Moreover, this study utilizes Weick's sensemaking framework to furnish a distinctive lens through which to examine how academics made sense of the sudden transition to online learning and teaching during the COVID-19 pandemic.
Due to the COVID-19 pandemic's 2021 emergence in Taiwan, the face-to-face Life Design course was adapted to a blended learning format using educational technology, helping to manage the issues of cross-generational confusion and anxieties concerning later life among learners. This investigation seeks to evaluate. A review of learner reactions following the Life Design course, scrutinizing aspects such as satisfaction, engagement (Level 1), and the real-world utility of the course. Explore the factors propelling and hindering the integration of knowledge, skills, attitudes, confidence, commitment (Level 2), and behavioral changes (Level 3) gained from the Life Design course into practical actions. How might educational technology effectively improve the process of teaching and learning within the Life Design curriculum?
This action research investigation tackled two essential problems encountered in practice: students' uncertainty about their future direction and the inadequacy of conventional teaching methods. These methods proved insufficient for this course, requiring significant personal reflection and self-disclosure. The Life Design course's completion by 36 master's students marked their participation in the study. Following the design, execution, and analysis of this course, we implemented the new Kirkpatrick Learning Assessment Model (Kirkpatrick J, Kirkpatrick WK). The Kirkpatrick Model, an introduction to the new world. An analysis of learning effectiveness, as outlined in the 2021 Kirkpatrick Partners' framework, considers reactions, learning, and behavioral changes.
To help learners overcome the complexities of designing their lives across generations and combat the shortage of direct instruction, we have chosen biographical learning as the cornerstone of this Life Design course, complemented by a variety of online and offline activities. Utilizing educational technology within a blended learning framework, we expanded beyond the limitations of time and location, constructing a seamless and comprehensive learning experience encompassing both formats. Students in the Life Design course overwhelmingly praised the course structure, the topics covered, and the blended learning approach. This encouraged extended learning outside the classroom and created more personal, trustworthy, and collaborative relationships with both instructors and classmates in both online and offline settings. Students' educational journey included mastering age-appropriate knowledge, transforming their views on career and personal growth, and mastering life design skills. Further, they demonstrated a strong resolve and unwavering commitment to apply their learning in their future. Subsequent to the course, a significant number of students adapted the acquired knowledge, transforming their lifestyle and actions accordingly. Students frequently cited a lack of peer support and the pressures of their demanding daily routines as obstacles to taking action. Post-course support was a recurring theme, with suggestions centered on regular follow-ups, customized feedback from teachers and classmates, and interaction within an online learning community. Enzastaurin in vitro Educational technology's role in supporting ongoing learning and the application of knowledge is highlighted by this example.
Our analysis confirms the superiority of a blended learning model for the Life Design course compared to a traditional, entirely physical one, based on the results. A blended learning approach should place the student at its center, focusing on the educational method rather than the technical aspects of the program.
Based on the data obtained, we confirm that a blended learning implementation of the Life Design course surpasses a traditional, in-person format. Nonetheless, a blended learning strategy's core should be directed towards learners' pedagogical needs, not on the technology itself.
Molecular Tumor Boards (MTBs) are predicated on the existence of high-throughput molecular diagnostic capabilities. While oncologists anticipate finer-grained data to enhance their decision-making, the evaluation of such data is a complex and time-consuming process, hindering the implementation of medical treatment strategies (MTBs), including tasks such as accessing current medical literature, evaluating clinical evidence, and incorporating up-to-date clinical guidelines. Enzastaurin in vitro We present our findings, encompassing the examination of existing tumor board procedures and the operationalization of clinical protocols for MTB adoption. Our findings informed the design of a working software prototype, developed in partnership with oncologists and healthcare professionals. This prototype aids in the preparation and conduct of MTBs, enabling collaboration in medical knowledge sharing across different hospital sites. Interdisciplinary teams of clinicians, oncologists, medical experts, medical informaticians, and software engineers leveraged design thinking in their collaborative projects. Thanks to their input, we determined the limitations and hindrances within current MTB approaches, devised clinical procedure models using Business Process and Modeling Notation (BPMN), and established user profiles, and functional and non-functional criteria for software support. Employing this data, we created software prototypes that were subsequently assessed by clinical experts affiliated with leading university hospitals throughout Germany. Within our application, we expanded the implementation of the Kanban methodology, enabling an end-to-end tracking of patient cases from their backlog to their follow-up. Our clinical process models and software prototype were deemed suitable, based on feedback from interviewed medical professionals, to offer appropriate process support for the preparation and conduction of molecular tumor boards. Cross-hospital aggregation of oncology knowledge, complemented by the detailed documentation of treatment decisions, enables the construction of a distinctive medical knowledge base exclusively for oncologists. Given the diverse nature of tumor ailments and the rapidly advancing medical knowledge, a collaborative decision-making process incorporating learnings from comparable patient cases was deemed an invaluable asset. The capability to transform the ready case data into a visually accessible format on the screen was appreciated for its impact on expediting preparation. To effectively utilize molecular data in their decision-making processes, oncologists rely on specialized software tools. Crucially, the requirement for links to cutting-edge medical knowledge, clinical data, and collaborative tools for the review of individual cases was considered paramount. The COVID-19 pandemic's effects are expected to produce a substantial rise in the acceptance and use of online tools and collaborative working. Our multi-site virtual approach enabled a collaborative decision-making process for the first time, which we believe positively impacted overall treatment quality.
To sustain academic endeavors during the COVID-19 pandemic, numerous educational establishments embraced e-learning. Teachers, as a whole, were encouraged to utilize online instruction starting in early February 2020. Subsequently, the debate surrounding online education centers on whether online learning accommodates students' preferred methods, and what factors contribute to the quality of online learning experiences. This study probed the online learning environment of elementary students in the context of the epidemic, and analyzed the key aspects that influenced their satisfaction with virtual schooling. Online teaching and learning activities were carried out in an organized fashion, as evidenced by a survey of 499 elementary students and 167 teachers. Teachers' teaching methods chiefly consisted of live tutoring and independent learning, with outstanding online learning support services. A multiple regression model was utilized to quantify the correlation between teacher-driven teaching objectives, methods, activities, support, and learning outcomes, and student satisfaction in online courses. Happiness was positively influenced by all four dimensions, as the results demonstrated. Based on survey findings, strategies to bolster online education quality in the post-pandemic era are presented, categorized by societal, instructor, and institutional factors. To ensure informed decisions and research in the post-pandemic period, the social group must prioritize educational resource development, schools should strengthen teacher professional growth, and teachers should motivate students proactively by providing constructive feedback.
The online version offers supplemental materials located at the cited URL: 101007/s42979-023-01761-w.
101007/s42979-023-01761-w links to additional material accompanying the online version.
Headaches are a symptom of both chronic subdural hematoma (CSDH) and spontaneous intracranial hypotension (SIH). Despite both being headache types, SIH and CSDH headaches are caused by opposing intracranial pressure scenarios. SIH headache is caused by a decrease in intracranial pressure, whereas CSDH headache stems from an increase in intracranial pressure. Additionally, the treatment of CSDH involves hematoma drainage, in contrast to SIH, which is addressed by an epidural blood patch (EBP). The therapeutic approach to patients experiencing both SIH and CSDH is still under investigation and not completely standardized. Enzastaurin in vitro Two documented cases illustrate the safe and effective control of intracranial pressure (ICP) using EBP following hematoma drainage. A 55-year-old man, experiencing a progressive impairment of consciousness, received a diagnosis of bilateral cerebrospinal fluid hematoma. While the bilateral hematoma drainage occurred, the headache became pronounced when he stood upright. Through the meticulous analysis of brain MRI, revealing diffuse pachymeningeal enhancement, and CT myelography, demonstrating epidural contrast medium leakage, we concluded the SIH diagnosis.