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Aim: The purpose of this study is to compare the efficacy of an artificial intelligence (AI)-based care plan learning strategy with standard training techniques in order to determine how it affects nursing students' learning results in newborn resuscitation., Methods: Seventy third-year nursing students from a state university in Türkiye participated in the study. They were split into two groups: the experimental group, which received care plans based on AI, and the control group, which received traditional instruction. The control group underwent traditional training consisting of lectures and skill demonstrations, while the experimental group underwent 4 weeks of training utilising an AI-based care plan learning approach. Neonatal resuscitation knowledge tests and student information questionnaires were used for pre- and post-test assessments., Results: When compared to the control group, the AI-based care plan group demonstrated noticeably greater learning achievement in newborn resuscitation. While the two groups' pre-test results were comparable, the AI-based education group's post-test results were noticeably higher than those of the traditional education group. Furthermore, most of the students had favourable opinions on AI applications and acknowledged their advantages for the nursing field., Conclusion: The study's conclusions highlight the benefits of incorporating AI technology into nursing education and highlight how it might improve student learning outcomes for vital competencies like newborn resuscitation., (© 2024 John Wiley & Sons Ltd.)

This paper presents the first study to examine the psychometric qualities of a Turkish translation and adaptation of the Early Adolescent Temperament Questionnaire - Revised (EATQ-R). Participants included 1,109 Turkish adolescents (48.7% females) aged 11 to 15 years. Results showed that internal consistency of the broad EATQ-R factors ranged from .65 to .74, internal consistency of the 11 fine-grained scales was comparable to that reported for the original English instrument, and test-retest stability of EATQ-R scales ranged from .60 to .70. Principal axis factoring of the scales revealed a three-factor structure (Effortful Control, Surgency, and Affiliativeness) that roughly reflected the structure obtained in U.S. samples. Item-level factor analysis revealed and confirmed eight factors consistent with a priori scales. Concurrent validity, assessed through correlations between EATQ-R and the Strengths and Difficulties Questionnaire (SDQ) subscales, found that Effortful Control was negatively correlated with Total Difficulties and Hyperactivity-Inattention Problems; Effortful Control, Affiliativeness, and Surgency were positively correlated with Prosocial Behaviors; and Frustration was linked to Emotional, Conduct, Hyperactivity-Inattention, and Total Difficulties. Our results suggest that the EATQ-R is a useful questionnaire to measure reactive and regulative temperamental traits in Turkish children and adolescents., (© 2019 The Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.)

Background: Peer-assisted education (PAE) is a collaborative and active learning strategy in which another student or another student group teaches one group of students. This model is quite widely used in social and health science vocational education., Aim: This study was carried out to determine the effect of peer education on clinical skill learning and anxiety in nursing students. A quasi-experimental and a single-blinded design were used., Subjects and Methods: This study was conducted using experimental (n = 45) and control groups (n = 47) in a university in the Central Anatolia Region, Turkey. A total of 92 students were included. The experimental group received peer education nursing skills. The control group also received education in the traditional model. An Objective Structured Clinical Examination (OSCE) pretest and posttest were used to assess student performance., Results: It was found that the total scores of posttraining exam success in both experimental and control groups increased (35.20 ± 4.63; 36.70 ± 5.36, respectively) and there was no statistically significant difference between the two groups (P > 0.264). The posttest scores of anxiety in the experimental group were less than the control group (30.18 ± 2.25; 41.21 ± 4.20, respectively)., Conclusions: The use of the peer education model in nursing education has been found to reduce the level of learning anxiety and positively affect psycho-motor skill acquisition. It is proposed to be used as an alternative method in vocational skills training within this context in this area., Competing Interests: None

Introduction: Self-regulated learning indicates students' skills in controlling their own learning. Self-regulated learning, which a context-specific process, emphasizes autonomy and control. Students gain more autonomy with respect to learning in the clinical years. Examining the self-regulated learning skills of students in this period will provide important clues about the level at which students are ready to use these skills in real-life conditions., Objectives: The self-regulated learning strategies used by medical students in surgical clerkship were investigated in this study and their relation with clinical achievement was analyzed., Methods: The study was conducted during the surgery clerkship of medical students. The participation rate was 94% (309 students). Motivated Strategies for Learning Questionnaire (MSLQ), a case-based examination, Objective Structured Clinical Examination (OSCE), and tutor evaluations for assessing achievement were used. The relationship between the Motivated Strategies for Learning Questionnaire scores of the students and clinical achievement was analyzed with multilinear regression analysis., Results: The findings showed that students use self-regulated learning skills at medium levels during their surgery clerkship. A relationship between these skills and OSCE scores and tutor evaluations was determined. OSCE scores of the students were observed to increase in conjunction with increased self-efficacy levels. However, as students' beliefs regarding control over learning increased, OSCE scores decreased. No significant relationship was defined between self-regulated learning skills and case-based examination scores., Conclusions: We observed that a greater self-efficacy for learning resulted in higher OSCE scores. Conversely, students who believe that learning is a result of their own effort had lower OSCE scores., (Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Background: To assess the effect of teaching breaking bad news., Methods: The session incorporated brainstorming, presentation, discussion, small-group exercises using standardized patients. Course was evaluated through a pre-objective structured clinical examination (OSCE), first post-OSCE (post-OSCE1), second post-OSCE (post-OSCE2) (6th month), and questionnaires., Results: Pre-OSCE, post-OSCE1, post-OSCE2 scores: preparing the environment 5.83 +/- 0.23, 7.93 +/- 0.19, 9.78 +/- 0.07; understanding what patient knows and wants to learn 1.83 +/- 0.33, 6.47 +/- 0.27, 9.68 +/- 0.11; giving information 3.25 +/- 0.34, 7.43 +/- 0.19, 9.67 +/- 0.10; developing empathy 2.50 +/- 0.32, 6.92 +/- 0.28, 9.87 +/- 0.06; closing the interview 2.28 +/- 0.28, 6.98 +/- 0.25, 9.83 +/- 0.07. The differences between OSCEs were significant. In the questionnaire, 54.1% of 146 students perceived more competent., Conclusions: Course seems beneficial.

Purpose: A pilot study was carried out to evaluate the practicality, reliability, and validity of an objective structured clinical examination (OSCE) for assessing the clinical skills and abilities of specialists in ophthalmology., Methods: Ten unfolded OSCE style, criterion referenced questions were asked to nine candidates to assess their clinical skills and abilities, as opposed to subject knowledge. Candidate and assessor reactions to the examination process were monitored and analyzed using participant observation and questionnaires administered immediately after the event. Relevant statistical techniques were applied to the results., Results: A total of 89% of candidates passed the examination, with the pass boundary set at 70%. Candidates revealed themselves more successful in meeting clinical skill criteria (mean 77%) than clinical ability criteria (mean 72%). Candidates, assessors, and observers all expressed the view that the OSCE pilot had been a successful way of assessing clinical skills and abilities., Conclusions: OSCE style assessment is an effective and efficient means of assessing skills and abilities in clinical ophthalmology education.

The present study aims to assess the short- and mid-term post-graduation impact of a pharmacotherapy course in the fifth year at Marmara University School of Medicine by an objective (OSCE) and a subjective (questionnaires) evaluation. Statistical comparison of pretest, posttest-exposed case and posttest-unexposed case scores indicated both a retention and a transfer effect of training. The post-course questionnaire revealed that 95%of the students found the course useful and necessary; 97% reported that they will apply a rational pharmacotherapy approach using this model and communicate better with their patients. The post-graduation questionnaire also showed that the majority of them have learned general principles of rational pharmacotherapy(90%), gained good prescribing (90%) and communication skills (87.5%), and understood the importance of non-pharmacological treatment alternatives (100%). In general, they stated that they would apply the principles during their medical practice and they believed their colleagues would do too. In conclusion, the present study demonstrates the benefit of a clinical pharmacology programme focused on rational pharmacotherapy during the clinical years of medical education.