Yoxas/statistical_literacy huggingface dataset:
Teaching ultrasound imaging is on the rise in undergraduate medical anatomy education. However, there is little research exploring the use of ultrasound in preparatory graduate programs. The purpose of this study is to identify the effects of ultrasound imaging inclusion in a graduate gross anatomy course. Master of Medical Sciences students were enrolled in a prosection-based anatomy course that included pinned cadaver stations and an ultrasound station. Using ultrasound, teaching assistants imaged volunteers demonstrating anatomical structures students previously learned at cadaver stations. Students answered one ultrasound image question on each practical exam and were asked to participate in a pre- and post-course survey. Student practical and lecture exam scores and final course grades from the 2022 cohort were compared to a historical control cohort from 2021 via statistical analysis, including a survey administered to the 2022 cohort. Two hundred students from the 2021 cohort and 164 students from the 2022 cohort participated in this study. Students in the 2022 cohort had significantly higher scores in 1 of the 5 practical exams (P < .05, d = .289), and 2 of the 5 written exams (P < .05, d = .207), (P < .05, d = .311). Survey data revealed increased (P < .05, d = 1.203) learning outcome achievement from pre-survey to post-survey in the intervention cohort. Students who correctly answered the ultrasound question performed significantly better on practical's 3 (P < .05) and 4 (P < .05) than those who missed the ultrasound question. These findings suggest that ultrasound imaging in a cadaver lab is beneficial to graduate students' learning and understanding of gross anatomy.
Teaching undergraduate students to read primary scientific literature (PSL) is cited as an important goal for many science, technology, engineering, and math (STEM) classes, given a range of cognitive and affective benefits for students who read PSL. Consequently, there are a number of approaches and curricular interventions published in the STEM education literature on how to teach students to read PSL. These approaches vary widely in their instructional methods, target student demographic, required class time, and level of assessment demonstrating the method's efficacy. In this Essay, we conduct a systematic search to compile these approaches in an easily accessible manner for instructors, using a framework to sort the identified approaches by target level, time required, assessment population, and more. We also provide a brief review of the literature surrounding the reading of PSL in undergraduate STEM classrooms and conclude with some general recommendations for both instructors and education researchers on future areas of investigation.
Teaching-learning is the heart of medical education in the clinical setting. The objective of this research was to develop a conceptual model of effective clinical teaching in undergraduate medical education and conceptualize its operational framework based on the best fit approach. This research consisted of three sub-studies conducted using a multi-method approach. The first sub-study was conducted using a qualitative meta-synthesis approach. The second sub-study used Clarke's situational analysis approach as a postmodern version of grounded theory. Finally, the third sub-study was designed in two stages. First, it was conducted using the expert panel, in the second step, framework of synthesis based on best fit, and the framework of Ottenhoff- de Jonge et al., which formed the basis of this study. In the first sub-study, qualitative evidence on the factors of effective teaching-learning in clinical education was synthesized into five dimensions. Based on the second sub-study, the clinical teaching-learning situation in undergraduate medical education in Iran was represented in three maps, including situational, social worlds/arenas, and positional. Finally, in the third sub-study, based on model modification and development in the expert panel, the effective teaching-learning dimensions were developed into behavioral, social, pedagogical, technology, contextual, educational leadership, and financial dimensions. In the second step, based on the framework of Ottenhoff- de Jonge et al., a three-dimensional matrix was developed concerning epistemological orientations about teaching and learning. Moving from a single teaching-centered and learning-centered orientation to a teaching-learning-centered orientation is required for effective teaching-learning in clinical medical education.
Technical reasoning refers to making inferences about how to use tools. The degree of technical reasoning is indicated by the bias of the gaze (fixation) on the functional part of the tool when in use. Few studies have examined whether technical reasoning differs between familiar and unfamiliar novel tools. In addition, what effect the intention to use the tool has on technical reasoning has not been determined. This study examined gaze shifts in relation to familiar or unfamiliar tools, under three conditions (free viewing, lift, and use), among 14 healthy adults (mean age ± standard deviation, 29.4 ± 3.9 years). The cumulative fixation time on the functional part of the tool served as a quantitative indicator of the degree of technical reasoning. The two-way analysis of variance for tools (familiar and unfamiliar) and conditions (free viewing, lift, and use) revealed that the cumulative fixation time significantly increased under free viewing and use conditions, compared to lift conditions. Relative to the free viewing condition, cumulative fixation time for unfamiliar tools significantly decreased in the lift condition and significantly increased in the use condition. Importantly, the results showed that technical reasoning was performed in both the use and the free viewing conditions. However, technical reasoning in the free viewing condition was not as strong as in the use condition. The difference between technical reasoning in free viewing and use conditions may indicate the difference between automatic and intentional technical reasoning.
Technological advances have expanded nursing education to include generative artificial intelligence (AI) tools such as ChatGPT. Generative AI tools challenge academic integrity, pose a challenge to validating information accuracy, and require strategies to ensure the credibility of AI-generated information. This article presents a dual-purpose approach integrating AI tools into prelicensure nursing education to enhance learning while promoting critical evaluation skills. Constructivist theories and Vygotsky's Zone of Proximal Development framework support this integration, with AI as a scaffold for developing critical thinking. The approach involves practical activities for students to engage with AI-generated content critically, thereby reinforcing clinical judgment and preparing them for AI-prevalent health care environments. Incorporating AI tools such as ChatGPT into nursing curricula represents a strategic educational advancement, equipping students with essential skills to navigate modern health care.
Technological advances over the past 50 years or so have resulted in the development of a succession of hardware and software systems intended to improve the quality and effectiveness of Western music instrument pedagogy during classroom instruction or individual study. These systems have aimed to provide evaluation or visualization of single or combined technical aspects by analyzing performance data collected in real time or offline. The number of such educational technologies shows an ever-increasing trend over time, aided by the wide diffusion and availability of mobile devices. However, we believe there are unrealized opportunities for modern technologies to help music students in their technical development and assist them during their practice sessions in between visits to their teachers. The ubiquity of PCs and mobile devices with built-in microphones, speakers, and cameras has inspired the development of media technologies in support of music pedagogy. They offer an attractive potential for implementing audio signal processing algorithms addressing different technical skills of the performer, providing real-time feedback, collecting data over time, and applying statistical models. Despite this potential, most available software for music instrument pedagogy remains very limited in functionality. This study provides a survey of music edTech software available, together with the methods of use, addressed technical skills, commonalities, and limitations. Results show that most current software is based on the metronome and tuner, with only a few systems that have limited abilities to follow a performance in real-time and compare it to a given score to monitor correctness of notes, intonation, and rhythm. The survey also highlights a high and under-exploited potential regarding the monitoring of other more specific technical skills, which are more instrument-dependent, but no less important, such as the control of dynamic range and clarity of the attack. This article ends with a discussion of possible directions for future development of technologies to support the practice of music students at different levels, with some consideration for the corresponding signal processing methods that can be utilized or that need advancement. By helping students to more efficiently achieve a high level of proficiency of their instruments with assistive technologies, we hope to minimize stress and afford better enjoyment of the music performance experience for all.
Technologies, such as the use of information technology for teaching and learning, e-learning and virtual learning, are commonly used terms in today's education system. These ever growing and developing modes of teaching and learning have changed the landscape of higher education, in general. As a result, nursing education has equally responded positively to the use of information technology for teaching and learning. The aim of this study was to describe and compare the readiness to use information technology for teaching and learning for both nursing students and nurse educators in the two campuses of a North West public nursing college. The study was conducted in a multi-campus North West public nursing college in South Africa. A quantitative approach of a comparative descriptive design was followed in this study. Descriptive statistics was analysed using the Statistical Package for the Social Sciences (SPSS) Version 27. A total of 285 (254 nursing students and 31 nurse educators) respondents completed the online questionnaires. Both nurse educators and nursing students were in agreement with the information technology use readiness construct (83.9% and 77.9%, respectively). For all the variables with significant (< 0.05) p-values from the Mann-Whitney U test, the mean ranks were higher for the Ngaka Modiri Molema District (NMMD) campus. When comparing the two campuses, conclusion can be drawn that the campus at NMDD is more ready to use information technology for teaching and learning than the campus at Dr Kenneth Kauda District. The results of this study contribute to the body of knowledge on technology use for teaching and learning in nursing education.
Technology can support healthy aging and empower older adults to live independently. However, technology adoption by older adults, particularly assistive technology (AT), is limited and little is known about the types of AT used among older adults. This study explored the use of key information and communication technologies (ICT) and AT among community-dwelling adults aged ≥ 65. A cross-sectional study was conducted among community-dwelling adults aged ≥ 65 in southern Germany using a paper-based questionnaire. The questionnaire included questions on the three domains sociodemographic aspects, health status, and technology use. Technology use was considered separately for key ICT (smartphone, computer/laptop, and tablet) and a range of 31 different AT. Data were analyzed using descriptive statistics, univariate analyses, and Bernoulli Naïve Bayes modelling. The questionnaire was answered by 616 participants (response rate: 24.64%). ICT were used by 497 (80.68%) participants and were associated with lower age, higher level of education, living together with someone, availability of internet connection, higher interest in technology, and better health status (p < .05). No association was found with sex and size of the hometown. The most frequently owned AT were a landline phone, a body scale, and a blood pressure monitor. Several AT related to functionality, (instrumental) activities of daily living- (IADL), and morbidity were used more frequently among non-ICT users compared to ICT-users: senior mobile phone (19.33% vs. 3.22%), in-house emergency call (13.45% vs. 1.01%), hearing aid (26.89% vs. 16.7%), personal lift (7.56% vs. 1.61%), electronic stand-up aid (4.2% vs. 0%). Those with higher interest in technology reported higher levels of benefit from technology use. Despite the benefits older adults can gain from technology, its use remains low, especially among those with multimorbidity. Particularly newer, more innovative and (I)ADL-related AT appear underutilized. Considering the potential challenges in providing adequate care in the future, it may be crucial to support the use of these specific AT among older and frailer populations. To focus scientific and societal work, AT with a high impact on autonomy ((I)ADL/disease-related) should be distinguished from devices with a low impact on autonomy (household-/ comfort-related).
Technology has been incorporated into the educational systems of many countries as a teaching and learning tool. Contemporary discourse has focused on how to prepare teachers to utilise technology in their teaching practice. Although most pre-service elementary school teachers in the United Arab Emirates are women, studies have not yet investigated their acceptance of or preparedness to use technology in the classroom. Therefore, it is necessary to investigate whether the training provided to pre-service special education teachers equips them with sufficient skills to support students with disabilities. The present study used the technology acceptance model (TAM) as a theoretical lens to examine the factors that impact female pre-service special education teachers' intention to incorporate assistive technology (AT) in teaching students with disabilities. A survey based on TAM was used to collect data from 138 participants and test four study hypotheses. Regarding data analysis, SPSS and AMOS version 28 software were used to conduct exploratory factor, confirmatory factor and path analyses. Two of the four hypotheses were supported. The results provide support for the four-factor TAM structure, with two predictors - perceived ease of use and computer self-efficacy - supporting pre-service teachers' intention to use AT to teach students with disabilities in the classroom. Teacher educators and policymakers should consider the TAM construct when preparing pre-service teachers to effectively support all students. Specifically, teacher development and stakeholder engagement with AT resources are needed to optimise the learning of children with disabilities.
Technology in education is moving quickly in terms of the hardware and software applications available, but also due to the expectations of an increasingly digitally competent student population. Academics have to rethink their pedagogy in relation to these changes. Nurse educators, in particular, must face the challenge of effectively integrating technology into what is essentially a hands-on, people-centred profession. To date, the factors most commonly cited as barriers to the adoption of e-learning by academics have focused on explicit and tangible ('hard') issues. Less frequently mentioned are the implicit and tacit ('soft') factors which are harder to identify. This article describes a pilot study using Q-methodology to explore the limitations of commonly used research methods in identifying how these hard and soft issues are prioritised by individuals, through the voices of nurse educators.
Technology in education, including language learning, is on the rise. Digital competency is essential for teachers to effectively integrate technology and enhance language teaching. It enables access to authentic materials, interactive exercises, and collaboration opportunities. However, integrating technology poses challenges for teachers. This empirical research aimed to investigate the impact of digital competency on language learning outcomes in the context of "smart education," which incorporates sustainable practices and digital technologies in the language classroom. The study adopted a quantitative approach to collect and analyze data. The sample population for the study comprised of 344 language teachers at various language schools in a metropolitan city. The data collection carried out with a digital competency questionnaire. The data were analyzed using descriptive statistics and multivariate technique, i.e., structural equation modeling. The study found that digital competency positively correlated with language proficiency outcomes. Participants with higher levels of digital competency achieved better language learning outcomes compared to those with lower levels of digital competency. Additionally, the study found that incorporating sustainable practices, such as digitalized learning materials and virtual classrooms, positively contributed to language learning outcomes. The findings of this study suggest that digital competency plays a vital role in language learning outcomes in the context of "smart education." Teachers should consider incorporating digital tools and sustainable practices into their language teaching to enhance language learning outcomes. The study recommends that language educators should focus on developing digital competency and integrating sustainable practices into their language classroom to promote effective language learning.
Technology is transforming service delivery and practice in many regulated professions, altering required skills, scopes of practice, and the organization of professional work. Professional regulators face considerable pressure to facilitate technology-enabled work while adapting to digital changes in their practices and procedures. However, our understanding of how regulators are responding to technology-driven risks and the impact of technology on regulatory policy is limited. To examine the impact of technology and digitalization on regulation, we conducted an exploratory case study of the regulatory bodies for nursing, law, and social work in Ontario, Canada. Data were collected over two phases. First, we collected documents from the regulators' websites and regulatory consortiums. Second, we conducted key informant interviews with two representatives from each regulator. Data were thematically analyzed to explore the impact of technological change on regulatory activities and policies and to compare how regulatory structure and field shape this impact. Five themes were identified in our analysis: balancing efficiency potential with risks of certain technological advances; the potential for improving regulation through data analytics; considering how to regulate a technologically competent workforce; recalibrating pandemic emergency measures involving technology; and contemplating the future of technology on regulatory policy and practice. Regulators face ongoing challenges with providing equity-based approaches to regulating virtual practice, ensuring practitioners are technologically competent, and leveraging regulatory data to inform decision-making. Policymakers and regulators across Canada and internationally should prioritize risk-balanced policies, guidelines, and practice standards to support professional practice in the digital era.
Technology plays an increasingly important role in educational practice, including interventions for struggling learners (Torgesen et al., 2010; de Souza et al., 2018). This study focuses on the efficacy of tablet-based applications (see Word Reading, Grapholearn, and an experimental word-level program) for the purpose of supplementing early English literacy intervention with primary grades 1 and 2 children. The children were identified for learning support programs within Singaporean schools, which follow a bilingual policy, meaning children were learning reading in English plus an additional language. One hundred forty-seven children across seven schools participated (Mean age = 6.66). Within learning support classrooms, triplets of students matched on basic reading skills were randomly assigned to one of three groups: (1) phoneme-level, (2) rime-level, or (3) word-level focused interventions. All groups performed reading skills activities on iPads, across two phases over a 14-week period. Assessments for word reading accuracy and fluency, pseudoword decoding accuracy and fluency, and spelling were administered at four time points, pre- and post-intervention. Additional baseline measures were taken to assess individual differences in phonological awareness, orthographic awareness, general cognitive ability, statistical learning, and bilingual vocabulary knowledge. Mixed model analysis was conducted on the pre- to post-test measures across the two phases of the intervention (focused on accuracy then fluency). All groups made gains across the different literacy measures, while the phoneme-level intervention showed an advantage over the rime-level intervention, but not the word-level intervention, for decoding. There were also moderating effects of individual differences on outcomes. The general pattern of results showed an advantage of the word-level intervention for those with poorer phonological awareness for reading fluency; and a phoneme-level intervention advantage for those with poorer statistical learning ability. Children's bilingual group (English plus Mandarin, English plus Malay, or English plus Tamil) also showed differential effects of the type of intervention (e.g., phoneme- or word-level) on different outcome measures. These results, along with data collected from the tablets during the intervention, suggest the need to examine the interplay between different types of technology-based interventions and individual differences in learning profiles.