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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
Comparison of mobile learning and face-to-face training in intermittent catheterization education: A randomized controlled trial
This study aimed to compare the knowledge and skill levels of nursing students who received either mobile learning or face-to-face training on intermittent catheterization.
Performing Intermittent Catheterization (IC) with the correct technique can significantly prevent catheterization-related complications. Ensuring that nurses are proficient in IC prevents complications and enables timely and accurate execution of the procedure.
A parallel-group, non-inferiority, randomized, controlled trial.
A total of 74 fourth-year nursing students in Türkiye were randomly assigned to either the face-to-face training (n = 37) or mobile learning group (n = 37) using block randomization. The study provided intermittent catheterization training via mobile application or traditional face-to-face instruction between April 10 and April 17, 2025. Data were collected using the IC Knowledge test and a skills checklist for both male and female catheterization procedures.
No significant difference was determined in the IC knowledge score between mobile learning (14.21 SD 1.58) and face-to-face training (13.56 SD 1.78) groups. There was also no significant difference in the skill performance score between the mobile learning (18.51 SD 1.57/19.13 SD 1.15) and face-to-face training (18.62 SD 1.31/18.56 SD 1.70) groups in respect of female/male catheterization procedures. The results showed that mobile learning on IC was non-inferior (non-inferiority margin: −1.02, 95 % CI: −0.13–1.43).
Mobile learning was found to be as effective as face-to-face training in enhancing both knowledge and practical skills in intermittent catheterization. Mobile applications can be considered as a supplement to face-to-face training in nursing education or as an alternative when face-to-face training is not possible.
•Intermittent catheterization (IC) is widely used to drain urine in neurogenic bladder, benign prostatic hyperplasia, and other conditions.•There is limited evidence on the use of technology-based educational methods in IC training.•Mobile learning is as effective as face-to-face training in improving IC knowledge and practical skills.•Mobile apps may supplement face-to-face IC education or serve as an alternative when in-person is not possible.
Journal Article
Long-term effects of institutional rearing, foster care, and brain activity on memory and executive functioning
Children experiencing psychosocial deprivation as a result of early institutional rearing demonstrate many difficulties with memory and executive functioning (EF). To date, there is scant evidence that foster care placement remediates these difficulties during childhood. The current study examined longitudinal trajectories of memory and EF from childhood to adolescence in the Bucharest Early Intervention Project, a randomized controlled trial of foster care for institutionally reared children. We demonstrate that both ever- and never-institutionalized children show age-related improvements on several measures of memory and EF from age 8 to 16. Distinct patterns were observed for different domains of functioning: (i) Early-emerging disparities in attention and short-term visual memory, as well as spatial planning and problem solving, between ever- and never-institutionalized children persisted through adolescence; (ii) the gap in spatial working memory between ever- and never-institutionalized children widened by adolescence; and (iii) early difficulties in visual-spatial memory and new learning among children in foster care were mitigated by adolescence. Secondary analyses showed that higher resting EEG alpha power at age 8 predicted better EF outcomes in several domains at age 8, 12, and 16. These results suggest that early institutional rearing has enduring consequences for the development of memory and EF, with the possibility of catch-up among previously institutionalized children who start out with higher levels of problems. Finally, interindividual differences in brain activity relate to memory and EF across ages, thus highlighting one potential biological pathway through which early neglect impacts long-term cognitive functioning.
Journal Article
Evaluating podcasts as a tool for OSCE training: a randomized trial using generative AI-powered simulation
Introduction
Objective Structured Clinical Examinations (OSCEs) are critical for assessing clinical competencies in medical education. While traditional teaching methods remain prevalent, this study introduces an innovative approach by evaluating the effectiveness of an OSCE preparation podcast in improving medical students’ OSCE performance using nephrology as a proof of concept. This novel method offers a flexible and accessible format for supplementary learning, potentially revolutionizing medical education.
Methods
A mono-centric randomized controlled trial was conducted among 50 fourth-year medical students. Participants were randomly assigned to either the podcast intervention group or a control group. Both groups completed six nephrology-specific OSCE stations on DocSimulator, a generative AI-powered virtual patient platform. Scores from three baseline and three post-intervention OSCE stations were compared. The primary outcome was the change in OSCE scores. Secondary outcomes included interest in nephrology and students’ self-reported competence in nephrology-related skills.
Results
The baseline OSCE scores did not differ between the two groups (23.8 ± 3.9 vs. 23.3 ± 5.3;
p
= 0.77). After the intervention, the podcast group demonstrated a significantly higher OSCE score compared to the control group (27.6 ± 3.6 vs. 23.6 ± 5.0;
p
= 0.002) with a greater improvement in OSCE scores (+ 3.52[0.7,6.5] vs. -1.22[-3,5.5];
p
= 0.03). While the podcast did not increase students’ intention to specialize in nephrology (4.2% vs. 4.0%;
p
= 0.99), it significantly improved their confidence in nephrology-related clinical skills (41.7% vs. 16%,
p
= 0.04). 68% of students in the podcast group found OSCE training podcast useful for their OSCE preparation, and 96% reported they would use it again.
Conclusions
The use of an OSCE preparation podcast significantly enhanced students’ performance in AI-based simulations and confidence in nephrology clinical competencies. Podcasts represent a valuable supplementary tool for medical education, providing flexibility and supporting diverse learning styles.
Trial Registration
Not applicable.
Journal Article
Watch and learn your performance: The effect of self-assessment with video recording on nursing students' knowledge and skills of nasogastric catheter placement—A randomized controlled trial
To evaluate the effect of video-assisted self-assessment on nursing students' knowledge and skills in nasogastric catheter (NGS) insertion.
Psychomotor skills are critical in nursing education, but traditional teaching methods often limit students' practice opportunities. Video-assisted learning, especially self-assessment, is an innovative approach for enhancing clinical competencies, yet its use specifically for nursing skill development is under-researched.
Parallel-group Randomized Controlled Trial (Clinical Trials ID: NCT06494267).
This study involved 65 first-year nursing students at Atatürk University, assigned to an intervention group (video feedback for self-assessment, n = 31) and a control group (no video feedback, n = 34). Both groups received theoretical and practical NGS training. In the intervention group, students’ NGS insertion performances were recorded and reviewed for self-evaluation, whereas the control group received no video feedback. Data were collected using a knowledge test, OSCE-based skill checklist and satisfaction questionnaire. Statistical analyses included t-tests and effect size calculations.
Both groups showed significant pre-to-post-test improvements in knowledge and skills (p < 0.05). The intervention group achieved a greater increase in knowledge (mean 60.64 ± 15.53) compared with the control (57.20 ± 18.14; p = 0.417, d=0.203) and a significantly larger improvement in OSCE scores (intervention: 87.61 ± 7.25; control: 61.29 ± 17.51; p < 0.001, d=1.931). Additionally, 94.19 % of intervention group students reported that video-assisted self-assessment facilitated deficiency identification, with 93.55 % noting its support for objective evaluation.
Video-assisted self-assessment significantly enhances NGS placement knowledge, skill performance and self-confidence, demonstrating its effectiveness for improving nursing education outcomes.
Journal Article
Mutual Gaze: An Active Ingredient for Social Development in Toddlers with ASD: A Randomized Control Trial
We examined the efficacy of an early autism intervention for use in early childhood intervention (ECI) and mutual gaze as a contributor to social development. Seventy-eight families were randomly assigned to one of three 12-week interventions: Pathways (with a mutual gaze component), communication, or services-as-usual (SAU). The Pathways/SAU comparison concerned the efficacy of Pathways for ECI, and the Pathways/communication comparison, mutual gaze. The Pathways group made significantly more change on social measures, communicative synchrony, and adaptive functioning compared with the SAU group and on social measures compared with the communication group. There were no group differences for communicative acts. The results support Pathways as a potential ECI program and mutual gaze as an active ingredient for social and communication development.
Journal Article