensajes de texto, blog y juegos digitales, entre otros. Conclusiones: se concluye que muchos autores de los diferentes países consultados aplican las tecnologías de la información y la comunicación como estrategia que facilita los procesos de enseñanza-aprendizaje en la educación para la sexualidad en los adolescentes, lo que motiva y estimula su participación activa, la reflexión y el análisis, con el fin de obtener los resultados esperados(AU)

Objective: qualitatively describe the current status of sex education with the application of information and communication technologies, based on sources published in mainly Latin American, Spanish language scientific databases, and by national and international agencies guiding the study subject in the period 2012-2016. Methods: a qualitative study was conducted which developed along three stages: design of the information collection format; information search; analysis and description of results. Twenty-five sources were included, mostly from Latin American Spanish speaking countries. Results: a predominance was found of educational interventions aimed at teenage pregnancy prevention by means of a variety of commonly-used information and communication technologies such as Facebook, Whatsapp, Twitter, text messaging, blogs and digital games, among others. Conclusions: it is concluded that many authors from the various countries consulted apply information and communication technologies as a strategy facilitating teaching-learning processes in sex education for teenagers, thus motivating and stimulating their active participation, reflection and analysis, and the achievement of the expected results(AU)

The Effects of an Interactive Nursing Skills Mobile Application on Nursing Students' Knowledge, Self-efficacy, and Skills Performance: A Randomized Controlled Trial

PURPOSE: Clinical nursing practice is important because it helps nursing students experience realities of clinical nursing that cannot be learned through theoretical education. This study aimed to evaluate the effect of an interactive nursing skills mobile application for nursing students. METHODS: Sixty-six senior nursing students were randomly assigned to experimental or control groups. The experimental group used an interactive nursing skills mobile application for 1 week. The control group was provided with a mobile application containing noninteractive nursing video contents for 1 week. Before (pre-test) and 1 week after (post-test) using the mobile application, participants' knowledge of clinical nursing skills, self-efficacy of nursing practice, and nursing skills performance were assessed. RESULTS: The experimental group showed a significantly higher value for knowledge after 1 week of treatment via their mobile application than the control group (t = 3.34, p = .001). In addition, they showed significantly improved self-efficacy before and after intervention (t = 2.46, p = .017) than the control group. The experimental group's nursing skills performance was also significantly enhanced after intervention (t = 7.05, p < .001), with a significant difference in the degree of improvement (t = 4.47, p < .001). CONCLUSION: The interactive learner-centered nursing education mobile application with systematic contents was an effective method for students to experience practical nursing skills. Developing and applying a mobile application with other nursing contents that can be effectively used across all range of nursing students is recommended.

Communication, technology and ageing: elderly, senior citizen groups and interaction process in the information age / Comunicação, tecnologia e envelhecimento: idosos, grupos de terceira idade e processo de interação na era da informação

Um ambiente computacional mudará a natureza da atividade interacionista se contemplar as mudanças que estão ocorrendo nos métodos de comunicação, pois deve favorecer o trabalho cooperativo. Para desenvolver ferramentas que viabilizem a construção do conhecimento por meio da interação é preciso conhecer os aspectos biopsicossociais e entender o potencial libertador dos processos comunicativos que se estabelecem quando os sujeitos interagem mediados pela tecnologia. Partindo de uma concepção sócio-histórica de interação social, procuramos preencher um espaço de pesquisa em relação à ação comunicativa e à significação das representações sociais sobre as tecnologias de comunicação e informação. Analisamos a tríade comunicação, tecnologia e envelhecimento, objetos de natureza distinta que advêm quando se ponderam questões que envolvem pessoas idosas num contexto biopsicossocial. Buscamos conhecer as representações simbólicas em relação às tecnologias e analisar os sentimentos desencadeados e o significado das experiências vividas com o uso desses dispositivos. Analisamos os processos de apropriação e significação das tecnologias com um grupo de idosos matriculados em oficias de informática do município de Passo Fundo - RS. A pesquisa é um estudo transversal de cunho analítico e populacional. Para analisar os dados utilizamos análise de variância, teste qui-quadrado, análise fatorial e análise de conglomerado em um nível de significância de 5 por cento (p ≤ 0,05). Os resultados revelam que os idosos participam das oficinas com a finalidade de maximizar os processos de convívio, resultado que ratifica a importância dos programas de educação permanentes oferecidos pelas universidades abertas.

Using a Facebook Group for interactive clinical learning

Background: Facebook is a popular social networking site with more than five hundred million users. This study assessed whether Facebook Groups can be used to teach clinical reasoning skills. Methods: Sixty-seven final year medical students from the International Medical University, Malaysia, were exposed to interactive online learning through a Facebook Group for a period of six months in this study. The purpose was to determine if supervised interactive online learning could be used to augment the deep learning that comes from learning medicine at the bedside of patients. The interactive online discussions were entirely triggered by clinical problems encountered in the medical wards of the general hospital to which these students were attached. Results: A total of 10 topics were discussed in this forum during the duration of this study and an example of one such discussion is provided to illustrate the informal nature of this kind of learning. The results showed a high degree of student involvement with 76 percent of students actively participating in the discussions. Conclusion: The high degree of voluntary participation in the clinical discussions through the Facebook Group in this study tells us that Facebook Groups are a good way of engaging students for learning and can be used in medical education to stimulate creative clinical thinking.