Do the benefits of learning to write a compare-contrast text transfer to other types of writing task? Analysing the effects of strategy-focused instruction / ¿Es posible transferir el aprendizaje de un texto de comparación-contraste a otro tipo de tareas? Análisis de los efectos de la instrucción estratégica

El programa de Instrucción de la Autorregulación Cognitiva (CSRI) se basa en la instrucción centrada en la estrategia e incluye tres componentes para la mejora del producto textual (enseñanza directa, modelado y práctica entre iguales). Se plantearon como objetivosanalizar si la instrucción con el programa CSRI en un género textual (texto de comparación) conducía a la transferencia espontánea en el producto textual (mejor coherencia, estructura y calidad) en un género no instruido (texto de opinión); y examinar si el orden de los componentes instruccionales presentaba algún efecto. Participaron 126 estudiantes de cuarto de educación primaria que fueron asignados a una de las dos condiciones experimentales en las que se aplicaba el programa CSRI (con diferente secuencia de los componentes instructivos), o a una condición de control en la que se seguía la enseñanza tradicional. Los resultados reflejaron que las dos secuencias de instrucción del programa CSRI mostraban beneficios en la estructura y coherencia del producto textual de los estudiantes en el posttest pero no 8 meses después. Para que los alumnos sean capaces de transferir adecuadamente lo aprendido a géneros textuales no instruidos, necesitan que los profesores les enseñen cómo hacerlo eficazmente.(AU)

Cognitive Self-Regulation Instruction (CSRI) program is a strategy-focused instruction with three instructional components for im-proving students’ writing product (direct teaching, modelling, and peer-practice). The present study aimed to explore whether the CSRI program leads to spontaneous transfer, improving the writing product (in terms of quality, structure, and text coherence) of an uninstructed genre (opinion text); and to examine whether the order in which the instructional compo-nents were implemented had an effect. A total of 126 students in their 4thyear of primary school participated in the study. They were randomly as-signed to one of two experimental conditions which received the CSRI but differed in the order the instructional components were delivered, or to a control condition which followed the traditional teaching approach. Our findings show that both CSRI sequences produced benefits in terms of greater structure and coherence of the writing product in the opinion text at post-test but not 8months after the intervention. In consequence, for students to be able to adequately transfer strategies to uninstructed text genres, they need teachers to teach them how to do it effectively.(AU)

In-person learning during the pandemic: Student take-up and school-level effects of remote and hybrid instruction on student outcomes.

While studies have examined the effects of schools offering in-person learning during the pandemic, this study provides analysis of student enrollment decisions (remote versus in-person) in response to schools providing in-person learning opportunities. In Connecticut during the 2020-21 school year, we find that student take-up of in-person learning opportunities was low with students on average enrolled in-person for only half of the days offered, and take-up was even lower in schools with larger shares of disadvantaged students. The provision of in-person learning opportunities has been previously shown to mitigate pandemic learning losses. By exploiting data on actual enrollment, we show that the protective benefits of in-person learning are twice as large as previously estimated once we account for the low rates of student take-up. Finally, we provide evidence suggesting that a key mechanism behind the benefits of in-person learning is alleviating the burden faced by schools and teachers in delivering remote education. First, we show that the benefits to individual students of their in-person learning are substantially smaller than the overall benefits a student receives from their school average level of in-person enrollment. Second, we show that a combination of remote and in-person learning (hybrid) with a full-time on-line presence of students when at home was worse than hybrid learning with students never or only partially online. This second finding is consistent with qualitative evidence showing that teachers found hybrid learning especially challenging when having to manage both in-person and remote students for the entire class period.

Impacts of educational interventions of librarian instruction on health information seeking attitudes and behaviors in an employee wellness program.

Objective: Health literacy and its potential impacts on the wellbeing of patrons remain a highly regarded objective among health science and medical librarians when considering learning outcomes of patron communities. Librarians are positioned to champion literacy instruction activities. This study aimed to examine health information seeking attitudes and behaviors in an academic-based employee wellness program before and after health literacy workshops were developed and facilitated by an academic health sciences librarian. Methods: The intervention included instruction informed by Don Nutbeam's Health Literacy Framework and the Research Triangle Institute's Health Literacy Conceptual Framework. Sixty-five participants obtained through convenience sampling attended workshops and were invited to respond to pre- and post-session surveys. Using a quantitative quasi-experimental methodology, surveys collected health literacy indicators including preferred sources and handling practices of in-person and online health information. Results: Findings indicated workshops influenced information seeking behaviors as participants documented a decrease in social media use for health and wellness information (-36%) and medical information (-13%). An increase in the usage of consumer health databases (like Medline Plus) was also indicated post-workshop for health and wellness information (18%) and medical information (31%). Conclusion: Favorable impacts are evident in this small-scale study; however, more research is needed to confirm the influence of these methods on larger and more diverse populations. Librarians should continue to develop and disseminate theory-informed tools and methods aimed at engaging various communities in constructive health information seeking practices.

[DOG-EyeTeacher: a response by the Teaching Association to the medical study restructuring]. / DOG-EyeTeacher: eine Antwort der Arbeitsgemeinschaft Lehre auf die Umstrukturierungen im Medizinstudium.

BACKGROUND: The Masterplan Medicine 2020 adopted in 2017 entails many changes to the medical studies curriculum. The new structure affects the content of the coursework and its main focus. A major goal of this masterplan is to prepare young physicians by teaching the skills that are essential for the future profession. The National Competence-Based Learning Objectives Catalog for Medicine (NKLM) provides the basis for the teaching content. METHODS: The Working Group Teaching of the German Society of Ophthalmology (Arbeitsgemeinschaft Lehre der DOG) actively supports this transformation. In cross-site collaboration, teaching materials for various teaching formats have been compiled by relying on the NKLM (e.g., recordings of operations, slides for small group instruction, image galleries, case studies). An online library named the DOG-EyeTeacher was then created. RESULTS: The aim of the DOG-EyeTeacher is to relieve the training clinics and to establish basic standards in teaching materials, thereby enabling the necessary focus on medical education. The provision of these teaching materials should deepen the interest in ophthalmology among future doctors. CONCLUSION: The DOG-EyeTeacher is our response to the challenges associated with the planned restructuring of the medical curriculum. Since October 2023, any DOG member involved in teaching can create an account free of charge to use our materials.

EFL teachers' burnout in technology enhanced instructions setting: The role of personality traits and psychological capital.

The COVID-19 pandemic has caused a great alteration in teaching methodologies by adding technology to the syllabi. Indeed, the integration of technology has presented significant opportunities for language teachers to adjust to the current situation. However, it gives rise to challenges and stressors that cause burnout. Beyond work-associated issues, burnout is believed to be influenced by various factors, and with the advent of the Positive Psychology (PP) approach, there has been a shift in understanding that negative emotional states experienced by individuals can be redirected toward a positive trajectory. This shift has spurred an increasing interest in investigating the value of teachers' Psychological Capital (PsyCap) in dealing with burnout. Furthermore, the study recognizes the significance of other personal factors, including individual differences and the personality of teachers. Therefore, the present study makes efforts to unravel the intricate relationships among personality traits, PsyCap, and burnout experienced by Chinese EFL teachers in the context of Technology-enhanced instructions (TEIs). To achieve this, a total of 550 Chinese EFL teachers currently engaged in TEI settings were selected, and they responded to three relevant questionnaires. Using Structural Equation Modeling (SEM), the study found that teachers' burnout was negatively associated with PsyCap and certain personality traits, specifically openness, extroversion, agreeableness, and conscientiousness. Conversely, an increase in neuroticism was found to be positively associated with higher levels of teachers' burnout. These results highlight the importance of enhancing PsyCap and fostering positive personality traits to mitigate burnout among EFL teachers in technology-enhanced instructional settings.

A randomised clinical trial to arrest caries using silver diamine fluoride therapy with two postoperative instructions.

OBJECTIVE: The objective of this study is to investigate the beneficial effect of not rinsing for 30 minutes in arresting early childhood caries after SDF therapy. METHODS: This randomised clinical trial recruited 3- to 4-year-old kindergarten children with active (soft) dentine caries. A questionnaire was sent to the parents to collect children's demographic data and oral health-related behaviours. A dentist conducted an oral examination and measured the caries experience using dmft index and oral hygiene using visible plaque index. After 38% SDF therapy, the children were randomly allocated into two groups. Children in group A were instructed to rinse with water immediately, whereas children in group B were asked to refrain from rinsing, drinking, or eating for 30 minutes. After six months, the same examiner determined the lesion activity (active/arrest) of the SDF-treated carious tooth surface. Generalized Estimating Equations was used to compare the proportion of caries arrest (caries-arrest rate) between the two groups. RESULTS: This study recruited 298 children with 1,158 decayed tooth surfaces receiving SDF therapy at baseline and evaluated 275 (92%) children with 1,069 (92%) SDF-treated tooth-surface at the six-month examination. The demographic background, oral hygiene and caries status of two groups were comparable at baseline (p>0.05). The caries-arrest rate for group A and group B were 65% (337/519) and 61% (338/550), respectively (p=0.28). CONCLUSION: This randomised clinical trial found the postoperative instructions of immediate rinsing or refraining from rinsing, drinking, or eating for 30 minutes after SDF therapy had no significant effect on caries arrest in primary teeth. CONCLUSION: This randomised clinical trial found not rinsing for 30 minutes after SDF therapy is not better than immediate rinsing in arresting early childhood caries. CLINICAL SIGNIFICANCE: Topical SDF application leaves an unpleasant taste in the mouth, which may affect the acceptance or even rejection of SDF therapy among young children. This study provides clinicians with information to make their decision on postoperative instruction after SDF therapy.

Two-week intensive medical student point-of-care ultrasound training impact on long term utilization.

BACKGROUND: There is little to no data evaluating long term usage of point of care ultrasound (POCUS) after a training intervention for medical students. The purpose of this study was to examine the impact of an intensive POCUS training program on medical student's usage at 9-months post-program. METHODS: This was a prospective cross-sectional study of rising second year medical students who participated in a 2-week summer POCUS training program. Instruction consisted of 8 h of asynchronous online didactic material, 2-4 h of daily hands-on instructor-led and independent scanning, and instruction on how to teach POCUS. Students were assessed pre- and post-program, and again at 9 months post-program to evaluate POCUS usage. RESULTS: A total of 56 students participated in the program over 2 summers; 52 (92.9%) responded to the 9-month post-program survey. At 9 months, 49 (94.2%) of students taught POCUS after the program to peers or faculty. Students reported serving as a POCUS instructor in 283 subsequent teaching sessions accounting for 849 h of POCUS instruction time. Six (11.5%) students were involved in the creation of a POCUS interest group on their regional campus, 7 (13%) created a POCUS curriculum for their student interest group, and 4 (7.7%) created an opt-in co-curricular POCUS program for students at their regional campus. Three (5.8%) students did not serve as educators after the program and only one student reported not using POCUS again after the program. CONCLUSION: After a 2-week intensive POCUS training program for medical students, the majority of students demonstrated continued involvement in POCUS learning and education at 9-month follow-up including serving as peer instructors and assisting with limitations in financial resources and trained faculty.

Comparing interteaching and discussion forums in an asynchronous online classroom.

The current study compared the effects of interteaching and discussion forum activities on quiz and assignment scores in a master's-level asynchronous research methods course. In an alternating-treatments design, six participants engaged in interteaching on half of the weeks and in the discussion forum on alternate weeks. Participants in the interteaching condition (M = 96.75) generally scored higher on quizzes than did those in the discussion forum condition (M = 75.95). The results of a paired-sample t test indicated statistically significant differences between the two conditions at p < .0001, with a substantial effect size of 0.6760. Significant differences in assignment scores were not observed between the interteaching (M = 87.28) and discussion forum (M = 89.08) conditions. Limitations and directions for future research are discussed.

The effects of explicit morphological analysis instruction in early elementary Spanish speakers.

The purpose of this study was to compare the effects of implicit and explicit morphological analysis instruction in Spanish, a language characterized by high morphological complexity and relatively consistent letter-sound correspondences. For 3 days, 94 Grade 3 Spanish monolingual students (43 girls; Mage = 8.9 years) were trained on target words containing experimenter-designed suffixes consistent in form and meaning (e.g., the suffix -isba refers to a factory in words such as "botisba" [a boot factory] and "cajisba" [a box factory]). Explicit and implicit instruction differed in the attention given to the co-occurrence of the suffixes in the target words. One day (immediate posttest) and 1 week (delayed posttest) after training concluded, participants were tested on their learning of the suffixes' form using a suffix identification task and meaning using a word definition and a multiple-choice task. Results of mixed-effects models showed that explicit instruction yielded better results for the learning of the form of the suffixes. Regarding meaning, across-condition differences were detected only in the word definition task; explicit instruction produced better results for both trained and transfer words. We discuss our findings in the context of the grain-size unit theory and examine the interplay between the language's orthographic and morphological characteristics, considering their impact on classroom instruction.

Evaluation of the information provided in the instruction manuals of dental light-curing units.

OBJECTIVE: This study evaluated the completeness and accuracy of information in LCU instruction manuals from 40 manufacturers. MATERIALS AND METHODS: Instruction manuals from 40 LCUs (20 from leading manufacturers and 20 budget units) were reviewed. Twenty-eight parameters across five categories were assessed using a binary scale (0=incorrect/missing, 1=correct). The categories and their respective evaluation scores were: LCU characteristics (43%), instructions for use (7%), safety precautions (14%), maintenance recommendations (29%), and regulatory certification (7%). These scores were combined to produce a final score. RESULTS: Scores from leading manufacturers ranged between 46-86%, while the budget category ranged from 18-68%. All manuals provided information about the wavelength/spectrum of the LCU. Only Valo X and Valo Cordless reported power values and used the term "irradiance" instead of "intensity." Details such as LED type and active tip emission area were often missing. Instructions on how to use the LCU to photo-cure resins were frequently limited. Although most manuals addressed safety precautions, several lacked details on heat issues and general health precautions. All manuals included maintenance instructions, though information on replacement parts was often missing. Among the LCUs, 85% stated they were CE certified, 32% held both FDA and CE certification, and 63% claimed compliance with ISO and/or IEC standards. CONCLUSIONS: There were notable differences in the completeness and accuracy of the instruction manuals. Manuals from major manufacturers generally provided more comprehensive information than their budget counterparts. CLINICAL SIGNIFICANCE: Instruction manuals should contain accurate information to help clinicians deliver the highest standard of care. The lack of important information about the LCUs in the manuals is concerning.

The effects of gesture and action training on the retention of math equivalence.

Introduction: Hand gestures and actions-with-objects (hereafter 'actions') are both forms of movement that can promote learning. However, the two have unique affordances, which means that they have the potential to promote learning in different ways. Here we compare how children learn, and importantly retain, information after performing gestures, actions, or a combination of the two during instruction about mathematical equivalence. We also ask whether individual differences in children's understanding of mathematical equivalence (as assessed by spontaneous gesture before instruction) impacts the effects of gesture- and action-based instruction. Method: Across two studies, racially and ethnically diverse third and fourth-grade students (N=142) were given instruction about how to solve mathematical equivalence problems (eg., 2+9+4=__+4) as part of a pretest-training-posttest design. In Study 1, instruction involved teaching students to produce either actions or gestures. In Study 2, instruction involved teaching students to produce either actions followed by gestures or gestures followed by actions. Across both studies, speech and gesture produced during pretest explanations were coded and analyzed to measure individual differences in pretest understanding. Children completed written posttests immediately after instruction, as well as the following day, and four weeks later, to assess learning, generalization and retention. Results: In Study 1 we find that, regardless of individual differences in pre-test understanding of mathematical equivalence, children learn from both action and gesture, but gesture-based instruction promotes retention better than action-based instruction. In Study 2 we find an influence of individual differences: children who produced relatively few types of problem-solving strategies (as assessed by their pre-test gestures and speech) perform better when they receive action training before gesture training than when they receive gesture training first. In contrast, children who expressed many types of strategies, and thus had a more complex understanding of mathematical equivalence prior to instruction, performed equally with both orders. Discussion: These results demonstrate that action training, followed by gesture, can be a useful stepping-stone in the initial stages of learning mathematical equivalence, and that gesture training can help learners retain what they learn.

Explicit Instruction May Impair the Transfer of Motor Adaptation in an Upper Extremity Motor Task.

This study focused on explicit instruction and evaluated the differences in task performance between participants who were instructed to employ the change and those who were not. Ninety-three healthy young adults were assigned to the accurate information group (AG; n = 31), misinformation group (MG; n = 31), and non-information group (NG; n = 31). All participants manipulated a mouse to track a moving target on a screen with a cursor. The cursor was rotated to 60° in the clockwise direction from the actual mouse position during the 1st to 5th blocks (i.e., motor adaptation task). Subsequently, in the 6th block (i.e., transfer task), we gradually changed the angle of rotation from 60° to 80° to prevent from noticing the change. Participants in the AG were instructed accurate experimental information. Participants in the MG were instructed that the angle of rotation was 60° during the 1st to 6th blocks. Participants in the NG were instructed to manipulate the cursor movement only. The results indicated that an average error distance in the AG was significantly lower than that in the NG in the 6th block. This study suggested that explicit instruction may impair the transfer of motor adaptation in this setting.

DriveLLaVA: Human-Level Behavior Decisions via Vision Language Model.

Human-level driving is the ultimate goal of autonomous driving. As the top-level decision-making aspect of autonomous driving, behavior decision establishes short-term driving behavior strategies by evaluating road structures, adhering to traffic rules, and analyzing the intentions of other traffic participants. Existing behavior decisions are primarily implemented based on rule-based methods, exhibiting insufficient generalization capabilities when faced with new and unseen driving scenarios. In this paper, we propose a novel behavior decision method that leverages the inherent generalization and commonsense reasoning abilities of visual language models (VLMs) to learn and simulate the behavior decision process in human driving. We constructed a novel instruction-following dataset containing a large number of image-text instructions paired with corresponding driving behavior labels, to support the learning of the Drive Large Language and Vision Assistant (DriveLLaVA) and enhance the transparency and interpretability of the entire decision process. DriveLLaVA is fine-tuned on this dataset using the Low-Rank Adaptation (LoRA) approach, which efficiently optimizes the model parameter count and significantly reduces training costs. We conducted extensive experiments on a large-scale instruction-following dataset, and compared with state-of-the-art methods, DriveLLaVA demonstrated excellent behavior decision performance. DriveLLaVA is capable of handling various complex driving scenarios, showing strong robustness and generalization abilities.

The effects of dietary intervention combined with comprehensive exercise instruction on somatic function and quality of life in elderly patients with diabetes mellitus.

Objective: To assess the effects of dietary intervention combined with comprehensive exercise instruction on somatic function and quality of life in elderly patients with diabetes mellitus (DM). Methods: This was application research. A total of 120 elderly patients with type-2 diabetes mellitus (T2DM) admitted to The No.2 Hospital of Baoding from March 10, 2022 to March 10, 2023 were included and randomly divided into the control group and the experimental group(n=60). Patients in the control group received conventional treatment and nursing regimen, while those in the experimental group were given dietary intervention combined with comprehensive exercise instruction based on the control group. The differences before and after treatment between the two groups were compared and analyzed. Results: After the intervention, the experimental group had remarkably lower levels of fasting blood glucose (FBG), 2h postprandial blood glucose(2hPG) and glycated hemoglobin (HbA1c) than the control group (p=0.00), while significantly improved somatic function, psychological function, social function and material life status compared to the control group (p=0.00). The levels of SAS and SDS in the experimental group were significantly decreased compared with those in the control group (p=0.00). The levels of SOD, MDA and CAT in the experimental group were obviously superior to those in the control group, with statistically significant differences (p=0.00). Conclusion: Dietary intervention combined with comprehensive exercise instruction is an effective treatment for elderly patients with DM, boasting a variety of benefits such as regulating patients' blood glucose levels, improving patient satisfaction, and ameliorating the level of oxidative stress in the body, which is worthy of clinical promotion.

Factors associated with toothbrushing performance among children: An observational cohort study.

BACKGROUND: Effective removal of dental plaque is essential factor for prevention of caries, gingival, and periodontal diseases in children and adults. AIM: To evaluate factors associated with improving toothbrushing performance (TB-P) among children. DESIGN: An observational cohort study analyzed all paediatric patients receiving regular examinations in a single dental clinic between 2009 and 2017 and regularly brushing their teeth with a triple-headed toothbrush (TH-TB). At every periodic follow-up, the TB-P of the child/parent was evaluated using the TB-P Skill Index (TB-PS-I); that is, did the child reach all five teeth segments within each arch and did he/she perform 10 back-and-forth stocks in each segment. When not optimal, they received instructions for improving TB-P and subsequently were asked to re-demonstrate. TB-PS-I was calculated and analyzed for correlation with other explanatory variables. RESULTS: A total of 1737 children with 7399 follow-up appointments were analyzed. Older age, female gender, higher number of follow-up appointments, and compliance with twice-daily toothbrushing significantly improved TB-P. The most typical mistakes in their performance were not reaching the canine segments and not performing enough strokes in each segment. Instructions given after imperfect TB-P significantly improved the TB-P. The magnitude of improvement, however, did not correlate with the performers' age, gender, or the number of follow-up visits. CONCLUSIONS: A significant percentage of children >8 years did not perform optimal toothbrushing even when using TH-TB.

The effects of multiple intelligence based reading tasks on EFL students reading skills achievements: The case of university students in Ethiopia.

The main purpose of the study was to investigate the effectiveness of multiple intelligence-based tasks (MIBT) in improving university students reading skills and achievements. It employed a quasi-experimental design that primarily relies on a quantitative approach. Accordingly, a total of 60 students, who were selected purposefully, participated in the study as treatment and comparison groups. The experimental process was carried out with reading tasks that were designed in light of a model for teaching the skills using multiple intelligence-driven tasks. The treatment was provided for 12 weeks, in which three lessons were conducted per week. For similar weeks, the comparison group also attended lessons but followed the conventional approach of teaching reading skills. Quantitative methods were employed to analyze the data collected through tests. Specifically, T-tests were used to generate the output for the findings. Prior to analysis, a data normality check was carried out using Shapiro-Wilk tests, and a p value of .05 was used to determine the level of significance. It was found that multiple intelligence-based reading tasks brought a significant difference in the students' higher and lower levels of reading achievements compared to the conventional methods, with the effect size value ranging from moderate for reading aspects (i.e., reading for main ideas and understanding references) to strong for reading aspects (i.e., reading for details, guessing vocabulary, and inferring meanings from a text). The findings suggest that university teachers should use multiple intelligence-driven reading tasks to raise the comprehension levels of struggling readers in the context of the study.

Physician-Modified Endografts for Repair of Complex Abdominal Aortic Aneurysms: Clinical Perspectives and Medico-Legal Profiles.

Standard endovascular aortic repair (EVAR) has become the standard of care for treating infrarenal abdominal aortic aneurysms (AAAs) in patients with favorable anatomies, while patients with challenging AAA anatomies, and those with suprarenal or thoraco-abdominal aneurysms, still need alternative, more complex, solutions, including custom-made branched or fenestrated grafts, which are constrained by production delay and costs. To address urgent needs and complex cases, physicians have proposed modifying standard endografts by manually creating graft fenestrations. This allows for effective aneurysm exclusion and satisfactory patency of visceral vessels. Although physician-modified grafts (PMEGs) have demonstrated high technical success, standardized creation processes and long-term safety data are still lacking, necessitating further study to validate their clinical and legal standing. The aim of this article is to illustrate the state of the art with regard to this surgical technique, summarizing its origin, evolution, and the main clinical evidence supporting its effectiveness. The paper also aims to discuss the main medico-legal issues related to the use of PMEGs, with particular reference to the issue of safety related to the standardization of the surgical technique, medical liability profiles, and informed consent.

Blended learning compared to traditional learning for the acquisition of competencies in oral surgery by dental students: A randomized controlled trial.

OBJECTIVE: To determine whether blended learning results in better educational outcomes compared to traditional learning in the acquisition of oral surgery technical skills for 4th-year undergraduate dental students. MATERIALS AND METHODS: Seventy-three students participated in this two-arm parallel randomized controlled trial. Only students in the blended learning group had access to the online preparation platform for oral surgery practical work (PW) on a pig's jaw and to the debriefing. Kirkpatrick's four-level model was used to assess the educational outcomes directly after (levels 1 and 2) and 6 months later, after the start of the students' clinical activity (levels 3 and 4). RESULTS: For level 1, higher global satisfaction scores were found for students in the blended learning compared to the traditional learning group (p = .002). For level 2, blended learning resulted in an increase in knowledge score (p < .01), comparable to that observed in the traditional learning group. For level 3, students in the blended group made more progress in 6 months than those in the traditional group in terms of feeling able to assess and perform anaesthesia (p = .040) and surgical tooth extraction (p = .043). No difference in level 4 was found for the 6-month clinical surgical activity between groups, but students in the blended group felt more able to assess and perform the surgical management of a failed extraction requiring bone removal (p = .044). CONCLUSION: Blended learning for oral surgery PW had a positive impact on three of the four Kirkpatrick levels (level 1, 3 and 4). Efforts should focus on the procedures that are perceived as the most difficult.

Latent profiles as predictors of response to instruction for students with reading difficulties.

The program code developed by others is appropriately cited in the text and listed in the references section. The raw and processed data on which study conclusions are based are not available. The statistical syntax needed to reproduce analyses in the article is available upon request. The methods section provides references for the materials described therein. We report how we determined our sample size, all data exclusions, all manipulations, and all measures in the study, and we follow APA Style Journal Article Reporting Standards. This study's design, hypotheses, and data analytic plan were not pre-registered. Prior research supports the need for elementary-aged students with reading difficulties (RD) to receive explicit systematic small group evidence-based reading instruction. Yet for many students, simply receiving an evidence-based reading instruction in a small group setting is insufficient to reach the progress milestones needed to meet grade level reading standards. The current study examined whether: (1) elementary school students with RD constitute a homogeneous or heterogeneous groups when considering their basic language and cognitive skills (using a latent profile analysis), and (2) if latent profiles are predictive of response to reading comprehension instruction (using a mixed modeling approach). The sample consisted of 335 students, including students with RD and typical students (n = 57). The results revealed heterogeneity within students with RD - there were two distinct profiles, with one having higher basic language (reading fluency and decoding) and cognitive (verbal domain productivity, cognitive flexibility, working memory) skills and lower attention skills, and the other having stronger attention skills and lower basic language and cognitive skills. The findings also suggested that latent profiles were predictive of response to reading comprehension instruction. Our results provide a convincing argument for leading the field in the direction of developing customized interventions. It is conceivable, but remains to be further examined, that researchers and educators could potentially improve reading outcomes through providing a customized reading intervention to a student based on their cognitive-language profile.

Do Mathematics and Reading Skills Impact Student Science Outcomes?

Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students' initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called Scientific Explorers (Sci2). The original Sci2 study employed a cluster randomized controlled design and included 294 students from 18 second-grade classrooms. Differential effects of the program by initial mathematics and reading skill levels were not observed for an interactive science assessment and a distal science outcome measure. However, based on initial reading skill levels, moderation results were found on a science vocabulary measure, suggesting the effects of Sci2 were greatest for students with higher initial reading skills. Similar results were found using initial mathematics skill levels as a predictor of differential response such that students with higher mathematics skills reaped stronger treatment effects on the vocabulary measure. Further, we found initial mathematics skills also influenced outcomes on the proximal science content assessment, where students with higher initial mathematics skills led to higher outcomes. Overall, findings suggest Sci2 produced robust effects for all students (g = 0.24-1.23), regardless of initial skill proficiencies. Implications for exploring differential response in science intervention research are discussed.