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Background: Cognitive integration occurs when trainees make conceptual connections between relevant knowledges and is known to improve learning. While several experimental studies have demonstrated how text and audio-visual instruction can be designed to enhance cognitive integration, clinical skills training in real-world contexts may require alternative educational strategies. Introducing three-dimensional (3D) printed models during clinical skills instruction may offer unique learning opportunities to support cognitive integration. Methods: Using case study methodology, we explore how learners and an instructor used 3D printed bones to augment their learning interactions during a clinical skills laboratory on shoulder on palpation, and to describe the instructional strategies with 3D printed bones that may support learning. Students (n = 21) worked in small groups and were given access to a 3D printed clavicle, scapula, and humerus. Data were collected through observation, a student focus group, and a semi-structured interview with the instructor. Thematic analysis to review and code the data and to generate themes. Results: We developed four themes that describe how 3D printed models were used in the classroom and how they may support cognitive integration: classroom interactivity, visualization of anatomy, integrating knowledge, and educational potential. Conclusions: The findings demonstrate several ways 3D printed models can augment how learners, instructors, and educational materials interact with one another and how readily learners make connections between different sources and types of knowledge. This research extends previous work by demonstrating how social learning processes and interactions with physical models can offer unique affordances that may support cognitive integration.

Abstract Objective We developed an online tool for women with epilepsy consisting of two modules: one with information on pregnancy‐related issues (information module) and one for reminders about blood test and communication about dose changes (pregnancy module). Our aim was to assess perceived value, user‐friendliness and improvement of patient knowledge in users. Methods The system was launched in 2019 and patients invited by epilepsy nurses were asked to participate in a survey 1 month after the invitation for the information module, and 1 month postnatally for the pregnancy module. Results By November 2022, the system had been used by 96 individuals out of 100 invited in the pregnancy module, in a total of 114 pregnancies. One hundred and eleven women had been invited to the information module, and 70 of these accessed it. The survey received 96 answers (44 information, 52 pregnancy). User‐friendliness was rated as good or very good by a little over half of the users; 55% in the information module and 52% in the pregnancy module. Among pregnant women, 83% found the TDM part useful and most would prefer a similar system in future pregnancies. Sixty‐four percent of users of the information module and 48% of the pregnancy module found that the system had increased their knowledge. Two knowledge questions were answered correctly by a significantly higher proportion of those that had accessed the online information. Significance There was great demand for online communication during pregnancy and our experiences of implementation can hopefully assist digitalization of epilepsy care elsewhere. Online information also seems to increase knowledge about pregnancy‐related issues, but our invitation‐only method of inclusion was not effective for widespread dissemination. Patient‐initiated access with optional epilepsy‐team contact if questions arise could be an alternative. Plain Language Summary We have performed a survey of users of a new Internet‐based tool for information to women of childbearing age and communication about dose changes during pregnancy. Users were overall satisfied with the tool and answered some knowledge questions more accurately after accessing the information.

Background: Nurses play a critical role in combating the COVID-19 pandemic, facing numerous challenges in providing care to COVID-19 patients, particularly addressing their psychological issues. This study aims to explore nurses’ experiences in overcoming care challenges and enhancing nursing strategies. The study was held in Indonesia. Materials and Methods: Primary nurses and nurse managers responsible for COVID-19 patient care were interviewed extensively for data collection. The Collaizi method was used for data processing. Results: The study identified three key themes: psychosocial nursing interventions, addressing obstacles in psychosocial care, and enhancing the quality of psychosocial nursing care. Conclusions: Comprehensive nursing care proves effective in addressing the psychosocial challenges faced by COVID-19 patients.

Abstract Objective Information to women with epilepsy on pregnancy‐related antiseizure medication (ASM) issues and reliable tools for therapeutic drug monitoring (TDM) are important aspects of epilepsy care. We aimed to develop and test an online tool for patient education on pregnancy‐related issues and communication with epilepsy nurses during pregnancy for women with epilepsy. Methods An existing national platform for online communication (1177.se) was used, and an online tool was developed by two epilepsy nurses, two neurologists, and an IT technician. The tool was launched as a complement to standard care, and patients deciding to use it were invited to participate in a survey of user experiences and knowledge questions. Results The online tool consists of two modules: one for patient education and one for TDM during pregnancy. The latter module allows scheduling of automatic reminders of blood tests that are sent to patients at set intervals. The epilepsy nurse can communicate results and suggested dose changes in the tool. A total of 48 women answered the survey: 28 had been invited to use the information module and 20 to use the TDM module. Patient experiences were generally good, and most users of the TDM module would prefer an online means of communication in future pregnancies. For epilepsy nurses, the tool provided good overview of patients currently pregnant and administrative advantages compared with traditional means of communication. Significance Online patient education and communication about TDM during pregnancy are feasible and can be a valuable part of future digitalization efforts in epilepsy care.

VACTERL association is a rare malformation complex consisting of vertebral defects, anorectal malformation, cardiovascular defects, tracheoesophageal fistulae with esophageal atresia, renal malformation, and limb anomalies. According to current knowledge, VACTERL is based on a multifactorial pathogenesis including genomic alterations. This study aimed to improve the understanding of the genetic mechanisms in the development of VACTERL by investigating the genetic background with a focus on signaling pathways and cilia function. The study was designed as genetic association study. For this, whole-exome sequencing with subsequent functional enrichment analyses was performed for 21 patients with VACTERL or a VACTERL-like phenotype. In addition, whole-exome sequencing was performed for three pairs of parents and Sanger-sequencing was performed for ten pairs of parents. Analysis of the WES-data revealed genetic alteration in the Shh- and Wnt-signaling pathways. Additional performed functional enrichment analysis identified an overrepresentation of the cilia, including 47 affected ciliary genes with clustering in the DNAH gene family and the IFT-complex. The examination of the parents showed that most of the genetic changes were inherited. In summary, this study indicates three genetically determined damage mechanisms for VACTERL with the potential to influence each other, namely Shh- and Wnt-signaling pathway disruption, structural cilia defects and disruption of the ciliary signal transduction.

Identification and socialization about importance of nursing students’ learning style should be performed by nursing educator to achieve learning goals. The purpose of this study is to explore nursing students’ perception of their learning style. Method of this study was qualitative with descritive interpretative design involving 10 nursing students, using purposive sampling. Students were divided into two groups, there were academic and profesion group continued by focus group discussion (FGD). The analysis data used thematik analysis content with Collaizi method. The results of this study consists of five themes, namely : (1) easy and comfort ways to learn (2) variation of learning strategy at classroom and clinic (3) think, analyse about theory and use it at practice (4) influence of passing the nurse national competency test (5) more profesional and contribute to nurses development. It was recommended to nurses educator at nursing school to identify sthrengthness of nursing student toward milenial learning style. In order to improve learning outcome, nurse educator must combine variation teaching strategy with nursing students’ learning style Keywords : learning, learning styles, nursing students, perception of nursing students.

ABSTRAK Pesatnya kemajuan teknologi mempengaruhi semua sector, termasuk sector pendidikan. Peran dosen sebagai fasilitator seharusnya dapat memfasilitasi mahasiswa untuk menemukan cara belajarnya masing masing. Dosen diharapkan dapat memfasilitasi mahasiswa supaya dapat belajar tanpa terbatas ruang dan waktu (dimana saja dan kapan saja). Diharapkan dengan metode pembelajaran e-learning maka mahasiswa menjadi lebih aktif dan semakin kreatif dalam belajar. Penelitian ini bertujuan untuk mengetahui apakah e-learning memiliki pengaruh terhadap motivasi mahasiswa. Metode penelitian yang dilakukan adalah penelitian kuantitatif dengan desain penelitian kausal untuk menjelaskan hubungan sebab dan akibat dan menggunakan teknik purposive random sampling. Study ini menggunakan analisis Structural Equation Model (SEM) untuk melihat faktor mana yang paling berpengaruh dalam meningkatkan motivasi mahasiswa. Responden pada penelitian ini sejumlah 338 mahasiswa dengan alat pengumpul data berupa kuesioner baku e-learning (Watkins) yang telah ditranslasi dalam bahasa Indonesia. Mahasiswa yang menjadi responden sudah pernah melakukan elearning pada beberapa mata kuliah. Hasil dari penelitian ini menunjukkan bahwa penggunaan internet pada mahasiswa secara signifikan dapat mempengaruhi motivasi mahasiswa dalam menggunakan elearning ditunjukkan dengan tingkat significancy 8.31 ( dari 2) dengan tingkat keyakinan 95% dan nilai R2 0.49 (error varians 0.75). Untuk itu, kompetensi mahasiswa yang ingin dicapai dapat didukung dengan pengembangan metode pembelajaran yang didukung dengan teknologi. ABSTRACT Technology is continue to progress more rapidly and it affect all sector in the world, including education. The lecturer’s role as a facilitator should be able to facilitate the students to find their own way of learning. Lecturer need to facilitate students discovering their own way to learn without limited time and space (anytime and anywhere). E-learning will encourage students to learn more active and creative. The purpose of this study was to determine the influence of internet usaage with student’s motivation and also factors that influence e-learning implementation. This study used descriptive method with causal design. Respondents in this study were 338 students with questionnaire from Watkins about e-learning which has been translated into Bahasa.Through Structural Equation Model (SEM) analyse that the internet usage on student can significantly influence student’s motivation in using elearning shown with significancy level 8.31(2) with 95% confidence level and value R2 0.49 (error vaeiance 0.75). The development of the pedagogical content by lecturer should be more creative in accordance with the technology used.

Background: Interprofessional education (IPE) is one of medical professionals’ need to manage the patients’ problem efficiently and comprehensively. Method: This is a cohort prospective study that implemented mixed methods approach that consists of quantitative and qualitative methods. Quantitative data is collected through the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) on pilot study, while qualitative data is collected through the open-ended questions on Focus Group Discussion (FGD). This study involves students from Medical School, Atma Jaya Catholic University and Sint Carolus Nursing School, all of them were at their fourth-year college. Results: Pilot study obtains quantitave data from the ICCAS questionnaire, before and after Interprofessional Learning (IPL) intervention. There are mean differences on domain collaboration before and after IPL intervention using interprofessional communication module (mean difference 6 [95%CI 2 to 10], P 0,007). Conclusion: There are significant differences in collaboration skills between FKUAJ and STIK’s college students after IPL.