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AbstractThe global pandemic caused by COVID-19 has brought about severe adverse impacts on university campuses worldwide. Some universities have started using virtual reality (VR) technology to design a virtual environment (VE) for effective infection prevention on campuses. VR is an innovative interactive technology in improving various virtual simulation fields. The utilization of VR technology’s computational design and engineering features facilitates seamless implementation of epidemic prevention education. This positively impacts students’ engagement and comprehension levels. The research aims to use VR technology to design a VE for campus epidemic prevention. The immersive interaction can attract the staff/students to explore and learn, bringing convenience to campus epidemic prevention. The novelty of the study is the design of a virtual learning platform for campus epidemic prevention practices. The platform includes several scenes: school gates, classrooms, food courts, and school-based health centers. The study carried out a user testing experiment involving 30 students to assess the effectiveness of epidemic prevention education. The study results show that the virtual tour can enhance the user experience without physical space restrictions. The study further suggests that the virtual learning platform proposed in the study will assist universities in improving campus infection prevention practices. [ABSTRACT FROM AUTHOR]

Background: Pediatric patients are being discharged from hospitals with increasingly complex care needs. Family knowledge of how to care for their child posthospitalization is a quality and safety concern. Research has shown patient satisfaction and retention of educational content can improve using multiple educational modalities. This quality improvement project examined a new approach to preparing families for discharge using an interactive patient care system to deliver education. Method: Five pediatric inpatient units at a large Midwest academic medical center participated in this project, serving patients from infants to young adults. Data on patient satisfaction pre- and post-implementation of the interactive patient care system and the number of videos assigned and viewed post-implementation were examined. Results: Pediatric satisfaction scores for discharge readiness, discharge instruction, and likelihood to recommend improved in the pediatric units, while scores showed normal random variation in the neonatal unit with the implementation of an interactive patient care system. Videos assigned to the pediatric group increased over time as the number of available videos increased. Conclusion: The design and implementation of an interactive patient care system is a complex change process requiring interprofessional collaboration, a robust video library, and clinician adoption of new workflows. Effective implementation strategies can improve patient and family satisfaction with discharge readiness and instructions for home care. [ABSTRACT FROM AUTHOR]

Most virtual escape rooms are built using Google documents that ask a series of questions; our faculty teamwanted to provide a more interactive experience in a large classroom and created a virtual escape room that mimicked the Next Generation NCLEX testing platform. Each room contained a case study with multiple-choice questions. Seventy-three of 98 possible students completed the escape room survey. All recommended this activity to other students, and 91 percent said they preferred the game format more than the lecture format. Virtual escape rooms are interactive, engaging, and can be used successfully to bridge theory to practice. [ABSTRACT FROM AUTHOR]

Background: Cities contribute to and are affected by the climate crisis, determining significant health issues in urban settings. Educational institutions have a privileged position to contribute to achieving the transformations needed for a healthier future, so Urban Health education is fundamental to empowering the health of the youth living in cities. This study aims to measure and raise the awareness of Urban Health among students attending a high school in Rome (Italy). Methods: An interactive educational intervention, consisting of four sessions, was conducted in a Roman high school during spring 2022. Overall, 319 students aged between 13 and 18 attended the sessions and were asked to complete a 11-items questionnaire before and another after the interventions. Data was gathered anonymously and analyzed using descriptive and inferential statistics. Results: Fifty-eight percent of respondents improved their post-intervention questionnaire score, while 15% did not improve and 27% got worse. The mean score significantly improved after the intervention (p < 0.001; Cohen's d = 0.39). Conclusions: The results suggest that school-based interventions using interactive approaches on Urban Health could be effective in increasing students' awareness and promoting health especially in urban settings. [ABSTRACT FROM AUTHOR]

This paper describes a serious game based on a knowledge transfer model using deep reinforcement learning, with an aim to improve the caretakers' knowledge and abilities in post-stroke care. The iTrain game was designed to improve caregiver knowledge and abilities by providing non-traditional training to formal and informal caregivers who deal with stroke survivors. The methodologies utilized professional medical experiences and real-life evidence data gathered during the duration of the iTrain project to create the scenarios for the game's deep reinforcement caregiver behavior improvement model, as well as the design of game mechanics, game images and game characters, and gameplay implementation. Furthermore, the results of the game's direct impact on caregivers (n = 25) and stroke survivors (n = 21) in Lithuania using the Geriatric Depression Scale (GDS) and user experience questionnaire (UEQ) are presented. Both surveys had favorable outcomes, showing the effectiveness of the approach. The GDS scale (score 10) revealed a low number of 28% of individuals depressed, and the UEQ received a very favorable grade of +0.8. [ABSTRACT FROM AUTHOR]

The article briefly discusses the various interactive methods used in the teaching of "Radiation Medicine and Technology" in higher education. In particular, the interactive methods used in lectures, practical classes, laboratory and independent learning methods are given, and testing of these methods is also discussed. [ABSTRACT FROM AUTHOR]

Simple Summary: Sleep problems are faced by many children with cancer, and they can lead to negative physical and psychological outcomes, as well as to a lower quality of life. Educating families on healthy sleep hygiene to reduce sleep problems is important. We explored the use of a social robot to provide sleep hygiene education, as social robots seem to be an innovative and suitable tool for children. We developed an interactive education program during which the robot discussed six sleep hygiene topics with 28 children by asking them questions, followed by providing them information. We used multiple methods and found that the use of a social robot at the outpatient clinic was feasible, that children and parents had mostly positive experiences, and that the sleep hygiene of children was better two weeks after the education regimen. Our work may underline the value of providing education through a social robot. Further research is needed to develop and implement this intervention. Objectives: Children with cancer often experience sleep problems, which are associated with many negative physical and psychological health outcomes, as well as with a lower quality of life. Therefore, interventions are strongly required to improve sleep in this population. We evaluated interactive education with respect to sleep hygiene with a social robot at a pediatric oncology outpatient clinic regarding the feasibility, experiences, and preliminary effectiveness. Methods: Researchers approached children (8 to 12 years old) who were receiving anticancer treatment and who were visiting the outpatient clinic with their parents during the two-week study period. The researchers completed observation forms regarding feasibility, and parents completed the Children's Sleep Hygiene Scale before and two weeks after the educational regimen. The experiences of children and parents were evaluated in semi-structured interviews. We analyzed open answers by labeling each answer with a topic reflecting the content and collapsed these topics into categories. We used descriptive statistics to describe the feasibility and experiences, and a dependent-samples t-test to evaluate the preliminary effectiveness. Results: Twenty-eight families participated (58% response rate) and all interactions with the robot were completed. The children and parents reported that they learned something new (75% and 50%, respectively), that they wanted to learn from the robot more often (83% and 75%, respectively), and that they applied the sleeping tips from the robot afterwards at home (54%). Regarding the preliminary effectiveness, children showed a statistically significant improvement in their sleep hygiene (p = 0.047, d = 0.39). Conclusions: Providing an educational regimen on sleep hygiene in a novel, interactive way by using a social robot at the outpatient clinic seemed feasible, and the children and parents mostly exhibited positive reactions. We found preliminary evidence that the sleep hygiene of children with cancer improved. [ABSTRACT FROM AUTHOR]

In the present study some ideas related to the development of educational games in the classes of "Computer Modeling" are presented. Attention is paid to some features in the creation of this type of games when using the block environment Scratch. An exemplary realization of an educational game based on the educational content of “Computer Modeling” is considered. [ABSTRACT FROM AUTHOR]

The article presents the use of interactive approaches in mathematics education through anaglyph images. The basic functions and characteristics of the various applications through which such images can be created are presented. Examples of the adaptation of anaglyph images in mathematics training are described. [ABSTRACT FROM AUTHOR]

Objective: Interactive methods are applied in Anatomy theoretical education in addition to face-to-face education (FFE). Interactive methods applied at Atılım University Faculty of Medicine; flipped class (FC), team-based learning (TBL), problem-based learning, case discussion. The student is expected to study according to resources given prior to the application and be prepared for quiz to be held during class time in FC. After quiz, questions are discussed with students and topic is briefly reviewed. Students are provided resources enriched with visuals in advance so they can work in TBL. First, a quiz is administered. Then, they are randomly divided into groups of 10 and questions are discussed with groups, lecturer summarizes topic and case presentation. We aimed to evaluate effectiveness of FC, TBL and FFE models in Anatomy education for students. Methods: Term 2 students of 2023-2024 academic year were included in the study. Three surveys, each consisting of 9 questions, were administered to students about FC, TBL and FFE theoretical lessons, applied in anatomy courses during Neuroscience Committee. In addition, students' anatomy marks in relevant exams was evaluated. Results: The success averages of quizzes held in FC, TBL and FFE is evaluated are 90.72%, 60.38%, 53.4%, respectively. As survey results were examined, it was stated that interactive education was more interesting, effective in terms of making the subjects more memorable for students than FFE. Conclusion: Being restrictive factors in the study, we believe that integration of interactive learning models with FFE in Anatomy education, particular attention to topic selection, would make lessons more effective. [ABSTRACT FROM AUTHOR]

Antecedentes: la radiología es fundamental en la medicina veterinaria para lograr diagnósticos precisos‚ garantizar la seguridad del paciente‚ diseñar tratamientos efectivos y avanzar en la ciencia. Por otro lado‚ la oferta de material veterinario multimedia es limitado. La disponibilidad de recursos educativos interactivos en radiología felina es escasa. Objetivo: desarrollar una herramienta multimedia en radiología felina de acceso libre para estudiantes y profesionales que describa la anatomía visible de la radiografía digital. Métodos: en el estudio en felinos consultantes del Centro Veterinario Cely‚ se utilizó el equipo AJEX 200H para las vistas radiográficas. Se verificó que las radiografías reflejaran una anatomía normal. Posteriormente‚ se identificaron los órganos y estructuras en las radiografías. Con el apoyo de un diseñador multimedia‚ se usó Adobe Photoshop para retocar los contrastes de las radiografías‚ se empleó Adobe Illustrator para delimitar cada trazo en las diferentes partes anatómicas de las imágenes. Finalmente‚ se utilizó Sublime Text 3 para realizar toda la programación multimedia. Resultados: el resultado obtenido es una herramienta multimedia interactiva de libre acceso con una navegabilidad fácil e intuitiva por las regiones anatómicas del gato‚ incluyen el cráneo‚ la columna cervical‚ torácica y lumbosacra‚ el tórax y los miembros torácicos y pélvicos en diversas proyecciones. Cuenta con un interfaz que presenta un listado de imágenes de las diferentes regiones estudiadas. Cada radiografía se presenta con un panel interactivo donde al pasar el cursor se resaltan los accidentes morfológicos y órganos. Link de acceso: https://atlasradiologico.online/onepage Conclusiones: las herramientas gratuitas brindan una oportunidad para el estudio de la anatomía radiográfica felina. La disponibilidad de estas permite acceder a recursos educativos‚ explorar y familiarizarse con la anatomía radiográfica del gato. El desarrollo de esto requiere una sinergia entre profesionales de la salud animal y expertos en ingeniería multimedia para lograr una herramienta que combina la precisión científica con una experiencia de usuario óptima. [ABSTRACT FROM AUTHOR]

Through the affordability, huge usability and ubiquitous connectivity, information and communication technology (ICT) tools spread among population across the planet and became omnipresent. Smart phones allow unexploited possibilities and new innovative activities to enhance educational process practiced by academic institutions. This paper proposes a simple interactive concept model using ICT that provides benefits to soft skills development of participating users. It focuses on a greater participation of students in assessment of their peers and decision-making in a chosen lecture course during their academic study and exemplifies the use of it in a model situation in a course class. The proposed concept can be used analogically in decision-making during team discussions and negotiations in a business company too. [ABSTRACT FROM AUTHOR]

Background: Implementation strategies for clinical guidelines have shown modest effects in changing health professional's knowledge and practice, however, targeted implementations are suggested to achieve greater improvements. This study aimed to examine the effect of a targeted implementation strategy of the Australian whiplash guidelines on health professionals' knowledge, beliefs and practice and to identify predictors of improved knowledge. Methods: 94 health professionals (Physiotherapists, Chiropractors and Osteopaths) who manage whiplash participated in this study. Prior to their inclusion in the study, health professionals were classified as compliant with clinical guidelines for whiplash (n = 52) or non-compliant (n = 42), according to a record of clinical practice. All participants completed a 2- day interactive workshop with outcomes measured at baseline and 3 months following the workshop. The workshop was delivered by opinion leaders, with the educational content focused on the preidentified knowledge and practice gaps in relation to clinical guidelines for whiplash. Knowledge and health professional beliefs were assessed by a questionnaire and professional practice by record of clinical practice. Results: Participants significantly increased knowledge (p < 0.0001) and were more likely to be compliant with the guidelines at follow-up (compliant at baseline 58%, follow-up 79%, p = 0.002). Health professional belief systems significantly changed to be more behavioural (p = 0.02) and less biomedical (p = 0.000). Predictors of improved knowledge were baseline knowledge (parameter estimate = -0.6, p = 0.000) and profession (parameter estimate = -3.8, p = 0.003) (adj R2 = 35%).Conclusions: A targeted implementation strategy improved health professional's knowledge and clinical practice so that they became more compliant with clinical guidelines for whiplash. In addition health professionals' belief systems significantly changed to be more behavioural in orientation. Baseline knowledge and profession predicted 35% of the variance in improved knowledge. [ABSTRACT FROM AUTHOR]

Digital signal processing (DSP) has been an integral part of most electrical, electronic, and computer engineering curricula. The applications of DSP in multimedia (audio, image, video) storage, transmission, and analysis are also widely taught at both the undergraduate and post-graduate levels, as digital multimedia can be encountered in most human daily activities. In this paper, a virtual lab on multimedia systems for telecommunications, medical, and remote sensing applications is presented; consisting of 20 graphical user interfaces, it can support teaching activities for various DSP concepts. The virtual lab developed was used as a teaching companion for a post-graduate course on multimedia content management, to enhancing student comprehension of the material taught; it has been made freely available for similar educational or research purposes. [ABSTRACT FROM AUTHOR]

Objective: To evaluate studies that examined the impact of interactive, computer-based education (ICBE) programs on patient education. Methods: The Medline and CINAHL databases were searched to identify randomized controlled studies that evaluated the impact of ICBE programs. Results: The 25 studies that met the selection criteria generally supported the ability of ICBE programs to promote knowledge gains. Results related to economic or clinical outcomes were less consistent. Significant variations were noted across studies in program features, implementation and integration strategies, and in comparison program attributes and quality. It is likely that these differences contributed to the disparity in findings across studies. Conclusion: Although significant inconsistencies in results were noted, the research provided collective evidence that ICBE programs had the potential to add great value to the patient education process. Programs must be properly designed and implementation and integration processes effectively planned in order to achieve consistently positive outcomes. Practice implications: Consideration of the “best practices” derived from the research and noted in this report will assist healthcare providers in designing, selecting, and implementing effective ICBE programs. [Copyright &y& Elsevier]

Aim: The objective of this comparative study was to validate, through empirical data, the use of interactive, problem-oriented computer-aided-learning (CAL) and computer-aided-testing (CAT) in dental studies by directly comparing these methods with conventional teaching. Method: A total of 95 students from the third and fourth clinical semesters participated in an interdisciplinary seminar on oral maxillofacial implantology; 47 of these were taught using conventional teaching methods, while the remaining 48 students were taught using mobiTED, a CAL/CAT-based interactive communication system that can be used patient- and problem-oriented. An examination was given at the end of the course to evaluate student learning. A student’s interest/attentiveness, involvement, knowledge gain, and the course attractiveness and quality were evaluated with visual analogue scales (VAS) in a subjective experience protocol. Results: The study group taught using the CAL/CAT-based interactive communication system showed statistically significant better results in the examination, with a median score of 89.2%, while the conventional teaching study group achieved a median score of 76.0%. A VAS-based analysis of subjective experiences also revealed statistically significant differences between the two study groups. Conclusion: Use of the CAL/CAT system for interactive, problem-oriented learning in patient-based dental training led to increased levels of attentiveness, of student acceptance and of the perceived attractiveness of the seminar. CAL/CAT-mediated instruction also led to increased communication, with a subsequent improvement in the qualitative and quantitative parameters of knowledge transfer and cognitive knowledge assimilation. Use of CAL/CAT also facilitated the acquisition, appraisal, and understanding of complex medical data. [ABSTRACT FROM AUTHOR]