OBJECTIVES

This quality improvement study aimed to explore the viability of a learning pedagogy for medical students, the interactive journal club (IJC), in stimulating active learning and engagement among learners. The study intends to explore the benefits provided by the IJC when compared to traditional learning methods (e.g., traditional journal clubs). It attempts to highlight the importance of didactics which focus on active learning and interactive engagement between learners.

The IJC was implemented as a course requirement in HI 201: Health Informatics, a midyear elective course at the College of Medicine, University of the Philippines Manila. A class of MD-PhD (Molecular Medicine) students was divided into two separate groups: the designated leaders who presented the article and moderated the discussion, and the audience who did not read the article beforehand yet were involved in its critical analysis. The IJC was conducted twice in two different sections of MD-PhD (Molecular Medicine) students, across two different midyear terms, Midyear Term 2021, and Midyear Term 2022. Reflection papers were collected and the responses through this requirement were collated before the primary takeaways were extrapolated. A survey was also sent out to the students of each class to itemize the consolidated feedback of students on the proposed didactic.

The overall process of IJC was deemed both exciting and stimulating. The learning pedagogy provided an alternative platform for active learning, fostering a student-centered approach that placed a heavy emphasis on critical thinking. One major challenge identified in the implementation of the educational design was the heavy reliance on student participation which was identified to, at times, be a difficult factor to overcome. In order to improve its implementation, expectations may be set at the beginning and assessed at the end of the session. In addition, a pre- and post-questionnaire may be given to assess the perceived usefulness of this new method for qualitative comparison.

Interactive and student-centered modes of learning are empirical for the improvement of literature appraisal, journal presentation, and evidence-based critical thinking among medical students. IJCs may be utilized as an alternative and effective learning strategy in teaching pertinent skills expected of a proper physician. When compared to traditional pedagogies, IJCs provide a platform for deeper learning and enable the achievement of learning outcomes, with learner engagement as the focal point. Future attempts at executing IJCs may consider the implementation of learning outcomes setting, and the use of pre- and post-IJC surveys to assess the effectiveness of the modality.

PURPOSE

Reflective practice is widely recognized as a fundamental component of nursing education and professional development that had the potential to enhance critical thinking skills. This study intended to evaluate the effect of reflective practice interventions on the critical thinking capability of student nurses.

The quantitative, meta-analysis design was employed. CINAHL, Medline, PubMed, Health Sources and Google Scholar databases weresearched forpublications in English until December 2020.The studies were subjected to quality assessment with the JBI checklist, systematic data extraction and statistical analysis using Comprehensive Meta-analysis version 3.0.

A total of four studies satisfied the inclusion criteria. Reflective practice strategies such as journaling/journal writing and self-regulated learning had effectively enhance critical thinking skills of student nurses (summary effect=0.24; 95% CI [0.13-0.44]; p-value= 0.00004). Sensitivity analysis confirmed the strength of the findings and the publication bias was assessed and found to be minimal.

Reflective practice interventions had positive impact on the improvement of critical thinking capacity of nursing students. With the practical implications for nursing education and professional development, this study had recommended to integrate reflective practice strategies into the curriculum and training programs.

Humans ; Carcinoma, Renal Cell/pathology* ; Kidney Neoplasms/pathology* ; Thinking ; World Health Organization

Molecular biology is a biology course containing multiple core concepts and complex biological processes, which are organized in a strong logic. In order to help the medical students in college of traditional Chinese medicine (TCM) understand the content of this professional foundation course, we integrated the mind mapping model into the three sessions of teaching this course. First, putting forward teaching questions through a "nine grids analysis" model before the class teaching; second, transforming class teaching through a "six thinking hats" model; third, reviewing teaching content through a "pyramid principle" model, which helps students develop closed-loop thinking skills. The students' understandings to the course content were enhanced by connecting, merging and diverging the relevant knowledge through thinking visualization. According to the questionnaire, 91% of the students believe that the application of mind mapping model is an effective teaching method, which improves the teaching efficiency and effect. Furthermore, 76% of the students deem this method helps them improve their thinking ability and they also try to apply this method to the study process of other courses. Therefore, the application of mind mapping model in teaching plays an important role in fostering students' high-order thinking skills and provides a new approach for college curriculum teaching.
Curriculum ; Humans ; Molecular Biology ; Students ; Thinking

Dementia, a clinical syndrome affecting memory, thinking, and social abilities primarily caused by neurodegeneration, is becoming one of the greatest health and socioeconomic burdens in the aging society. The age-standardized prevalence of dementia for people aged 60 or older was 5% to 7% in most world regions, affecting 47 million people in 2015. This number is expected to almost double every 20 years. Although aging is the greatest but non-modifiable risk factor, approximately 35% of the risk has been attributed to the combination of potentially modifiable risk factors including education, diet and lifestyle factors, psychiatric factors, and metabolic factors. There is ample evidence that people with glucose intolerance, insulin resistance, and metabolic syndrome are at higher risk for cognitive impairment and dementia compared to age- and sex-matched controls. Meta-analyses and large-scaled pooled analyses demonstrate that diabetes is associated with an approximately 60% to 70% increased risk of all types of dementia. In this article, the associations of hyperglycemia, hypoglycemia, and glucose variability with cognitive dysfunction and dementia are demonstrated. Also, the underlying mechanism of this connection and possible effects of anti-diabetic medications are discussed.
Aging ; Cognition Disorders ; Dementia ; Diabetes Mellitus ; Diet ; Education ; Glucose ; Glucose Intolerance ; Hyperglycemia ; Hypoglycemia ; Insulin Resistance ; Life Style ; Memory ; Prevalence ; Risk Factors ; Social Skills ; Thinking

PURPOSE: The purpose of this study was to identify the effects of an educational intervention by evaluating neonatal emergency airway management knowledge, critical thinking disposition, problem- solving ability, and confidence in clinical performance after developing and operating a simulation-based neonatal emergency airway management education program for nurses in a neonatal intensive care unit.METHODS: The participants were 30 nurses in a neonatal intensive care unit. Data were collected from June 6 to 15, 2018 and analyzed using IBM SPSS version 22.0.RESULTS: The results of the pretest and posttest for each educational group showed statistically significant improvements in neonatal emergency airway management knowledge, critical thinking, problem- solving ability, and confidence in clinical performance.CONCLUSION: The simulation-based neonatal emergency airway management training program was an effective educational program that enhanced neonatal emergency airway management knowledge, critical thinking disposition, problem-solving ability, and confidence in clinical performance among nurses in a neonatal intensive care unit. Therefore, it is suggested that the program described in this study can contribute to improving nursing quality by enhancing the ability of nurses to cope with emergencies in practice. It can also be used for education for new nurses and contribute to the development of nurses' practices.
Airway Management ; Education ; Emergencies ; Infant, Newborn ; Intensive Care Units, Neonatal ; Intensive Care, Neonatal ; Nursing ; Patient Simulation ; Thinking

PURPOSE: The purpose of this study was to examine the effects of a virtual reality simulation and a blended simulation on nursing care for children with asthma through an evaluation of critical thinking, problem-solving processes, and clinical performance in both education groups before and after the educational intervention.METHODS: The participants were 48 nursing students. The experimental group (n=22) received a blended simulation, combining a virtual reality simulation and a high-fidelity simulation, while the control group (n=26) received only a virtual reality simulation. Data were collected from February 25 to 28, 2019 and analyzed using SPSS version 25 for Windows.RESULTS: The pretest and posttest results of each group showed statistically significant improvements in critical thinking, problem-solving processes, and clinical performance. In a comparison of the results of the two education groups, the only statistically significant difference was found for critical thinking.CONCLUSION: Simulation-based education in child nursing has continued to involve high-fidelity simulations that are currently run in many programs. However, incorporating a new type of blended simulation, combining a virtual reality simulation and a high-fidelity simulation, into the nursing curriculum may contribute to the further development of nursing education.
Asthma ; Child ; Computer User Training ; Curriculum ; Education ; Education, Nursing ; Humans ; Nursing ; Nursing Care ; Patient Simulation ; Pediatric Nursing ; Students, Nursing ; Thinking

BACKGROUND: This descriptive study aimed to examine the relationship between the 4C core competencies and work ability among dental hygienists.METHODS: From November 2018 to January 2019, data were collected-from 190 dental hygienists workong in dental clinics in Busan, Ulsan, and Gyeongsangnam province using structured questionnaires. For the general characteristics of the dental hygienists, frequency and percentage were calculated, and the level of the 4C core competencies and work ability of dental hygienists was calculated using means and standard deviations. A multiple regression analysis was conducted to analyze the effects of the 4C core competencies on work ability.RESULTS: The mean scores for the 4C core competency levels of the dental hygienists were as follows: communication ability 3.34, critical thinking ability 3.41, creative problem-solving 3.40, and collaborative self-efficacy 3.27. Meanwhile the mean score for work ability level was 3.65. The predictive factors influencing work ability were communication ability and cooperative self-efficacy (p<0.001), and the sub-factors of critical thinking ability that affect work ability were sound conferences (p<0.01), intellectual fairness (p<0.05), intellectual enthusiasm (p<0.05), and self-confidence (p<0.001). Finally, the sub-factors of creative problem-solving ability that affect work ability were planning and execution (p<0.01) and performance evaluation (p<0.05).CONCLUSION: The current study showed that education programs covering the core competencies of dental hygienists, rather than the existing theoretical education program, should be developed and implemented to enhance 4C core competencies that affect work ability.
Busan ; Communication ; Congresses as Topic ; Dental Clinics ; Dental Hygienists ; Education ; Humans ; Problem Solving ; Thinking ; Ulsan

PURPOSE: This study was conducted to examine the effects of jigsaw cooperative learning on the communication ability, problem solving ability, critical thinking disposition, self-directed learning ability and cooperation of nursing students.METHODS: A one-group, pre-post design was utilized with 92 nursing students as subjects. The data were analyzed using descriptive statistics and paired t-tests using SPSS/WIN 24.0.RESULTS: The scores on problem solving ability, self-directed learning ability and cooperation were significantly increased after the education intervention.CONCLUSION: These findings indicate that cooperation learning is an effective intervention for improving problem-solving, self-directed learning ability, and cooperation in nursing education.
Communication ; Education ; Education, Nursing ; Humans ; Learning ; Nursing ; Problem Solving ; Students, Nursing ; Thinking

No abstract available.
Stents ; Thinking