Purpose: Three-dimensional (3D) animation may facilitate understanding of dynamic biological processes, but whether an immediate learning advantage persists over time remains uncertain. This study compared 3D animation with PowerPoint teaching and examined subsequent retention and learning after crossover. Methods: Eighty-six Phase 3 Part 1 medical students were randomised 1:1 to receive either PowerPoint (Group A, n=44) or 3D animation (Group B, n=42) on 18 April 2024, followed by the alternate format eight weeks later. Knowledge was assessed using the same 10-item test immediately before and after each session. Within-group changes were assessed using paired-samples t-tests and between-group differences using independent-samples t-tests with Welch correction where appropriate. Retention and crossover analyses included students with paired data from both sessions. Results: In Session 1, the animation group improved from 3.19 ± 1.44 to 5.31 ± 2.42, a gain of 2.12 ± 2.80 points (p Conclusion: 3D animation produced greater immediate knowledge gain than matched PowerPoint teaching, but this advantage was not sustained over eight weeks. Both modalities supported substantial learning after a second exposure, suggesting that animation may be most useful as an initial teaching strategy within a programme that includes deliberate reinforcement.
This short report describes an interactive online diversity workshop for health and welfare professionals and university faculty in Japan. The workshop used Zoom and Mentimeter to support anonymous real-time participation and focused on bias related to poverty, mental illness, and LGBTQ+ issues. Forty-five participants attended; questionnaire completion and feedback submission were voluntary. Seventeen participants provided matched pre-post data and were included in the quantitative analysis. Forty-two post-workshop open-ended feedback comments were collected. The evaluation used the Japanese Acceptance and Action Questionnaire-Stigma, Feeling Thermometer ratings, and qualitative content analysis of feedback. Linear mixed model analysis showed a statistically significant favorable change in Feeling Thermometer ratings toward people in poverty and trend-level favorable changes in AAQ-S inflexibility and Feeling Thermometer ratings toward people with mental illness and LGBTQ+ individuals. Qualitative findings suggested that participants recognized bias as something to notice and manage and perceived anonymous peer-response sharing as useful for reflection. The findings suggest possible short-term learner-level changes but do not demonstrate bias-related behavior change or patient-care outcomes.
Purpose: This study aimed to assess the educational impact of routine course learning with or without the use of a portfolio and to compare the learning experiences of students using portfolios versus those who did not use them in preclinical prosthodontics. Methods: This randomized controlled educational intervention was conducted at Bahria University Dental College. Paper-based portfolio learning was implemented with 38 preclinical undergraduates as an educational intervention alongside the routine teaching of the prosthodontics course and was compared with conventional instruction. Portfolios were designed using structured learning activities aligned with the learning outcomes of the second-year prosthodontics curriculum. Participants’ knowledge in both groups was assessed using 40 one-best multiple-choice questions (MCQs) and five short essay questions (SEQs). Practical skills were evaluated through a 10-station objective structured practical examination (OSPE). The assessment scores of the intervention group were compared with those of the control group. In addition, the participants’ satisfaction was assessed through a validated questionnaire. Data were analyzed using appropriate descriptive and inferential statistical tests. p- value < 0.05 was considered statistically significant. Results: The intervention group demonstrated significantly superior performance compared to the control group in the summative assessment (mean difference = 7.21, 95% CI: 2.69–11.70; p < 0.001; Cohen’s d = 1.05). Greater gains were observed in the written examination, used as a proxy for cognitive domain (mean difference = 3.11, 95% CI: 0.65–5.55; p = 0.01; Cohen’s d = 0.83) and the OSPE, reflecting affective and psychomotor skills (mean difference = 4.10, 95% CI: 0.91–7.29; p = 0.01; Cohen’s d = 0.85). On exploratory item-level analysis, the intervention group reported significantly greater agreement regarding reflective exercises and meaningful discussions (p- value = 0.016). Conclusion: A paper-based portfolio appears to be a beneficial educational tool in developing preclinical prosthodontics competencies.
Purpose: The study aimed to identify the perceptions of students, faculty and administrative staff in College of Science and Health Professions (COSHP), Al Ahsa campus, King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), about the trimester system implemented in education sectors in the Kingdom of Saudi Arabia since the beginning of the Academic Year 2022-23 i.e. (1442) AH. Methods: A cross-sectional study with a structured questionnaire of 30 closed-end items consisting of three sections was implemented. The first and second section focusses on the overall opinion, impact, and challenges observed as well as evaluating the trimester plan, the academic difficulties and adaptability by students and faculty. The third section had administrative compliances and practices. The sample included 249 male and female participants like students, faculty and administrative staff from the COSHP-A, KSAU-HS where the demographic variables like gender, title, and level wise were explored and observed. Results: The study proved that the educational benefits derived from the trimester plan, 177(71.1%) students reported not having acquired the values, skills, and attitudes needed to prepare them for the future job market. On the other hand, 28.9% of the respondents felt that the trimester curriculum provided them with opportunities to improve their educational skills and develop appropriate learning strategies. Conclusions: The present study meets to obtain an idea and evaluate the effective implementation of the trimester system, and to understand the balance between advantages and disadvantages along with the quality routine by the students, faculty, and administrative staff in the COSHP-A at KSAU-HS, Saudi Arabia.
Purpose: To explore the relationships between resilience, religiousness, grit, calling, and differentiation of self in nursing students. Methods: A cross-sectional design with a questionnaire was used. A total of 434 nursing students currently enrolled in a nursing degree program completed the online questionnaire, for a response rate of 32.3%. The study used the Indonesian version of the following instruments: 1) CD-RISC 10; 2) Four Basic Dimensions of Religiousness; 3) 12-Item Grit Scale; 4) Brief Calling Scale; 5) Differentiation of Self. Results: Most of the participants were female, enrolled in a Bachelor of Nursing program, and desired to be nurses to help or to serve others. The average age of the participants was 20.4 years old. The mean scores of religiousness, grit, and the dimension of maintaining identity in differentiation of self were higher than in previous studies with Indonesian students. Several significant correlations (p < .01) existed between the variables. The Cronbach’s alpha for each instrument was between .61 and .91. Conclusion: The most significant positive correlations were found between the variables of resilience, grit, and the maintaining identity dimension of differentiation of self. These findings can appraise nurse educators of the importance of intentionally including content regarding these variables for nursing students. Nurse educators will need to explore interventions to teach and promote these variables in nursing programs to better assist students in completing the program and meeting the ongoing challenges of the nursing profession. Additional research will be needed to measure the effectiveness of those interventions.
