Analogical reasoning improvement is important in educational outcome improvement. Inspired by recent ideas and evidence, we applied anti-saccade task training as an executive attention intervention and tested whether it could improve analogical reasoning performance. A serial-task paradigm was applied where participants performed an anti-saccade followed by an analogical reasoning task including a perception condition. The experimental group finished the anti-saccade task in which the ratio of anti-saccade trials to pro-saccade trials was 5:1 while the counterpart was 1:1 in the active control group. Also, a blank control group was established where participants merely finished the analogical reasoning task. Event-related electroencephalographic (EEG) data were recorded when participants were performing the executive attention and analogical reasoning tasks. In addition, their resting state EEG was collected before and after the executive attention intervention. Behaviorally, the experimental group reacted significantly faster than the other two groups in analogical reasoning but not in perception. At the neural level, in the experimental group alone, the anti-saccade trials elicited a smaller N2 than pro-saccade trials and the resting alpha power was improved after executive attention intervention. No significant difference in P2 was found between the two groups in analogical reasoning or perception but the experimental group showed a larger late positive component than the active control group in analogical reasoning. We also found that the late positive component mediated the relationship between the N2 of anti-saccade trials and analogical reasoning reaction times in the experimental group. We further discussed the role of executive attention in the analogical reasoning process, which may pave the way for the future reliable improvement of fluid intelligence.
Young Adult ; Humans ; Problem Solving ; Attention ; Reaction Time ; Electroencephalography

Accurately understanding the features and connotations of complex engineering problems is an important prerequisite for setting graduation requirements, constructing curriculum and designing teaching contents. By discussing the characteristics of complex engineering problems in the biological industry, this paper explored the demands for undergraduates in Yangtze river delta region, summarized the typical jobs and their requirements, and expounded the connotation of complex engineering problems contained in various typical tasks. On this basis, a gradual curriculum system was constructed, which included multiple stages of conceiving, formation and application, to cultivate the ability to solve complex engineering problems in the major of bioengineering. The curriculum coordinated the implementation of deep integration of industry and education, research feed back course construction, course team and advanced courses building up, professional associations covered all crews and students, supporting the ability training of solving complex engineering problems.
Biotechnology ; Curriculum ; Engineering ; Humans ; Industry ; Problem Solving

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

This study was aimed to examinate the effectiveness of the application of a medical ethics class model at 2014 and 2016 for the improvement of students' problem solving ability (PSA) in a medical school. The PSA of medical students was relatively higher than that of regular adults and college students. There were not significant differences of PSA between male and female medical students (pre-medical ethics class: t= 0.29 p= 0.78; post-medical ethics class: t= 1.09, p= 0.29). The significant improvements of students' PSA were remarkable after the application of the medical ethics class model (at 2014: t= 3.29, p < 0.01, at 2016: t= 7.05, p < 0.01). In 2016, all five lower level competencies of PSA such as ‘clarification problem’ ‘cause analysis’, ‘developing alternatives’, ‘running the plan’ and ‘assessing performance’ were significantly improved. In 2014, however, ‘cause analysis’, ‘developing alternatives’ and ‘running the plan’ of five lower level competencies of PSA were significantly improved. There were significant improvements of PSA after the medical ethics class model in both the higher PSA group (p < 0.01) and the lower PSA group (p < 0.01) in 2016. However, there was significant improvement of PSA after the medical ethics class in the lower PSA group only in 2014 (p < 0.01). This difference is be due to the grouping ways of discussion teams. The discussion teams of 2016 were homogeneously composed of the higher PSA students only or of the lower PSA students only, comparing to the discussion teams of 2014 composed heterogeneously of combining of the higher PSA and the lower PSA students. The medical ethics class model is thought to be very helpful educational method for improving of the PSA, and the grouping into homogeneous teams with PSA members of similar PSA level seems to be helpful to improve PSA than grouping into heterogeneous teams.
Adult ; Ethics ; Ethics, Medical ; Female ; Humans ; Male ; Methods ; Problem Solving ; Schools, Medical ; Students, Medical

The purpose of this study was to identify the effects of simulation education using team-based on problem solving process, communication ability and communication confidence of nursing students. The study used a one group, pre-post test design. The subjects of this study were 88 nursing college students. self-reported questionnaires were collected between March 3 and June 21, 2019. As a result, There was a statistically significant difference in the problem-solving process: 3.37 points beforehand, 3.53 points after death, 3.36 points after communication, 3.54 points after the fact, and communication confidence increased from 6.39 points before to 7.64 points. After team-based simulation training, problem solving process is a communication ability, communicator confidence. The results of this study show that team-based simulation training has been effective in improving problem resolution, communication skills and communication confidence, so it can be used as a basis for future standardized program development.
Communication ; Education ; Evaluation Studies as Topic ; Humans ; Nursing ; Problem Solving ; Program Development ; Simulation Training ; Students, Nursing

PURPOSE: The purpose of this study was to investigate the effects of a action-learning based simulation practice program on nursing students' interpersonal communication competence and problem solving ability.METHOD: The action-learning based simulation practice program was developed by using the ADDIE mode. A single group pre-post test and time series design was used. Data was collected from senior in nursing university. 89 students participated in pretest group and 116 students participated in posttest group.RESULTS: Interpersonal communication competence and problem solving ability were significantly higher in posttest group than pretest group.CONCLUSION: Action-learning based simulation practice program is an effective teaching strategy to enhance communication competence and problem solving ability.
Evaluation Studies as Topic ; Humans ; Mental Competency ; Methods ; Nursing ; Problem Solving ; Students, Nursing

Clinical reasoning is considered a crucial concept in reaching medical decisions. This paper reviews the reasoning processes involved in clinical reasoning from the perspective of cognitive psychology. To properly use clinical reasoning, one requires not only domain knowledge but also structural knowledge, such as critical thinking skills. In this paper, two types of reasoning process required for critical thinking are discussed: inductive and deductive. Inductive and deductive reasoning processes have different features and are generally appropriate for different types of tasks. Numerous studies have suggested that experts tend to use inductive reasoning while novices tend to use deductive reasoning. However, even experts sometimes use deductive reasoning when facing challenging and unfamiliar problems. In clinical reasoning, expert physicians generally use inductive reasoning with a holistic viewpoint based on a full understanding of content knowledge in most cases. Such a problem-solving process appears as a type of recognition-primed decision making only in experienced physicians' clinical reasoning. However, they also use deductive reasoning when distinct patterns of illness are not recognized. Therefore, medical schools should pursue problem-based learning by providing students with various opportunities to develop the critical thinking skills required for problem solving in a holistic manner.
Decision Making ; Humans ; Problem Solving ; Problem-Based Learning ; Psychology ; Schools, Medical ; Thinking

PURPOSE: This study aimed to explore students’ learning experience in problem-based learning (PBL) particularly in terms of what they learned and how they learned in one Korean medical school by analyzing their reflective essays with qualitative research methods. METHODS: This study included 44 first-year medical students. They took three consecutive PBL courses and wrote reflective essays 3 times anonymously on the last day of each course. Their reflective essays were analyzed using an inductive content analysis method. RESULTS: The coding process yielded 16 sub-categories and these categories were grouped into six categories according to the distinctive characteristics of PBL learning experience: integrated knowledge base, clinical problem solving, collaboration, intrinsic motivation, self-directed learning, and professional attitude. Among these categories, integrated knowledge base (34.68%) and professional attitude (2.31%) were the categories mentioned most and least frequently. CONCLUSION: The findings of this study provide an overall understanding of the learning experience of Korean medical students during PBL in terms of what they learned and how they learned with rich descriptive commentaries from their perspectives as well as several thoughtful insights to help develop instructional strategies to enhance the effectiveness of PBL.
Anonyms and Pseudonyms ; Clinical Coding ; Cooperative Behavior ; Humans ; Knowledge Bases ; Learning ; Methods ; Motivation ; Problem Solving ; Problem-Based Learning* ; Qualitative Research ; Schools, Medical ; Students, Medical

OBJECTIVES: This study developed a diabetes self-management mobile application based on the information-motivation-behavioral skills (IMB) model, evidence extracted from clinical practice guidelines, and requirements identified through focus group interviews (FGIs) with diabetes patients. METHODS: We developed a diabetes self-management (DSM) app in accordance with the following four stages of the system development life cycle. The functional and knowledge requirements of the users were extracted through FGIs with 19 diabetes patients. A system diagram, data models, a database, an algorithm, screens, and menus were designed. An Android app and server with an SSL protocol were developed. The DSM app algorithm and heuristics, as well as the usability of the DSM app were evaluated, and then the DSM app was modified based on heuristics and usability evaluation. RESULTS: A total of 11 requirement themes were identified through the FGIs. Sixteen functions and 49 knowledge rules were extracted. The system diagram consisted of a client part and server part, 78 data models, a database with 10 tables, an algorithm, and a menu structure with 6 main menus, and 40 user screens were developed. The DSM app was Android version 4.4 or higher for Bluetooth connectivity. The proficiency and efficiency scores of the algorithm were 90.96% and 92.39%, respectively. Fifteen issues were revealed through the heuristic evaluation, and the app was modified to address three of these issues. It was also modified to address five comments received by the researchers through the usability evaluation. CONCLUSIONS: The DSM app was developed based on behavioral change theory through IMB models. It was designed to be evidence-based, user-centered, and effective. It remains necessary to fully evaluate the effect of the DSM app on the DSM behavior changes of diabetes patients.
Blood Glucose Self-Monitoring ; Diabetes Mellitus ; Focus Groups ; Heuristics ; Humans ; Life Cycle Stages ; Methyltestosterone ; Mobile Applications* ; Mobile Health Units ; Self Care* ; Telemedicine