bluuebunny/crossref_metadata_2025_split huggingface dataset:
A90Virtual Reality Simulation for the Foundation Programme – Analysis of Phase Two
Authors: Yang Hannah , Higham Helen , Knight Jackie , Prabhu Anil , Savjani Kapil , Shiels Sally-Anne 
Published: October 2023

The COVID-19 pandemic has undoubtedly served as a catalyst for adaptation of effective delivery of medical education, paving the way for the adoption of novel teaching methods [1]. Simulation based education (SBE) has been no exception, with increased delivery of SBE through immersive, virtual mediums such as head mounted displays (HMD) to create a three-dimensional (3D) environment.
Simulation is a vital part of the mandatory foundation programme (FP) learning requirement [2]. Our team incorporated synchronous in-person and online virtual reality simulation (VRS) sessions into the foundation doctor (FD) teaching programme at a single trust and supplemented this with additional, facilitated in-person small group 3D VRS sessions.
Mixed quantitative and qualitative feedback was obtained from FD through online surveys, which included aspects of the SET-M tool [3]. Semi-structured interviews were then conducted with a purposeful group of FD attending facilitated small group VRS sessions. Interviews were conducted over a sixteen-week period at eight-weekly intervals, with a baseline interview conducted at week zero. Qualitative data obtained were analysed by thematic analysis.
Learners expressed that VRS sessions improved their confidence in clinical assessment, decision-making, and management of similar real-life scenarios as well as in the provision of interventions which foster patient safety. Moreover, feedback highlighted that the VRS modality fits well into their current teaching programme, is a format that they wanted more regularly incorporated into their learning and one which they would prioritize attendance at. Feedback also outlined some challenges with this modality; namely accessibility and technological troubleshooting.
Our work highlights the value and associated challenges of using VRS in FP education. There is a strongly positive reception amongst learners in our cohort, a call for more exposure and, vitally, a transferability of learning into real-life practice.
Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.
A87Live Virtual Placements: An alternative to traditional ‘in person’ placements
Authors: Ward Richard , Freeman Antony , Davidson Tom , Brown David , Everard Charles , Martin-Verdinos Alex , O’Leary Catherine 
Published: October 2023

The role of the paramedic is diversifying, and universities need to respond by developing curriculums that support paramedic graduates to meet future workforce needs. Placements are key to our students developing the necessary competencies to become qualified paramedics and the pressure is on universities to offer a wide range of placements to reflect professional diversification. In addition, Health and Care Professions Council’s new standards of proficiency acknowledge that paramedics of the future are likely to consult patients in the virtual world [1].
As universities strive to meet this demand, they are often faced with placement capacity issues. Rising student numbers, staff retention issues and competition for placements from other healthcare students can make it extremely challenging to secure placements, especially in desirable areas such as primary care.
The author, with the support from colleagues, was successful in obtaining funding from Health Education England to pilot a series of live virtual placement experiences, the first of which was successfully delivered on 20th April. On this date, 30 learners from our paramedic degree apprenticeship programme, in a classroom on our Lancaster campus, virtually attended a live clinic in a primary care setting in the south of England. The clinic was rigged with various cameras and microphones, with real patients consenting to being filmed.
The experience comprised of 5 patients, with the lead clinician providing a brief to the learners before each patient arrived for their consultation. Afterwards, the clinician would complete their clinical documentation before engaging in a two-way conversation with our learners and academic staff via Microsoft teams. Following the clinic, our apprentices had the opportunity to consolidate their learning via case study driven seminars which linked to the mornings experience.
Overall, student feedback was supportive, with the majority stating they found the experience enjoyable and engaging. The video stream of the placement was recorded for reuse in the programme’s curriculum, and we hope that future live virtual placements will see other professions, such as physiotherapy and nursing, take part. Eventually, we want to develop the model for other disciplines and placement settings
The academic team are looking forward to the second of three experiences, in May, with the view to contributing to the growing evidence base in this area, to reflect the value that we believe ‘Live Virtual Placement’ experiences have in the development of our future workforce.
Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.
A61A comprehensive training programme for Medical Support Workers at a large teaching hospital
Authors: Rawlinson Sadie , Ji HaEun , Tierney Hannah , Robbins Beth 
Published: October 2023

The Medical Support Worker (MSW) programme enables International Medical Graduates (IMG) and refugee doctors to support clinical teams, whilst General Medical Council registration is gained [1]. North Bristol NHS Trust, a large teaching hospital in South-West England, has designed and implemented a novel training programme for a second cohort of 30 MSWs. A comprehensive learning needs assessment informed the content of the programme.
Learning needs were identified from two probing questionnaires and reflective pieces, completed by 22, 27 and 29 MSWs respectively; alongside Health Education England and General Medical Council guidance [2, 3].
Four principal areas were identified- (1) Communication, (2) Portfolio Development, (3) Career Development, (4) Preparation for work in the NHS.
A subsequent teaching programme consisted of simulation, human factors, communication and ethics training, alongside community theatre delivered communication skills, interview preparation practice, portfolio training sessions and a specifically tailored lecture series. The programme was evaluated using two delayed surveys, formed largely of Likert scale questions, completed by 25 and 17 MSWs.
Communication, social skills or cultural change were highlighted as the biggest challenges by 64% MSWs. Only 48% of MSWs felt confident working in the NHS. Confidence in managing emergencies, sensitive discussions, presenting cases, and updating relatives was low (0-35%). 75% requested teaching in assessing acutely unwell patients and decision-making. 60% wanted to improve teamworking skills.
: Confidence working within the NHS rose from 48% to 92%. 100% of MSWs reported that the teaching programme helped them prepare for work as doctors in the NHS. There was a greater understanding of the structure and function of the NHS, the role of allied healthcare professionals, plus the portfolio and professional development requirements of doctors (92%).
100% of MSWs felt their communication skills had improved. 87.5% reported increased confidence with informal conversation and 100% reported increased confidence in voicing opinions and raising concerns.
Additionally, 100% of MSWs reported increased confidence recognizing and assessing acutely unwell patients. Confidence in managing emergencies, sensitive discussions, presenting cases, and updating relatives improved (60-88%).
This well-received, novel programme addresses some of the unique learning needs of MSWs and helps them prepare for work as doctors in the NHS. Collaborations with other trusts are taking place to establish whether the programme could be adapted for IMGs more broadly.
Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.
A51Educational effectiveness of a high-consequence infectious disease training course using ultraviolet simulation
Authors: Hunt Luke , Farrow Samantha , Evans Cariad , Tunbridge Anne , Cole Joby , Crook Brian , Johnson Paul 
Published: October 2023

High-consequence infectious diseases (HCID) are pathogens which spread easily between people, have high mortality rates, and lack effective treatment [1]. Examples include Ebola and Lassa fever. Most emerging pandemics, including COVID-19, are initially classified as HCID.
Assessment of patients with suspected HCID infection is an advanced procedural skill requiring application of enhanced infection control measures including patient isolation, personal protective equipment, and decontamination. There is a risk of healthcare worker infection if procedures are not followed [2]. HCID often present in non-specialist centres; there is a need for an accessible, educationally effective HCID course for NHS staff.
We developed a course for clinicians in infectious disease and emergency medicine, in collaboration with the Health & Safety Executive and clinicians in the UK-HCID network. The course uses a blended approach; theoretical components are taught with online learning. Practical components are taught with high-fidelity, multidisciplinary simulation using VIOLET, a mannequin which coughs, vomits and sweats ultraviolet markers (
Ultraviolet tracers are used to replicate contact and airborne transmission of infectious pathogens in simulation scenarios
Between 01/12/22 and 01/04/23, 57 specialized clinicians participated. All participants passed post-course competency-based practical assessments. Participants demonstrated significant gains in knowledge between pre- and post-course tests (mean score 61% vs. 83%,
This is the first HCID simulation course internationally using ultraviolet markers to allow visualization of contamination. The course appears to be an effective educational intervention and improves learner confidence in PPE use.
Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.
A84Medical Escape Rooms as a novel approach to simulation
Authors: Pagarkar Aalia , Griffin Alicia , Pace Chloe , Fernandes Dom , Springbett Peter 
Published: October 2023

Medical escape rooms have risen in popularity for their ability to teach various skills to medical students in a gamified context [1]. We designed two simulation-based medical escape rooms in which students could enhance their clinical and non-clinical skills, and learn about human factors. The escape room mimicked the complexity of a real patient with multiple pathologies, unlike traditional simulation, which usually focuses on one. This created a fun, realistic approach to experiential learning whilst enhancing psychological safety, collaboration, teamwork and communication.
Learning outcomes for the escape room incorporated clinical reasoning, prescribing, data interpretation, synthesis of management plans, practicing effective communication, teamworking, leadership and situational awareness skills. These were mapped to the General Medical Council’s outcomes for graduates.
The aim of creating the escape room was to create a realistic complex scenario, incorporate teamworking and clinical and non-clinical aspects of patient care, whilst maximizing engagement and easing the stress of traditional simulation.
The escape room simulations were themed for Christmas and Valentine’s day with an underlying non-medical mission. The simulation was designed to ensure students practiced their A-E assessments. When students made the correct assessments and requested the correct investigations and management, clues would reveal answers to complete a puzzle or unlock a box that would slowly allow them to solve their non-medical mission.
Feedback was collected from all 40 students who participated in the two escape rooms, using Likert scales and open answer text. 97% of students agreed or strongly agreed that the Escape Room enhanced their clinical reasoning skills. 98% agreed or strongly agreed that the session addressed nonclinical skills e.g. leadership, communication and teamworking and that the session will benefit patient care in future clinical practice. 95% agreed or strongly agreed that the debrief enhanced their clinical knowledge. Students enjoyed treating realistic multiple pathologies and completing several tasks, allowing for prolonged, in depth simulated practice. Students appreciated the teamworking opportunities, quizzes, puzzles and lateral thinking opportunities. They found the Escape Room simulation more fun and relaxing than traditional simulation, yet just as relevant.
The positive feedback validates the potential of medical escape rooms as a unique teaching modality, and the scope to promote teamworking within a complex simulation scenario beyond that of traditional simulation. There is the potential to diversify and use escape rooms to promote interprofessional learning.
Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.
THÀNH PHẦN LOÀI ỐC VÀ TỈ LỆ NHIỄM CERCARIAE TRÊN ỐC TRONG RUỘNG LÚA TỪ BA NHÓM ĐẤT KHÁC NHAU Ở HUYỆN BÌNH CHÁNH, THÀNH PHỐ HỒ CHÍ MINH, VIỆT NAM
Authors: Thủy Lê Nguyễn Ngọc , Thiện Phạm Cử 
Published: October 2023

Nghiên cứu thành phần loài ốc trong ruộng lúa từ nhóm đất phù sa, nhóm đất xám và nhóm đất phèn ở huyện Bình Chánh, Thành phố Hồ Chí Minh được thực hiện vào tháng 11/2022 và tháng 2/2023. Tổng số 1,476 mẫu từ 9 loài ốc, 9 giống, 6 họ đã được thu và phân loại dựa theo đặc điểm hình thái gồm có: Pomacea canaliculata (33,3%), Filopaludina sumatrensis (33,1%), Bithynia siamensis (14,4%) Lymnaea viridis (8,6%), Indoplanorbis exustus (7,8%), Melanoides tuberculata (1,7%), Filopaludina martensi martensi (0,7%), Thiara scabra (0,3%) và Pila ampullacea (0,1%). Trong đó, số lượng loài ốc trong nhóm đất phù sa, nhóm đất xám và nhóm đất phèn lần lượt là 7 loài, 8 loài và 8 loài. Sáu loài ốc nhiễm cercariae là Bithynia siamensis, Lymnaea viridis, Melanoides tuberculata, Filopaludina sumatrensis, Filopaludina martensi martensi và Indoplanorbis exustus. Chỉ có loài ốc Bithynia siamensis phát hiện nhiễm cercariae ở cả 3 vùng đất với tỉ lệ nhiễm tổng cộng là 51.4%. Năm nhóm cercariae tìm được gồm có Xiphidio cercariae, Gymnocephala cercariae, Echinostoma revolutum, Furcocercous cercaria và Gastrothylax crumenifer; trong đó Xiphidio cercariae là phổ biến nhất. Cần tiếp tục nghiên cứu tỉ lệ nhiễm sán lá song chủ trên ốc (giai đoạn cercariae) ở các tháng khác nhau, để góp phần cung cấp thông tin về đa dạng thành phần loài ốc và tỉ lệ nhiễm cercariae của sán lá song chủ trong ruộng lúa ở ba nhóm đất khác nhau và các thủy vực khác, góp phần phát triển nuôi trồng thủy sản bền vững.
Pengaruh Tingkat Kesejahteraan Guru Terhadap Kinerja Guru Di Madrasah Ibtidaiyah Se-Kecamatan Pringgarata Lombok Tengah
Authors: Ardhi Shahibul , Hadlun  
Published: October 2023

Guru adalah pendidik profesional yang memiliki tugas sebagai pendidik, pengajar, pembimbing, pelatih, menilai serta melakukan evaluasi terhadap peserta didik. Namun, seluruh pengabdian yang telah dilakukan guru berbanding terbalik dengan tingkat kesejahteraan guru yang masih tergolong rendah, termasuk di wilayah-wilayah terpencil. Bagi guru tingkat kesejahteraan yang memadai sangatlah penting untuk menopang kebutuhan finansialnya, dengan begitu guru akan fokus dan profesional dalam profesinya sehingga tidak ada guru yang mencari pekerjaan sampingan di luar profesinya sebagai guru. Guru yang memiliki tingkat kesejahteraan yang tinggi akan berpengaruh terhadap tingginya kinerja guru tersebut dalam bekerja. Kinerja guru yang baik akan berpengaruh terhadap suksesnya proses pembelajaran dan keberhasilan peserta didik. Pada kenyataannya pemberian tunjangan profesi belum maksimal di semua wilayah, termasuk di Kecamatan Pringgarata Kabupaten Lombok Tengah. Pengaruh tingkat kesejahteraan guru terhadap kinerja guru di Madrasah Ibtidaiyah Se-Kecamatan Pringgarata Lombok Tengah NTB. Penelitian ini dilaksanakan di Madrasah Ibtidaiyah Se-Kecamatan Pringgarata dengan sampel-yang diambil dari guru kelas satu sampai kelas enam Madrasah Ibtidaiyah Se-Kecamatan Pringgarata-secara purposive sampling sebanyak 80 guru. Pendekatan penelitian yang digunakan dalam penelitian ini adalah kuantitatif deskriptif. Tehnik pengumpulan data menggunakan angket dan dokumentasi. Hasil pengumpulan data selanjutnya dianalisis menggunakan teknik analisis regresi sederhana dan analisis regresi linier berganda. Berdasarkan penelitian dan pengolahan data diperoleh bahwa: Terdapat pengaruh positif antara tingkat kesejahteraan guru terhadap kinerja guru di Madrasah Ibtidaiyah Se-Kecamatan Pringgarata Lombok Tengah NTB yaitu 29,80%.
Penggunaan Metode Eklektik untuk Meningkatkan Keterampilan Membaca Bahasa Arab Siswa di SD Islam Ponpes Ki Ronggo
Authors: Samsudi Wedi , Hasan Ruzakki  , Andrian Firdaus  
Published: October 2023

Sekolah adalah lembaga pendidikan yang mampu mencetak anak didik untuk berfikir realistis, bisa memecahkan persoalannya sendiri secara komprehensif dan Pkritis sehingga menciptakan anak didik yang memiliki kemampuan dan wawasan luas. Adapun fokus penelitian ini peneliti menitik beratkan pada (1) Bagaimana cara guru menggunakan metode eklektik untuk meningkatkan keterampilan membaca bahasa arab siswa di SD Islam Ponpes Ki Ronggo? ( 2) Apa saja faktor penghambat penggunaan metode eklektik untuk meningkatkan keterampilan membaca bahasa arab siswa di SD Islam Ponpes Ki Ronggo? Penelitian ini bersifat kualitatif dan metode pengumpulan data itu digunakan adalah observasi langsung, interview dan dokumentasi sedangkan datanya secara induktif yaitu menarik kesimpulan umum dari data yang dilakukan. Penelitian ini menyimpulkan Pertama, penggunaan metode eklektik di SD Islam Ponpes Ki Ronggo diterapkan dengan melalui penggabungan dari beberapa metode yang bisa membuat siswa dapat aktif dalam proses pembelajaran, dan sangat berperan dalam meningkatkan prestasi belajar siswa dalam keterampilan membaca yang mengajak siswa terlibat sepenuhnya, sehingga dapat menggabungkan gerakan fisik dengan aktifitas intelektual dan penggunaan semua indra yang berpengaruh pada pembelajaran meningkatkan prestasi belajar siswa dalam keterampilan membaca. Kedua, Faktor penghambat penggunaan metode eklektik dalam meningkatkan prestasi siswa dalam keterampilan membaca. Faktor penghambat yaitu Kurangnya minat belajar dan tidak adanya kesiapan dari siswa dalam menerima pelajaran, serta minimnya waktu yang digunakan.
KUNJUNGAN ARTHROPODA PADA BLOK REFUGIA LADANG JAGUNG DI DESA CEPOKOREJO KECAMATAN PALANG KABUPATEN TUBAN
Authors: Astutik Elvi Melya , Kurniahu Hesti 
Published: October 2023

Penggunaan teknologi ramah lingkungan untuk budidaya pertanian sangat dianjurkan untuk mengurangi ketergantungan terhadap bahan-bahan kimia yang merusak lingkungan seperti pestisida. Salah satu teknologi ramah lingkungan yang banyak diadopsi petani adalah rekayasa habitat musuh alami hama menggunakan tumbuhan refugia. Tujuan penelitian ini adalah untuk menegtahui jumlah kunjungan dan keanekaragaman serta untuk mengetahui pola distribusi temporal arthropoda pada blok refugia pada lahan pertanian tanaman jagung (Zea mays) di Desa Cepokorejo Kecamatan Palang Kabupaten Tuban. Data berupa kunjungan arthropoda pada blok refugia (Amaranthus spinosus, Cyperus byllinga, Eclipta prostrata, Portulaca oleracea, Phyllanthus niruri L.) diperoleh dengan pengamatan secara langsung sementara keanekaragaman didapatkan dengan cara menghitung dengan rumus indeks diversitas dan pola distribusi temporal dihitung dengan menggunakan Indeks Morisita. Hasil penelitian diketahui jumlah arthropoda yang berkunjung blok refugia sebanyak 233 individu yang terdiri 8 famili yakni Muscidae, Dryinidae, Acrididae, Coccinelidae, Oxyopidae, Formicidae, Satyridae dan Gomphidae. Indeks diversitas arthropoda pada blok refugia sebesar 1,8 termasuk dalam kategori sedang dan pola distribusi temporal arthropoda pada waktu pagi dan sore hari bersifat acak sementara pada waktu siang hari bersifat teratur.
Competencias Jurisdiccionales De Las Rondas Campesinas En El Perú, Una Visión Global De Su Funcionamiento
Authors: Limachi Duverly Joao Incacutipa , Yana Julio Fitzgerald Zevallos , LLanqui Javier Santos Puma , Villanueva Angela Rosario Esteves 
Published: October 2023

Objetivo: Las rondas campesinas en el Perú son organizaciones de base comunal que se originaron en las zonas rurales para garantizar la seguridad y la administración de justicia y tienen facultades jurisdiccionales limitadas y específicas dentro de su ámbito local y en el marco de la justicia comunal. Por ello el propósito del artículo es analizar el actuar de las rondas campesinas, a partir de un análisis jurisprudencial desde una perspectiva antropológica y jurídica la que nos permita ahondar sobre las facultades jurisdiccionales.

Método: La metodología aplicada, fue la documental, a través de la recopilación de información de carácter bibliográfico, vinculado al trabajo académico de reflexión crítica.

Resultados: Los resultados nos permiten identificar diversas posturas sobre el tema. Desde la perspectiva del derecho, se analizó las decisiones de los órganos jurisdiccionales mediante sus diferentes fallos y pronunciamientos que se vieron obligados a tomar decisiones en reconocimiento a la diversidad cultural que brinda bases para el desarrollo del propio Acuerdo Plenario y por ende considerando la facultad jurisdiccional que le es reconocida constitucionalmente.

Conclusiones: Como conclusiones se platea diversas posiciones respecto a las facultades jurisdiccionales que poseen las rondas campesinas, al margen del reconocimiento constitucional.