The design and implementation of a novel music-based curriculum for dementia care professionals: The experience of SOUND in Italy, Portugal and Romania.

BACKGROUND: The positive effects of active and passive music activities on older people with dementia are well and largely documented by the literature. Nevertheless, the use of music as a non-pharmacological intervention is not so common both in private and public older people care facilities because in-home staff have no competencies for delivering such activities. Conversely, the realization and implementation of a co-designed music-based curriculum for dementia care professionals may help the diffusion of music in the older people care facilities. This study was aimed at evaluating the learning outcomes of the SOUND training, based on an original co-designed music-based curriculum for dementia care professionals and implemented in Italy, Portugal and Romania. METHODS: The SOUND training study was developed through three phases: a) the co-design of the music-based curriculum for dementia care professionals, involving 55 people in the three participating countries; b) the teaching of the training curriculum to 63 dementia care professionals (29 in Italy, 17 in Portugal and 17 in Romania), delivered both in person and via a Moodle platform named Virtual Music Circle; c) the learning outcomes assessment, carried out by means of 13 self-evaluation tests, and a practical test, and the trainees' course evaluation by a questionnaire. RESULTS: Most of the trainees reached the highest score in the evaluation of the theoretical competencies in the three study countries. Conversely, some practical competencies in the facilitation of music activities need to be fine-tuned. The SOUND training course was evaluated very positively in the overall structure, theoretical contents, and practical workshops by the trainees. Nevertheless, they preferred the face-to-face compared to the distance learning methodology in the three countries. CONCLUSIONS: The SOUND training curriculum was effective in teaching music techniques and neurocognitive knowledge to dementia care professionals. Nevertheless, future courses should be differentiated for dementia care professionals with or without previous music knowledge and competencies. Moreover, the course is fully sustainable, because it does not require additional costs given that the curriculum is fully accessible online and it is also replicable because it trains professionals who can continue to apply the method in their working routine.

E-learning platforms in ideological and political education at universities: students' motivation and learning performance.

BACKGROUND: The study aimed to examine the impact of using the MOODLE e-learning platform in ideological and political education on Chinese students' motivation and academic performance. METHODS: The study involved 447 students from China-based universities (the experimental group - 232 students who studied using electronic educational platforms, and the control group - 215 students who used no digital technologies in their learning). The following methods were used: Measuring the need to achieve success among students; T. I. Ilyina's method for studying motivation to study at university; Method for studying student success motivation; Method for studying the motives of students' educational activities; Method for determining the main motives for choosing a profession (E. M. Pavlyutenkov); Motivation of learning activities: Levels and types (I. S. Dombrovskaya). Students' academic performance was assessed by testing in the studied disciplines at the beginning and end of the study. RESULTS: As a result, the significance of the motivational component in achieving the success of ideological and political education and the impact on students' motivation to use e-learning platforms is theoretically substantiated. CONCLUSIONS: It has been confirmed that using e-learning platforms in ideological and political education helps increase student motivation and academic performance.

Improving the quality of medical education throught the introduction of moodle system for the formation of terminological competence of medical students.

OBJECTIVE: Aim is to analyze the possibilities of using the electronic system Moodle for the formation of professional and terminological competence of medical students during the study of terminological competence for improving the quality of medical education. PATIENTS AND METHODS: Materials and Methods: The research used a number of scientific methods: general scientific (analysis, synthesis, generalization), specific research and others which ensured the selection and analysis of the source base, made it possible to determine the general trends in the study of the problem of using the electronic system Moodle for the formation of professional and terminological competence of medical students during the study of terminological competence for improving the quality of medical education. CONCLUSION: Conclusions: At I. Horbachevsky Ternopil National Medical University we actively use the e-learning system Moodle (Modular Object Oriented Distance Learning Environment), to which there is free and unrestricted access. Using this program, the student takes on the role of an active subject who independently acquires knowledge, forms his/her own system of skills, of course with the help of certain sources, and the role of the teacher in this scheme is to motivate and suport learners, prepare information sources used in self-study, etc. This is due to a significant increase in the requirements for quality training of future specialists n the medical field and market conditions in Ukraine, which set before the higher school the task of training specialists of the new generation who would be highly qualified, competitive, literate, and have perfect command of their professional terminology. The Moodle system is able to optimize the learning process, promote the formation of terminological competence and master professional vocabulary. When creating educational and methodological complexes for the formation of terminological competence, the means of teaching, as well as the ways of presenting educational material and the principles of organizing the educational activities of students become important. The electronic platform Moodle, which has a wide range of resources for teaching and testing, is able to expand the communicative competencies and skills of students needed to effectively master professional Latin terminology. The Moodle system has the optimal set of resource opportunities for the implementation of blended learning - classroom and extracurricular, which is its main advantage.

Utilizing Learning Analytics in Radiology: A Pilot Study of an e-Learning Platform in Medical Student Education.

RATIONALE AND OBJECTIVES: Learning analytics is a rapidly advancing scientific field that enables data-driven insights and personalized learning experiences. However, traditional methods for teaching and assessing radiology skills do not provide the data needed to leverage this technology in radiology education. MATERIALS AND METHODS: In this paper, we implemented rapmed.net, an interactive radiology e-learning platform designed to utilize learning analytics tools in radiology education. Second-year medical students' pattern recognition skills were evaluated using time to solve a case, dice score, and consensus score, while their interpretation abilities were assessed through multiple-choice questions (MCQs). Assessments were conducted before and after a pulmonary radiology block to examine the learning progress. RESULTS: Our results show that a comprehensive assessment of students' radiological skills using consensus maps, dice scores, time metrics, and MCQs revealed shortcomings traditional MCQs would not have detected. Learning analytics tools allow for a better understanding of students' radiology skills and pave the way for a data-driven educational approach in radiology. CONCLUSION: As one of the most important skills for physicians across all disciplines, improving radiology education will contribute to better healthcare outcomes.

An Interactive E-learning Platform-Based Training to Improve Intensive Care Professionals' Knowledge Regarding Central Venous Catheter-Related Infections.

Introduction The presence of a central venous catheter (CVC) leads to a high risk for blood infections, which are associated with increases in morbidity, mortality, and costs. This study aims to assess intensive care unit (ICU) nurses' and physicians' knowledge regarding the Centers for Disease Control and Prevention (CDC) guidelines for preventing CVC-related infections before and after an interactive distance education delivered through the e-learning platform Teleprometheus. Materials and methods The study was conducted among 85 nurses and physicians in Nicosia's General Hospital Intensive Care Unit (NGH-ICU) and high dependency unit (HDU). A validated questionnaire was used to assess nurses' and physicians' knowledge. Results Prior to the online interactive distance education, the mean total knowledge score was x̄ = 4.8 (SD = 2.46), while after, the mean total knowledge score increased to x̄ = 8.9 (SD = 2.38) (p<0.001). ICU physicians had a higher mean total knowledge score (x̄ = 10.20) than ICU nurses (x̄ = 8.75) after the intervention. There was no correlation between years of experience in the ICU and the level of knowledge (r = 0.048). The interactive distance education was positively evaluated by the participants, through a questionnaire, specially designed for this study. Discussion The most important findings were that (a) the level of knowledge of the participants improved with a statistically significant difference after the completion of the e-course, (b) the level of knowledge of the participants, after the completion of the e-course, was much higher from other studies, (c) there was no correlation between the years of experience of ICU health professionals and their level of knowledge, and (d) the interactive distance e-course was positively evaluated and satisfied the participants. Conclusion The current study demonstrates that in high-intensity work environments, such as ICUs, adopting e-learning approaches seems more necessary than ever.

Predicting students' continued intention to use E-learning platform for college English study: the mediating effect of E-satisfaction and habit.

Using technology in education facilitates knowledge dissemination expediently while broadening and deepening learning modes and content diversity. As an information technological innovation, E-learning platform is widely used to learn college English. However, few studies have explored the motivations for students' e-satisfaction and continued intention towards using it for college English study. Based on the extended Unified Theory of Acceptance and Use of Technology (UTAUT2), this study identifies the influencing factors for the continued usage intention and tests the mediating role of e-satisfaction and habit. Six hundred and twenty-six usable responses from Guangxi were analyzed with partial least squares structural equation modelling. Results show that performance expectancy, learning value, hedonic motivation and habit positively affects students' continued usage intention, e-satisfaction positively mediates the relationship between the antecedents and continued usage intention, and habit positively mediates the relationship between e-satisfaction and continued usage intention. The research provides guidelines for the successful implementation of e-learning platform for college English study and key references for improvement of students' engagement and satisfaction experience with using e-learning platform for college English study.

Investigating Learners' Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market.

This paper aims to measure learners' preferences for a specific teaching format (online, hybrid, or face-to-face) based on their experience, usage, and interaction with e-learning platforms (Moodle/MS Teams), on their participation in e-learning courses delivered via online streaming platforms (Zoom), on teaching staff skills and teaching-learning abilities, as well as on the advantages and disadvantages of those forms of learning during the COVID-19 pandemic. In implementing the research question, a conceptual model was developed, which was further analyzed by means of structural equations modelling via SmartPLS 3.3.9 (SmartPLS GmbH, Boenningstedt, Germany). The data were collected via quantitative research implemented through an online questionnaire addressed to learners (students) from an emerging market during the COVID-19 pandemic. The research contributes to extending social learning theory and the social cognitive learning theory by pinpointing the learners' preference for the online educational format and by showing how a blended learning environment in universities can be developed by fructifying the gains in terms of digital skills acquisition during the COVID-19 pandemic. The paper highlights the contribution of the online educational environment in extending the use of interactive digital tools and resources, engaging the learners, and creating the opportunity for them to become accountable for their learning experiences.

Current Status of Radiology Education Online: a Comprehensive Update.

The purpose of this study is to evaluate various online resources available for radiology education. An online search was conducted using PubMed (National Library of Medicine, Bethesda, MD) and Google Scholar for publications discussing the applications of online learning in radiology. The search strategy employed a combination of the following terms: radiology, web-based conferencing, radiology education seminars, radiology education online, radiology education programs, online lectures, radiology residency, radiology degree, Radiology-Integrated Training Initiative (R-ITI) e-learning platform, UTAUT, Moodle, active image-based learning, Video conference platforms (VCPs), education, undergraduate, medical students, teaching, virtual learning, blended learning, e-learning, COVID-19, pandemic, OER, open education resources, online learning, course assets, accessibility, 5G Internet, game-based learning, radiology competition, and virtual world. The literature published was reviewed and consolidated. Data from the literature shows that radiology education online and radiology education seminars are undergoing a revolution due to advancements in computers, online software, and 5G Internet speed. The pace of this development has accelerated even further due to the COVID-19 pandemic and thus forced distance online education. Various technologies are available and are being implemented by residency programs across the world to improve radiology education, making it more interactive and safer in this pandemic. Online learning has become an integral part of education in radiology, with new facets being added to it.

An extended DeLone and McLean's model to determine the success factors of e-learning platform.

Due to the COVID-19 pandemic, all Saudi universities have adopted e-learning systems to ensure that educational activities continue. Shaqra University adopted a platform called the Shaqra University e-learning platform. This study aimed to identify the factors contributing to the success of that platform in Shaqra University, based on students' responses. This research has proposed an extension of well-known DeLone and McLean's Information Systems Success (D&M ISS) model to check and validate the success factors of the Shaqra University platform. The questionnaire was adopted in this study to collect data from students currently enrolled at Shaqra University. One thousand online links to the questionnaire were randomly distributed among current students enrolled in Shaqra University. The results revealed that the instrument adopted in this study was valid and reliable. Also, the results showed that the model was a good fit for the Saudi context. The proposed factors of instructor's quality, learner quality, and perceived usefulness positively impacted the e-learning platform. On the other hand, the factors information quality, system quality and service quality had no positive impact on the use of the e-learning platform.

The ChemSM-Hub project in the light of a new paradigm for chemical safety management.

OBJECTIVES: The work is aimed to present and promote the Chemical Safety Management Training Hub for Chemicals Users (ChemSM-Hub) project implemented by the Nofer Institute of Occupational Medicine in cooperation with the Lodz University of Technology, Poland, and other partners from Germany (Oekopol GmbH), Greece (Prolipsis) and Romania (Romtens). The project is co-funded by the European Commission under the Erasmus+ program, whose aim is to support downstream users (DUs) and distributors (Ds) of chemicals in complying with the REACH and CLP Regulations by developing an innovative training program in chemical safety management (CSM), available via the online project platform, adapted to the real needs of the target groups. MATERIAL AND METHODS: The methodology for implementing the ChemSM-Hub project includes: 1) conducting survey research among the target groups, 2) conducting a state-of-the-art review of literature and websites, 3) developing the Dissemination and Promotion Plan, 4) developing the Monitoring and Evaluation Procedure, 5) developing the CSM training curriculum, 6) designing the project e-learning platform and mobile app, 7) developing the "Training pattern for trainers" guidance, and 8) organizing training events. RESULTS: The project is being implemented in response to the changing EU legislation on chemicals. As a result of the project, a CSM training program has been established consisting of 3 modules (introductory, basic and advanced) with varying degrees of complexity. In addition, a pocket guide has been developed that contains basic information for DUs and Ds regarding the REACH and CLP Regulations, as well as the "Training pattern for trainers" guidance containing a CSM training session plan for trainers. All these materials will be available via the project platform, and their selected elements also via a mobile app. CONCLUSIONS: The publication is aimed to familiarize the potential users of the ChemSM-Hub training program with its thematic scope, the structure of the training and the expected results. It is also a way to promote online training adapted to the needs of its target groups. Int J Occup Med Environ Health. 2020;33(3):247-61.

Introducing point-of-care ultrasound through structured multifaceted ultrasound module in the undergraduate medical curriculum at the University of Hong Kong.

Incorporation of point-of-care ultrasound in the undergraduate medical curriculum is of great importance to ensure early exposure and safe use of the modality. We aimed to assess the students' learning experiences following implementing an ultrasound module in the medical curriculum at the University of Hong Kong. Medical students in semester 6 (n = 221) were enrolled in the module in 2018. It consisted of 1 hour of didactic lecture, followed by 3 hours of hands-on session. The students had the opportunity to enroll into a four-week Special Study Module to further practice their skills. The students had access to an e-learning platform to assist in their learning. Outcome measures include task-based performance, quizzes, feedback, and round-table discussion to assess the learning experiences. The module was highly rated by over 90% of students (response rate of 96%). Students practiced on peer subject on upper abdominal scanning. Post-training assessment showed an increment of 16% in their understanding of the modality. Students were motivated to enroll into the Special Study Module, where they were trained and became proficient with Focused Assessment with Sonography with Trauma. More than 86% of the students found the e-learning platform easy to use and assisted the training session. Round-table discussion suggested more simulated clinical cases to be added and expansion of future modules. Ultrasound module was successfully implemented into the undergraduate medical curriculum at the University of Hong Kong through new pedagogical approaches. This integration was highly rated by the medical students with improved awareness and better understanding of point-of-care ultrasound.

Effectiveness of an e-Learning Platform for Image Interpretation Education of Medical Staff and Students.

Medical staff must be able to perform accurate initial interpretations of radiography to prevent diagnostic errors. Education in medical image interpretation is an ongoing need that is addressed by text-based and e-learning platforms. The effectiveness of these methods has been previously reported. Here, we describe the effectiveness of an e-learning platform used for medical image interpretation education. Ten third-year medical students without previous experience in chest radiography interpretation were provided with e-learning instructions. Accuracy of diagnosis using chest radiography was provided before and after e-learning education. We measured detection accuracy for two image groups: nodular shadow and ground-glass shadow. We also distributed the e-learning system to the two groups and analyzed the effectiveness of education for both types of image shadow. The mean correct answer rate after the 2-week e-learning period increased from 34.5 to 72.7%. Diagnosis of the ground glass shadow improved significantly more than that of the mass shadow. Education using the e-leaning platform is effective for interpretation of chest radiography results. E-learning is particularly effective for the interpretation of chest radiography images containing ground glass shadow.

Empirical evaluation of a virtual laboratory approach to teach lactate dehydrogenase enzyme kinetics.

BACKGROUND: Personalised instruction is increasingly recognised as crucial for efficacious learning today. Our seminal work delineates and elaborates on the principles, development and implementation of a specially-designed adaptive, virtual laboratory. AIMS: We strived to teach laboratory skills associated with lactate dehydrogenase (LDH) enzyme kinetics to 2nd-year biochemistry students using our adaptive learning platform. Pertinent specific aims were to:(1)design/implement a web-based lesson to teach lactate dehydrogenase(LDH) enzyme kinetics to 2nd-year biochemistry students(2)determine its efficacious in improving students' comprehension of enzyme kinetics(3)assess their perception of its usefulness/manageability(vLab versus Conventional Tutorial). METHODS: Our tools were designed using HTML5 technology. We hosted the program on an adaptive e-learning platform (AeLP). Provisions were made to interactively impart informed laboratory skills associated with measuring LDH enzyme kinetics. A series of e-learning methods were created. Tutorials were generated for interactive teaching and assessment. RESULTS: The learning outcomes herein were on par with that from a conventional classroom tutorial. Student feedback showed that the majority of students found the vLab learning experience "valuable"; and the vLab format/interface "well-designed". However, there were a few technical issues with the 1st roll-out of the platform. CONCLUSIONS: Our pioneering effort resulted in productive learning with the vLab, with parity with that from a conventional tutorial. Our contingent discussion emphasises not only the cornerstone advantages, but also the shortcomings of the AeLP method utilised. We conclude with an astute analysis of possible extensions and applications of our methodology.