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This paper discusses the performance analysis of learner behavior through online learning using Learning Management System (LMS). The analysis is performed based on the survey of lecturers and students activities. The parameters of survey consist of the problems discussion which arise in the online learning, the level of student absorption of lecture material, the level of student attendance, and the feedback on lecturer performance carried out by students. Problems that arise in the online learning include lecturers are not being able to control as much as 37%, network disturbances are as much as 22%, students having difficulty understanding lecture material are as much as 19% which are indicated by students with D score of 10%, C score of 60%, and B score of 30%. Meanwhile 17% of students use LMS and the remaining 5% have no problems with the online learning. On the other hand, students have difficulty obtaining connection for online learning of 45%, do not have a quota of 28%, and lazy of 17%. Lecturer performance feedback carried out by students based on competency parameters of pedagogic, personality, professionalism, and social shows very good score. © 2023 IEEE.
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Purpose: This study aims to introduce a research framework that identifies the potential sources of design self-efficacy that emerge from the digital class by covering the teaching for professional competence model (TPCM) to enhance students' design self-efficacy. Design/methodology/approach: The multistage and purposive sampling technique is used, and the respondents considered are Malaysian university students. Further, the students who completed the survey included both local and international students so as to capture responses through primary data. Findings The findings of this research study reveal that design self-efficacy is determined not only by feedback and collaborative learning but also by perceived digital class experience. Research limitations/implications: Moreover, this study is limited in offering a theoretical framework using the TPCM;therefore, future studies may incorporate Bronfenbrenner's ecological systems theory and may also use the theory integration approach. Also, in terms of geographic coverage, the current work is limited to an area in Klang Valley. Future studies may be carried out in other parts or regions of the country. Future researchers may also focus on technological self-efficacy to capture the other related factors that may be related. Practical implications: This study not only contributed to the theoretical extensions but also to practical implications, which would benefit the policymakers of higher education providers in Malaysia. Originality/value: TPCM components, which are students' personal characteristics, teaching practices and student's perceptions of the classroom climate, are mapped into the digital class context as potential sources of design self-efficacy and collectively labelled as digital class experience. To the authors' knowledge, the digital class environment variable is yet to be tested as a component of TPCM.
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After some time of lockdown experiences, limited attention for feedback and the absence of feedback digitalization frameworks suggests rethinking traditional feedback practices toward post-pandemics digital/hybrid education. This research surveyed feedback digitalization needs in the context of online education in high education institutions in the Netherlands and Germany during the COVID-19 pandemic. The dimensions surveyed included preferences for feedback such as typology of feedback (e.g., cognitive, behavioral, etc.), formats (e.g., written, audio, video), online instruments, and features for communicating feedback. The results suggest that online instruments supporting features for effortless interactivity are among the highly preferred digital options for giving/receiving feedback. When given online, inclusive formats of feedback that inform learners not only about their own but also peer performance were also found to be among highly rated options. The increased need for inclusive feedback with peers, however, may also negatively affect students' mastery orientations. Thus, balancing online with offline approaches should also be recommended when considering feedback digitalization approaches. © 2023 by the authors.
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The double societal hit of dementia and infectious disease outbreaks like COVID-19 have raised a convergence of concerns for the future of care settings for people living with dementia. Images of institutionalized older adults who are quarantined in closed settings have led developers, government agencies, and care administrators to search for innovative options to create more autonomy and quality of life in care settings while protecting the health of residents. This chapter describes the qualitative work being conducted by a Midwestern university research team, laying the groundwork for the conceptual adaptive reuse of an 800,000 square-foot closed mall site for centralized dementia programs, services, housing, and an on-site quarantine and medical center. Focus group outcomes from architects and developers highlighted five principle themes relating to the barriers and benefits of adaptive reuse for this model which include: mixed-use precedents, linking the old with the new, economic factors, development partnerships, and sustainable building practices. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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PurposeThe purpose of this research is to develop through a two-stage verification and validation process a novel implementation framework for collaborative BIM, utilising experts from academia and industry as well as a real-world case study project.Design/methodology/approachThe aim of this research was to build upon previous research findings by the authors in order to develop an implementation framework that stems from ousting the inefficiencies of current collaborative BIM practices. This is achieved by a more objectified and quantified approach towards seeking heightened transparency and objectivism of what is required through the implementation of BIM. The mixed research methods technique of both qualitative and quantitative data collection was utilised, with the structure consisting of a two-stage approach utilising the Delphi model for verification and validation. This was developed to test the novelty and beneficial structure hypothesis involving 15 core BIM experts from academia, construction and design with c. 22 years average experience. Validation was undertaken on a complex, high value real world building structures project in central London, inclusive of 8 core project BIM experts. The research utilised a developed solution that mirrored and provided a more holistic representation guiding the practitioners as a project team step by step through the determination of underpinning elements, which support the goal of enhanced information requirements as well as executing the prioritisation measurement tools as part of the framework. Data ascertained at the workshop case study prioritised areas of importance that are core in supporting the delivering of these enhanced information requirements at a project delivery level, which were in order of prioritisation determined by the project team (1) constraints (39.17%), (2) stakeholder requirements (35.78%), (3) coordination (existing asset) (15.86%), (4) exchange requirements (5.38%) and (5) level of information need (3.81%). Furthermore, risk mitigations for the top three priorities were focussed on early stakeholder engagement, appropriation of survey data collection, focus on quality of outputs and applying toolsets and processes with meaning and emphasis on the defined high-level requirements.FindingsFindings show that the framework and the developed solution translate the process methodology of the framework schema into a useable and beneficial tool that provides both qualitative and quantitative inputs and outputs. Furthermore, a collective agreement on the objectives, risk mitigations and assignment of tasks in order to achieve outcomes is presented, with evidence on numerical weightings and goal achievement.Research limitations/implicationsDue to the impacts of COVID-19 on physical engagements both the verification (electronic survey questionnaire) and validation (case study project) were undertaken remotely, using available technologies and web interfaces.Practical implicationsThe case study workshop was limited to one building structures project in central London of a value of c. £70 m design and build cost that the project team (participants) were actively engaged with.Social implicationsThe social impacts of this research has resulted in the review of existing systems, methods and approaches from a wider perspective of theoretical and applied environments, which led to the development of a novel approach and framework guided by an interactive and useable solution.Originality/valueAs shown within the core findings, experts across academia and industry (design and construction) confirmed that the framework methodology and application were 100% novel, and added a benefit to the existing collaborative BIM approach. Value added is that through objectifying, weighting/prioritizing and creating a discussion supported by qualitative and quantitative reasoning the focus on what collaborative BIM is to achieve is increased, and thus the likelihood of successful implementation.
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Princeton University, including the various language programs it offers, has intentionally resisted distance learning for decades, primarily out of a desire to concentrate on the residential undergraduate educational experience. In New Jersey, USA, state-level restrictions and institutional decisions resulted in the closure of campus instructional spaces from the halfway point of the 2020 spring semester through the end of the 2020-2021 academic year, with further precautions, mitigations, and flexible responses throughout the following academic year, including but not limited to frequent reversion to remote instruction during periods of high incidence, interior masking requirements, and social distancing when possible in classroom spaces. For the past six years, I have also redesigned, expanded, and aligned our second-year German program with the first year, which is based on a high-frequency core vocabulary and the development of contextual reading strategies, among other approaches (for a detailed description of approach, form, and function, see Oberlin, in press). Of the many tools and approaches considered during this frantic and bewildering week, one stands out: the application of outside-of-class student-to-student communication via Zoom or other video-conferencing technologies with written follow-up to fulfill a number of desiderata: (1) that students speak more in an alternate assignment format given the realities of affective and technological hurdles while using video conferencing software;(2) that they are provided with an unsupervised opportunity to speak in an effort to reduce anxiety;(3) that self-scheduled partner work might offer flexibility necessary during home-based study and the various complications and distractions that entails, particularly during a period of ongoing disruptions;and (4) that a written response to this oral communication would generate classroom discussion, deepen engagement with materials, and present instructors with another avenue for teacher-student feedback and the assessment of sentence- or paragraph-level writing.
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ContextWork with a diverse environment in a district general Teaching Hospital in the UK. The organisation is known for being an excellent environment for learning, well-being and teaching of junior doctors. It has two sites, one in Sandwell (Sandwell General Hospital) and the other in West Birmingham (City Hospital).I have worked as the Foundation Program Director for Foundation Year 1 doctors for the past 4 years and also have a keen interest in well-being. I have taken an active role more since the COVID pandemic to focus on well-being of junior doctors and been part of a well-being team involved in making the working environment more amenable and healthy. The well-being team is led by the Junior Doctors well-being lead and we in turn have developed a strong working relationship to endeavour that the support foundation Doctors have is robust and consistent.Issue/ChallengeThe specific challenge was around addressing the needs of the Foundation Year 1 doctors and to develop a process to ensure they could have a means/approach to have time to address well-being in a focused manner. This led to development of 1:1 well-being meetings with each trainee with the Foundation program Director and the well-being lead. This involved arranging 10-15 mins appointments in an environment away from the working areas and ensuring It was a confidential and safe space. The whole purpose is to see how the trainee was doing in their day to day work and ensuring they were able to approach with any queries and concerns if they wished to. Meetings were arranged mid Sept to early October and across sites to ensure easy accessibility. Trainees were met face to face to ensure that the contact was felt to be more human and personable.Assessment of issue and analysis of its causesThe size of the challenge was dominated by the number of trainees. It’s on average we have around 65-70 trainees to meet. However with identifying time aside in the allocated times, this was an achievable task to allocate all trainees a slot or work around the time to allocate alternative time slots. This meant dedicating afternoons over a 2-3 week period.Educational supervisors were informed of the meetings in advance to ensure trainees were released for their time slot and again confidentiality was prioritised to ensure the trainees didn’t feel intimidated and forced into meeting.Feedback was then sought from the trainee group to assess if the meetings were helpful and how to improve upon the format.ImpactA feedback survey was sent out following on the meetings and a good response rate (50%) from trainees identifying their views about the well-being meetings.Majority of trainees identified the meetings as very useful and found the environment to be very supportive Witt regards to their well-being. Feedback comments on the meeting format;‘a lovely idea, felt very comfortable'‘A month in was a good time to check in' ‘nice to meet up and chat'Overall the meetings were received very well. It was suggested by trainees to arrange one per rotation, this was going to be challenged mainly by time and availability.For ongoing meetings, it has been consistently well received for the past two years and will continue in this format. We will be guided by survey/feedback responses to ensure the process works consistently well.InterventionThe main outcomes from this work has been to assess wellbeing but also key in identifying any trainees who are struggling and particularly those who have struggled to engage with other senior colleagues to share any concerns. This in turn has resulted in further 1:1 meetings with these trainees (this has been 3 in the past training year 2021-2022) and appropriate signposting and guidance to helpful resources (including occupational health and the Professional Support and Wellbeng Unit) has further supported trainees to guide them through the year. Overall the positive outcomes have been all three trainees achieving the needed competencies to complete their FY1 year successfully. This work has shown focused meetings wit the right stakeholders achieves satisfying outcomes for those in training and those particularly struggling in training.The format of meetings can be easily reproducible at differing training levels or across trusts.Involvement of stakeholders, such as patients, carers or family members:Overall no direct involvement with patients but indirectly if there are concerns which in turn would affect patient safety, appropriate measures have been taken as and when needed. No patient safety concerns came about as a result of these meetings.Key MessagesThe main message is about investing time and focus in trainees at the infancy of their career matters and this time can be invested well to ensure that their well-being is addressed at an earlier stage to ensure that should any concerns are highlighted, they can be addressed.This in turn as improved outcomes in relation to unplanned sickness or time out of training. Ensuring that appropriate platforms of support are highlighted have helped in this respect.It also helps your trainees in identifying those who are going to help when needed and having appropriate signposting at this stage has helped them considerably in processing well.Lessons learntLessons include that you need to be accessible but ensuring that trainees also understand there are other means of support outside this remit. This means ensuring that all knowledge is shared and this would be helpful in identifying resources prior to meetings so they're aware of support mechanisms at hand.It's important to also understand that not all trainees will be open to sharing concerns so early on in a meeting so identifying we can be approached at a later stage is also important.Constraints is time and this isn't always easily accessible to trainees who struggle out of hours. Ensuring appropriate mentorship through peers is an important consideration at this point.Measurement of improvementSurvey feedback via the trainee group is important to ensure the meetings are delivering what the trainee needs. Through feedback and changes, ensuring that follow on meetings have been adjusted as per suggested changes and this will be assessed through the process of QI and establishing a PDSA cycle. Work is ongoing through to ensure the next feedback meetings are planned in a similar format as last year, as the overall feedback has been hugely positive on a wholeStrategy for improvementNext meetings/check in planned Late Sept/early Oct. Feedback to be sought from meetings.Planned further 1:1 meetings with well-being leads for those trainees identified as in need for further support. Follow up meetings will be done as per their choice/consent and involvement of educational supervisors if indicated.
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In medical colleges, cadaveric dissection is an effective anatomy teaching method. Cadaveric dissections put students at the center of learning and show structures in their natural environment. However, most students dislike autopsy dissection since it's tedious and time-consuming. Thus, our study examined first-year medical students' attitudes toward dissection to learn anatomy. After the semester, students received a 3-domain questionnaire on preparedness, attitude, and restrictions. All information was gathered and recorded anonymously using Google forms. Each domain has many questions that add up to a score that shows how well they are prepared and how far online learning can go. One hundred MBBS first-year students participated in online anatomy lessons. After online courses, consenting students completed Google feedback forms regarding their experiences, which were examined and quantified. One hundred students completed the questionnaire and provided comments. Online courses were the most fantastic method to study human anatomy in medical school, according to 97.2%. Only 32.8% of students were uneasy, utilizing visuals to illustrate the softer aspects. Students' emotions and attitudes during corpse dissection varied by gender. Online was more appealing to males than women. Students prefer online courses over image-based ones because of the flexibility of time management and seating configuration. The statistical analysis revealed significant gender-related inequalities in student opinions. Other medical students showed similar variances at various phases of the research. The online anatomy classes for AVMC&H medical students were easy and enjoyable and utilized the "steeplechase" method. Our study shows the pros and cons of online education. Trainers/instructors should examine using online live forms as an instructional tool in anatomy training and generate new anatomy-related films for formal live teaching in the medical curriculum to accomplish this goal. However, additional study is needed to determine how much online education affects student learning and training.
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BackgroundThe use of interactive patient scenarios has long been a valuable component of medical school curricula, as this type of learning facilitates empathy, comprehensive understanding, and cultural sensitivity.[1] The COVID-19 pandemic, however, has precipitated a shift to more virtual strategies to keep students, faculty, and patients safe.[2]ObjectivesTo evaluate second year medical students' (MS2s) perceptions on the use of live patient encounters during the teaching of the skin and rheumatology course (BMS 6635) using different teaching formats due to changes from the COVID-19 pandemic.MethodsFour to five patients with dermatologic, autoimmune, and musculoskeletal diseases volunteered to participate in an interactive teaching session with MS2s at the University of Central Florida College of Medicine. MS2s enrolled in BMS 6635 were asked to voluntarily complete a survey about their learning experiences using these patient cases. Students who did not respond to the survey were excluded. Data analysis using Chi Square testing was performed on survey responses obtained pre-pandemic as compared to those collected in academic years 2020-2021 and 2021-2022 during the COVID-19 pandemic.Results700 surveys were obtained after patient cases given in different formats. When the interactive patient cases were given in person before COVID-19, 93% of students enjoyed the cases and 95% of students believed that the cases were an appropriate learning experience in their education. When these cases were delivered virtually beginning in the academic year 2020-2021, however, students' enjoyment of these cases decreased to 86%, with 92% of students believing that the cases were an appropriate learning experience. This is a 7% and 9% decrease, respectively, from pre-pandemic years. During the academic year 2021-2022, use of a hybrid model, with students and faculty in-person and patients participating virtually, resulted in 81% of students enjoying the interactive patient cases and 83% of students believing that the cases were an appropriate learning experience. This was a 12% decrease from before the COVID-19 pandemic (p <.001) and a 5% and 9% decrease, respectively, from the previous year (p <.001) (Figure 1). 37% of students who had their cases in a completely virtual format preferred the interactive patient sessions to stay completely virtual, while 51% of students who participated in hybrid sessions during COVID-19 preferred the sessions to be completely virtual (p<.029) (Table 1).Table 1.Medical student survey responses comparing live patient encounters given in person, completely virtually, and a hybrid formatIn person pre-Covid (2016-2020)Completely virtual-Covid (2020-2021)Hybrid Format-Covid (2021-2022)Totalp-valueI enjoyed the Live Patient cases43993%9186%9881%628<.001*The Live Patient cases were an appropriate learning experience at this stage in my education44895%9792%10183%646<.001*The Live Patient cases helped me remember the diseases well for the exam9583%8075%8671%261.111Would you prefer the Live Patient sessions to be on Zoom?3937%6251%49.029** = Statistical significance defined as p<0.05Figure 1.Medical students' feedback on live patient cases given in different platforms before COVID-19 and during the COVID-19 pandemic.[Figure omitted. See PDF]ConclusionThe use of interactive patient cases in medical education has been met with positive feedback over the years and should continue to be used in medical education. This study showed that MS2s enjoyed the patient encounters more when delivered in-person vs a virtual or hybrid format. Careful consideration should be given to delivery format to optimize student learning and enjoyment.References[1] Spencer J, Blackmore D, Heard S, et al. Patient-oriented learning: a review of the role of the patient in the education of medical students. Med Educ. 2000;34(10):851-857. doi: 10.1046/j.1365-2923.2000.00779.x.[2] Rose S. Medical Student Education in the Time of COVID-19. JAMA. 2020;323(21):2131-2132. doi: 10.1001/jama.2020.5227.Acknowledgements:NIL.Disclosure of I terestsNone Declared.
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Written, invigilated examinations are valued for their reliability, economy and academic integrity. Nevertheless, examinations are problematic. Final, summative examinations can disadvantage students who experience assessment anxiety, and students may not receive useable feedback. An alternative is the two-stage examination, where a traditional examination is followed by a group examination with similar questions. Students gain peer feedback on their examination performance, and can meaningfully apply this feedback. Use of this format in tertiary STEM education in universities has indicated that students prefer the format, although it has been little studied in Australia. Furthermore, its effects on reducing stress and fostering deeper learning are not well understood. The COVID-19 pandemic and switch to online learning has provided us with an opportunity to review our assessment practices and has led to a new willingness to test different examination formats. Here we provide a narrative review of the results of previous studies on two-stage examinations and, based on this and our experience teaching in large-cohort introductory biology courses at an Australian university, we propose a formula for employing them in this context.
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Postconcussion syndrome is a devastating condition of the mind, body, and even personality. Mounting research demonstrates that heart rate variability biofeedback can help the concussed individual in three critical ways: (a) eliciting high amplitude oscillations in cardiovascular functions and thereby strengthening self-regulatory control mechanisms;(b) restoring autonomic balance;and (c) increasing the afferent impulse stream from the baroreceptors to restore balance between inhibitory and excitatory processes in the brain.
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Featured ApplicationThe research has a potential application in the field of fake news detection. By using the feature extraction technique, TwIdw, proposed in this paper, more relevant and informative features can be extracted from the text data, which can lead to an enhancement in the accuracy of the classification models employed in these tasks.This research proposes a novel technique for fake news classification using natural language processing (NLP) methods. The proposed technique, TwIdw (Term weight–inverse document weight), is used for feature extraction and is based on TfIdf, with the term frequencies replaced by the depth of the words in documents. The effectiveness of the TwIdw technique is compared to another feature extraction method—basic TfIdf. Classification models were created using the random forest and feedforward neural networks, and within those, three different datasets were used. The feedforward neural network method with the KaiDMML dataset showed an increase in accuracy of up to 3.9%. The random forest method with TwIdw was not as successful as the neural network method and only showed an increase in accuracy with the KaiDMML dataset (1%). The feedforward neural network, on the other hand, showed an increase in accuracy with the TwIdw technique for all datasets. Precision and recall measures also confirmed good results, particularly for the neural network method. The TwIdw technique has the potential to be used in various NLP applications, including fake news classification and other NLP classification problems.
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BackgroundSheffield Teaching Hospitals (STH), UK, has a specialised axial spondyloarthropathy (axSpa) clinic run by a rheumatology consultant and physiotherapist with special interest in this area. BASDAI and BASFI patient reported outcome measures are used to assess disease activity and response to treatment, in line with national guidelines. STH has invested in MyPathway (MP), an electronic patient messaging system used for patient information, appointments and electronic patient reported outcome measures (ePROMs). The data can also be viewed at a system level on a clinician dashboard. Prior to 2020 the uptake of ePROMs was low in the axSpa clinic. The move primarily to telephone consultations in March 2020, due to the COVID-19 pandemic, created an opportunity for increasing the use of MP for ePROMs collection to enable improved remote monitoring of patients with axSpa.ObjectivesThis quality improvement project aimed to increase the use of electronic BASDAI and BASFI (ePROMs) in the axSpa clinic.MethodsA multi-pronged approach has been taken since March 2020 to increase ePROMs completion and improve their use. Each appointment was used as an opportunity to discuss and recruit patients to MP. Clinicians invited each patient to join MP and sent them a link after their appointment. QR codes were then added to all rheumatology patient letters encouraging patients to register. A pathway was set up that automatically sent a prompt to patients registered on MP to complete their BASDAI and BASFI questionnaires prior to clinic appointments. Clinicians began logging into MP to view scores during appointments to provide patients with real-time feedback.A mixed methods approach was used to assess the uptake of ePROMs over time. We tracked MP registration rates and BASDAI completion rates as the key outcome measures, using a run chart to assess special cause variation. We undertook a patient focus group to explore attitudes towards ePROMs, key barriers and opportunities for further improvement.ResultsThe total number of axSpa patients seen in the specialised clinic (named LADAS) who have registered with MP has increased from 56 (35.9%) in January 2019 to 200 (58.9%) in September 2022. There has been an improvement in the BASDAI completion rate, with 80% of patients completing more than one BASDAI in 2022, compared to 24% in 2019, as illustrated on a run chart (Figure 1). Patients can complete BASDAI forms sent to them in a previous month, therefore the completion rate some months exceeds 100%.In a dedicated focus group, patients reported that ePROMs were generally more convenient, and provided a useful record to refer back to. This could be further improved by development of a graph function to view scores over-time and the ability for patients to complete a questionnaire between appointments when they feel their disease is more active. A key theme for improving the use of ePROMs was the need for more discussion about their utility and around individual patient's scores. There is concern that the BASDAI and BASFI scores are arbitrary and lack nuance, and that the importance of these scores at an individual patient level is not clear. This may be rectified by more discussion with clinicians in appointments, to add meaning to these scores. There was also concern that sleep and other generic health measures are not covered in the BASDAI or BASFI. The EQ-5D, a generic questionnaire, is also sent to axSpa patients, but there seems to be a lack of patient awareness regarding it. There is an appetite to improve and standardise the amount of patient information accessible on MP, for example disease information and links to patient support groups.ConclusionThere has been a clear improvement in the completion of ePROMs in the dedicated axSpa clinic at STH, over the last three years. Patient feedback has highlighted key areas for further improvement to maximise the potential of ePROMs, including more discussion around PROM scores to increase understanding and add individual patient meaning and nuance.Figure 1.AcknowledgementsI have no acknowledgements to declare.Disclosure of InterestsJudith Jade: None declared, Zoe Cox: None declared, Emily Fox: None declared, Rachel Tattersall Speakers bureau: honoraria as speaker for Abbvie, Lisa Dunkley Speakers bureau: honoraria as speaker/ teaching for UCB/ Abbvie/ Pfizer.
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In this paper, we document elementary school teachers' attitudinal and pedagogical changes during the rapid move from brick-and-mortar to virtual schooling initiated by the COVID-19 pandemic. We administered four online surveys (in September and October 2020, and in March and June 2021) to determine teachers' perceived challenges and successes in using online technology, as well as applied mixed-methods action research to identify their approaches to teaching mathematics online. The initial challenges included gaining skills, resources, and know-hows for teaching online, and supporting students and their families in the swift transition, while also maintaining instructional goals and overcoming stress. The later challenges included dealing with workload and engaging students in learning. As their comfort with technology increased, teachers started realizing that many old pedagogies were either impossible or inadequate in the online environment, and they began to innovate with virtual classrooms that encompassed students' homes, parents, and the outdoors. Mathematics manipulatives were found in the kitchen and measurements were done in the home or during walks outside. Mathematics concepts became more real-life centered, and learning became more playful and problem-oriented. Technology helped to create and sustain learning communities, and exposed student thinking at their comfort level. For some students, this approach worked better than brick-and-mortar schools;for most teachers, it created opportunities to provide and receive feedback differently, collaborate widely, reinvent their practice, and contribute to changing norms. We conclude by providing suggestions for moving forward.
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Japan is rich in cultural properties of great historical and artistic value, of which the most important are protected as nationally designated cultural properties. Intangible cultural properties are techniques that have been handed down from generation to generation, such as theater, music, and craft techniques. In Japan, where the population is aging rapidly, digital archiving is essential for the transmission of intangible cultural assets. In this study, we focused on the musical accompaniment of the Kanuma Imamiya Shrine Festival (Kanuma Autumn Festival), which is designated as a UNESCO Intangible Cultural Heritage and a nationally designated Important Intangible Folk Cultural Property. Although the Kanuma Autumn Festival had to be canceled last year due to the emergency declaration requested by the spread of coronavirus infection, the festival is still being carried on. In this study, we have developed multi-viewpoint viewing system for ohayashi content with the cooperation of the Kamifukatsu Music Preservation Society and evaluated the system through experiments with participants. As a result, we obtained positive feedback from the participants, while those who had experience with musical performances pointed out points that needed to be improved. The controller was used as a method of interaction with the contents, but other methods have not yet been compared. Therefore, we aim to support the inheritance of tradition and examine the most user-friendly interaction method in terms of operability. © 2023 SPIE.
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Introduction: The importance of psychological safety, staff morale, culture and civility (PSMCC) has been highlighted by multiple recent maternity investigations as key to the provision of safe, high quality maternity care [1]. These factors are also crucial for staff retention and recruitment. Concomitantly, the NHS Staff Survey indicates an almost universal decline in staff motivation and engagement since COVID;a trend also noted in our institution [2]. Regular, authentic, individual and group positive feedback could improve PSMCC by creating a culture of kindness and appreciation, reinforcing positive behaviour and improving teamwork. At UHP, an established 'Learning for Excellence (LfE)' positive feedback system is in place, facilitating provision of volitional, authentic feedback to individuals and enabling organisational learning about what works. The aim of this project was to assess the impact of a shift to a more positive, appreciative narrative in maternity using intensive positive feedback from patients and staff. Method(s): A literature review to derive validated questions for incorporation into a questionnaire to assess baseline levels of PSMCC and perceptions of positive feedback receipt. QI methodology and stakeholder focus groups aided the development of the interventions. Once established, the impact of these positive interventions on PSCMM will be assessed. Result(s): There were 103 responses to the baseline questionnaire. 24% staff felt their actions at work were never positively acknowledged;45% felt undervalued. 63% felt they do not receive enough positive feedback, whilst 93% believed that receiving more positive feedback would improve staff morale, wellbeing, culture and care. Discussion(s): Based on these findings, interventions to provide regular, authentic, positive feedback across our maternity unit have been created. These include: 1)motivational board sharing positive feedback stories from patients and staff obtained via LfE, showcasing the kind, compassionate and high quality care delivered;2) Weekly email shots of LfE stories focussing on specific positive behaviours such as teamwork and patient centred care;3) A white board for staff and patients to share positive messages ad hoc;4)Promotion of the LfE initiative to patients thus increasing positive feedback to staff. The impact of these interventions will be assessed shortly and presented in full.Copyright © 2023 Elsevier Ltd
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In 2018, CAI, an organization that provides national level training and capacity-building developed a TIC implementation model, now delivered in HIV and primary care agencies throughout the United States to integrate TIC into their culture, environment, and service delivery. In 2018, an organization that provides national level training and capacity-building, Cicatelli Associates, Inc. (CAI), developed a TIC implementation model, now delivered in HIV and primary care agencies throughout the United States to integrate TIC into their culture, environment, and service delivery. PWH who have experienced trauma are 58% less likely to adhere to their antiretroviral treatment compared to PHW who have not experienced trauma (Brown. Since 2018, CAI, a national training and technical assistance organization, has developed and implemented a TIC implementation model to build the capacity of primary care agencies and their healthcare staff to integrate TIC throughout their cultures, environments, and service delivery. The motivation for this model is based on the understanding that primary care providers play a critical role in identifying and addressing past trauma with clients, as opposed to simply relying on referrals to external mental health services to support these needs. CAI technical assistance providers offer capacity building and training to staff at these agencies to implement components of the model to ensure successful integration of TIC into agency culture, environment, and service delivery.
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Preparing future teachers to read and respond to student writing is an important part of learning to teach writing. However, preservice teachers (PSTs) often do not have authentic opportunities to read and respond to student writing in methods courses. To create and provide more opportunities for reading and responding to student writing, I partnered with a local high school teacher and her student writers. In this article, I share why it is important for PSTs to have opportunities to read and respond to student writing, a university–school partnership designed to foster these opportunities, and observations from year one of implementation of the partnership. I end the article with important considerations for creating a partnership to foster opportunities to read and respond to student writing. [ FROM AUTHOR] Copyright of Journal of Adolescent & Adult Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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High dropout rate is a critical problem in MOOCs. The prime objective of this study is to identify possible dropout students at the early stage of the course and reducing the number of dropouts providing proper feedback to address the relevant factor. A prediction model based on stacking ensemble machine learning is proposed to identify whether a learner is at risk of dropping a course. The proposed stacked ensemble model outperformed with an accuracy of 93.4% compared to other popular machine learning classifiers. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
Healthcare students must develop essential interprofessional skills to provide efficient, safe, and effective patient-centered care. To ensure students receive the proper training to develop these skills, an interprofessional team visit (IPTV) program was established at a large urban university in 2011. The program involved teams of students from nine disciplines conducting home visits with community participants to provide patient-centered care and educational resources. During the COVID-19 pandemic, the IPTV program transitioned to a virtual delivery first piloted in 2020. The aims of this study were to evaluate the community participants' experiences with virtual IPTV (vIPTV), identify benefits and challenges related to transitioning from in-person to virtual delivery, and utilize participants' feedback to improve the IPTV program. Focus groups with 39 total participants were conducted in seven different sessions during December 2021 and January 2022. Qualitative analysis of the data showed that participants value the IPTV program, had positive experiences with the virtual delivery, and desire personalized interactions. Community participant's feedback can enhance virtual educational experiences for healthcare students' training.