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Multidisciplinary research on teaching and learning
\"Educational research encompasses different scientific cultures with different tools, practices, views, and languages, which frequently makes communication difficult. This collection indicates how research on teaching and learning from multiple scientific disciplines such as educational science, psychology, and various domain-specific instructional sciences can be successfully pursued by a co-operation between researchers and experienced school teachers. Each chapter aims at process-oriented rather than only outcome-oriented research. The contributors promote analyses from multiple perspectives and adopt different methodological approaches, ranging from field research to laboratory experiments. \"-- Provided by publisher.
Book
A Cost-Effectiveness Analysis of Blended Versus Face-to-Face Delivery of Evidence-Based Medicine to Medical Students
Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear.
This study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based medicine training within a medical program.
The economic evaluation was conducted as part of a randomized controlled trial (RCT) comparing the evidence-based medicine (EBM) competency of medical students who participated in two different modes of education delivery. In the traditional face-to-face method, students received ten 2-hour classes. In the blended learning approach, students received the same total face-to-face hours but with different activities and additional online and mobile learning. Online activities utilized YouTube and a library guide indexing electronic databases, guides, and books. Mobile learning involved self-directed interactions with patients in their regular clinical placements. The attribution and differentiation of costs between the interventions within the RCT was measured in conjunction with measured outcomes of effectiveness. An incremental cost-effectiveness ratio was calculated comparing the ongoing operation costs of each method with the level of EBM proficiency achieved. Present value analysis was used to calculate the break-even point considering the transition cost and the difference in ongoing operation cost.
The incremental cost-effectiveness ratio indicated that it costs 24% less to educate a student to the same level of EBM competency via the blended learning approach used in the study, when excluding transition costs. The sunk cost of approximately AUD $40,000 to transition to the blended model exceeds any savings from using the approach within the first year of its implementation; however, a break-even point is achieved within its third iteration and relative savings in the subsequent years. The sensitivity analysis indicates that approaches with higher transition costs, or staffing requirements over that of a traditional method, are likely to result in negative value propositions.
Under the study conditions, a blended learning approach was more cost-effective to operate and resulted in improved value for the institution after the third year iteration, when compared to the traditional face-to-face model. The wider applicability of the findings are dependent on the type of blended learning utilized, staffing expertise, and educational context.
Journal Article
Effects of breastfeeding education interventions during pregnancy on breastfeeding practices in rural South Ethiopia: a protocol for cluster randomized controlled trial
Background
Breast milk is the primary source of nutrition for newborns, containing both macro- and micronutrients. However, breastfeeding practices vary from setting to setting and have an effect on a newborn’s growth and development. Ethiopian women frequently demonstrate poor breastfeeding practices due to cultural norms and limited access to health information. Null-parous pregnant women have no previous experience of breastfeeding, so they can easily be influenced by others, such as their mother-in-law, who are influential people in the family. Evidence from interventional studies regarding whether involving influential people like mothers-in-law in breastfeeding education interventions in addition to educating pregnant women alone improves breastfeeding practices or not is limited in the study areas. Therefore, this study aimed to evaluate the effect of breastfeeding education interventions on breastfeeding practices in rural South Ethiopia.
Methods
A community-based, three-arm, parallel, cluster randomized controlled trial design will be conducted among 510 pregnant women who will be enrolled between the end of the first trimester and the early second trimester (< 16 weeks) of their pregnancy. The three arms are: pregnant woman alone, pregnant woman with her mother-in-law (paired), and pregnant woman in control arm (routine care). The study includes 51 non-adjacent clusters (kebeles) for the three arms. This helps minimize information contamination. We implement a simple randomization technique to allocate interventions and control clusters. Interventions will be given at home in eight phases: six times during pregnancy (monthly starting from the 4th month up to the 9th month), and two times after delivery (within one week and the last week of the 3rd month). The outcomes are pre-lacteal feeding, colostrum feeding, early initiation of breastfeeding, and exclusive breastfeeding.
Discussion
Recruitment is ongoing, and the final trial is expected to be completed on May 20, 2025. The trial results will have implications for the future involvement of influential family members, such as mothers-in-law, in breastfeeding education, which may improve good breastfeeding practices to enhance child health and survival.
Protocol registration
ClinicalTrials.gov identifier (NCT number): NCT06236412, January 23, 2024.
Journal Article
Gamification in learning and education : enjoy learning like gaming
\"This book explores the theoretical foundations of gamification in learning and education. It has become increasingly difficult to engage and motivate students. Gamification not only makes learning interesting, but also allows game players to solve problems and learn lessons through repeated attempts and failures. This \"positive failure\" can motivate students to attempt a difficult mission. Chapters in this volume cover topics such as the definition and characteristics of gamification, gamification in learning and education, theories, research on gamification, framework, strategy, and cases.\"--Publisher's description.
BOOK
Barriers and solutions to online learning in medical education – an integrative review
Background
The aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees.
Methods
An integrative review was conducted over a three-month period by an inter-institutional research team. The search included ScienceDirect, Scopus, BioMedical, PubMed, Medline (EBSCO & Ovid), ERIC, LISA, EBSCO, Google Scholar, ProQuest A&I, ProQuest UK & Ireland, UL Institutional Repository (IR), UCDIR and the All Aboard Report. Search terms included online learning, medical educators, development, barriers, solutions and digital literacy. The search was carried out by two reviewers. Titles and abstracts were screened independently and reviewed with inclusion/exclusion criteria. A consensus was drawn on which articles were included. Data appraisal was performed using the Critical Appraisal Skills Programme (CASP) Qualitative Research Checklist and NHMRC Appraisal Evidence Matrix. Data extraction was completed using the Cochrane Data Extraction Form and a modified extraction tool.
Results
Of the 3101 abstracts identified from the search, ten full-text papers met the inclusion criteria. Data extraction was completed on seven papers of high methodological quality and on three lower quality papers. Findings suggest that the key barriers which affect the development and implementation of online learning in medical education include time constraints, poor technical skills, inadequate infrastructure, absence of institutional strategies and support and negative attitudes of all involved. Solutions to these include improved educator skills, incentives and reward for the time involved with development and delivery of online content, improved institutional strategies and support and positive attitude amongst all those involved in the development and delivery of online content.
Conclusion
This review has identified barriers and solutions amongst medical educators to the implementation of online learning in medical education. Results can be used to inform institutional and educator practice in the development of further online learning.
Journal Article
Educational innovations and contemporary technologies : enhancing teaching and learning
\"Through careful selection of contemporary research, this volume demonstrates the different ways in which groups of learners as well as educators go about the complex task of innovatively designing and implementing technologies in education. The book explores a wide range of conceptual, disciplinary, methodological, national and sectoral boundaries and divides educational technologies into three key themes: specialised educational technologies; particular groups of learners; and teacher education. Current developments across Australia, Canada, Asia and the United States are all explained to illustrate the four central issues in innovation: policy and innovation; measuring innovation; sustaining innovation; and diffusing innovation. Throughout this book new understandings of the complex links between innovations and technologies are highlighted in multiple and highly varied educational settings\"-- Provided by publisher.
Book
Mapping Antimicrobial Stewardship in Undergraduate Medical, Dental, Pharmacy, Nursing and Veterinary Education in the United Kingdom
To investigate the teaching of antimicrobial stewardship (AS) in undergraduate healthcare educational degree programmes in the United Kingdom (UK).
Cross-sectional survey of undergraduate programmes in human and veterinary medicine, dentistry, pharmacy and nursing in the UK. The main outcome measures included prevalence of AS teaching; stewardship principles taught; estimated hours apportioned; mode of content delivery and teaching strategies; evaluation methodologies; and frequency of multidisciplinary learning.
80% (112/140) of programmes responded adequately. The majority of programmes teach AS principles (88/109, 80.7%). 'Adopting necessary infection prevention and control precautions' was the most frequently taught principle (83/88, 94.3%), followed by 'timely collection of microbiological samples for microscopy, culture and sensitivity' (73/88, 82.9%) and 'minimisation of unnecessary antimicrobial prescribing' (72/88, 81.8%). The 'use of intravenous administration only to patients who are severely ill, or unable to tolerate oral treatment' was reported in ~50% of courses. Only 32/88 (36.3%) programmes included all recommended principles.
Antimicrobial stewardship principles are included in most undergraduate healthcare and veterinary degree programmes in the UK. However, future professionals responsible for using antimicrobials receive disparate education. Education may be boosted by standardisation and strengthening of less frequently discussed principles.
Journal Article
Recommendations for core critical care ultrasound competencies as a part of specialist training in multidisciplinary intensive care: a framework proposed by the European Society of Intensive Care Medicine (ESICM)
Critical care ultrasound (CCUS) is an essential component of intensive care practice. Although existing international guidelines have focused on training principles and determining competency in CCUS, few countries have managed to operationalize this guidance into an accessible, well-structured programme for clinicians training in multidisciplinary intensive care. We seek to update and reaffirm appropriate CCUS scope so that it may be integrated into the international Competency-based Training in Intensive Care Medicine. The resulting recommendations offer the most contemporary and evolved set of core CCUS competencies for an intensive care clinician yet described. Importantly, we discuss the rationale for inclusion but also exclusion of competencies listed.
Background/aim
Critical care ultrasound (CCUS) is an essential component of intensive care practice. The purpose of this consensus document is to determine those CCUS competencies that should be a mandatory part of training in multidisciplinary intensive care.
Methods
A three-round Delphi method followed by face-to-face meeting among 32 CCUS experts nominated by the European Society of Intensive Care Medicine. Agreement of at least 90% of experts was needed in order to enlist a competency as mandatory.
Results
The final list of competencies includes 15 echocardiographic, 5 thoracic, 4 abdominal, deep vein thrombosis diagnosis and central venous access aid.
Conclusion
The resulting recommendations offer the most contemporary and evolved set of core CCUS competencies for an intensive care clinician yet described.
Journal Article