Log In Sign up
The largest database of trusted experimental protocols
> Procedures > Educational Activity > Techniques, Educational

Techniques, Educational

Techniques, Educational: Approaches and methods used in the teaching and training of students.
These include instructional methods, educational technology, and other aspects of the educational process.

Most cited protocols related to «Techniques, Educational»

1
PedsQL 4.0 Validation in Iranian Children
The Persian version of the PedsQLTM 4.0, which had been translated and validated previously in Iran [26 (link),27 (link)], was completed by 938 school children aged 8-18 years and their parents. The participants were randomly selected by a two-stage cluster random sampling technique from the four educational districts of Shiraz, southern Iran. The 23-item PedsQLTM 4.0 consists of four domains including physical health (8 items), emotional functioning (5 items), social functioning (5 items), and school functioning (5 items). Items were scored on a 5-point Likert response scale (0 = never a problem, 1 = almost never a problem, 2 = sometimes a problem, 3 = often a problem, and 4 = almost always a problem). The numerical scale from 0 to 4 was included in the Persian translation of the PedsQLTM 4.0 questionnaire as well as the verbal descriptions. All the domains were transformed to a 0-100 scale (0 = 100, 1 = 75, 2 = 50, 3 = 25, 4 = 0), so that higher scores indicated better HRQoL.
Jafari P., Bagheri Z., Ayatollahi S.M, & Soltani Z. (2012). Using Rasch rating scale model to reassess the psychometric properties of the Persian version of the PedsQLTM 4.0 Generic Core Scales in school children. Health and Quality of Life Outcomes, 10, 27.
Full text: Click here
Publication 2012
Child Emotions Parent Physical Examination Techniques, Educational
2
Osteoporosis Knowledge Assessment in Australian Women
The study was carried out in Southern Tasmania, Australia as part of an ongoing study examining the effects of lifestyle factors on bone mineral density in women aged 25–44. The population of the region in 2000 was 194,389 of which, 28,839 were women aged between 25 and 44 years of age [23 ]. Subjects were randomly selected in this age range from the 2000 electoral roll. Subjects were excluded if they had previously had measurement of bone density, had thyroid disease, renal failure, malignancy or rheumatoid arthritis, had a history of hysterectomy, were on hormone replacement therapy, were pregnant or planning pregnancy within 2 years of study entry, or were lactating. Ethics approval was obtained from the Royal Hobart Hospital Ethics Committee. All subjects gave written informed consent.
Osteoporosis knowledge was measured in subjects at baseline from April to November 2000. The survey instrument was based on knowledge content common to the Osteoporosis Prevention and Self-management course (OPSMC) and an information leaflet produced by Osteoporosis Australia "Understanding Osteoporosis". The OPSMC is a chronic disease self-management course developed by the Arthritis Foundation of Victoria and utilized by Osteoporosis Australia. Osteoporosis Australia is the peak body involved in community-based osteoporosis education in Australia. The OPSMC is a small group education program that aims to increase knowledge, improve confidence and awareness and self-management of osteoporosis prevention with an emphasis on promoting appropriate lifestyle change. Educational methods include lectures, discussion, brainstorming, demonstration and small group work. The information leaflet covers information on osteoporosis including its definition, natural history of bone strength, risk factors and preventive behaviours, including physical activity and calcium intake.
The items were selected from the common material in the two interventions by a consultant rheumatologist and researcher who has specialist expertise in osteoporosis. The knowledge instrument aimed to measure a broad range of osteoporosis knowledge items that would be applicable to the Australian setting and to avoid items that would be difficult to adapt to other settings in which osteoporosis demographics might be different. It is a 20 item questionnaire, with each item having true, false and don't know options (see Additional file: 1). The analysis was performed by scoring 1 for a correct response and 0 for an incorrect or don't know response. The total score could range from 0 to 20. Face validity was also assessed using a panel of 20 people from our institution. These included research nurses, research assistants and administrative staff.
Other factors measured in the protocol were height by stadiometer (Leicester height measure, Invicta Plastics Ltd, Oadby, England) and weight by a single set of calibrated scales (Heine, Dover NH USA). Body mass index was calculated (weight/ht2). Questionnaire assessment was also made of smoking history (current/former/never), number of children, family history of osteoporosis and/or fracture, as well as fracture history in the subject, education level (4 point scale: less than grade 10, up to grade 10, completed grade12, tertiary), employment status of main financial provider in the household (employed or unemployed), hours of employment of the respondent (0, less than or equal to 20 or >20 hours per week) and marital status (6 categories).
Winzenberg T.M., Oldenburg B., Frendin S, & Jones G. (2003). The design of a valid and reliable questionnaire to measure osteoporosis knowledge in women: the Osteoporosis Knowledge Assessment Tool (OKAT). BMC Musculoskeletal Disorders, 4, 17.
Publication 2003
Arthritis Awareness Bone Density Bones Calcium, Dietary Child Community Health Education Consultant Disease Progression Ethics Committees, Clinical Fracture, Bone Households Human Body Hysterectomy Index, Body Mass Kidney Failure Malignant Neoplasms Nurses Osteoporosis Rheumatoid Arthritis Rheumatologist Self-Management Techniques, Educational Therapy, Hormone Replacement Thyroid Diseases Woman
3
Recruiting Diverse Participants for Sexual Health Study
During active recruitment in a variety of gay and bisexual men’s venues (e.g., community events, bookstores, bars/clubs, bathhouses, and throughout MSM-concentrated neighborhoods throughout New York City), project staff approached potential participants to provide them with a brief verbal description of the study. Recruitment staff handed men a card that contained more information about the study and encouraged them to call for more information. These recruitment venues were identified via ongoing ethnographic community-based fieldwork, informal interviews with key informants, study participants, and community-based publications.
If circumstances permitted, men were also offered the opportunity to screen in the field. Field screening occurred primarily in indoor settings such as at community events and nightclubs/bars, and was accomplished by using laptop computers that were equipped with Automated Computer Assisted Survey Instrument (ACASI) software. ACASI uses a computer and voice recordings so that the participant hears (through headphones) and sees (on the screen) each question and response list. Participants enter their responses directly into the computer using a keyboard or mouse. ACASI has been found to be an effective interview method for people of diverse educational backgrounds and eliminates the effects that reading ability has on internal validity (Gribble, Miller, Rogers, & Turner, 1999 ; Turner, Ku, Rogers, Lindberg, & Pleck, 1998 (link)). Studies have shown that ACASI increases the proportion of individuals admitting sexual behaviors and illicit drug use (Tourangeau & Smith, 1996 ; Turner, Ku, Rogers, Lindberg, & Pleck, 1998 (link)). The field screening ACASI program calculated eligibility criteria for the study instantaneously, eliminating the need for participants to call and screen via the research center.
Grov C., Bux D J.r., Parsons J.T, & Morgenstern J. (2009). Recruiting hard-to-reach drug-using men who have sex with men into an intervention study: Lessons learned and implications for applied research. Substance use & misuse, 44(13), 1855-1871.
Publication 2009
ADRB2 protein, human Bisexuals Eligibility Determination Hearing Illicit Drugs Mus Techniques, Educational Vision
4
Evaluating Human Behaviors through Questionnaires
The study was previously approved by the Human Research Ethics Committee of the University of Granada. The target population was defined in the inclusion criteria of the study. Participants were recruited from the general Spanish population by incidental sampling to obtain a balanced proportion of men and women, and also across age groups (18–34; 35–49; 50 years old or older), between March 2018 and February 2019. The evaluation in the paper-and-pencil format (86.6% of the sample) and the online format (13.4% of the sample) was used. Both procedures showed no differences in the responses in terms of information on general behaviors (Carreno et al., 2020 (link)) or sexual behaviors (Sierra et al., 2018 (link)). The evaluation format presented low or non-existent correlations with the other analyzed variables. The participants who completed questionnaires in paper and pencil format were approached using snowball sampling techniques in educational, community, and leisure centers. Firstly, we requested the approval of the center, which was informed on the objective of the research. The questionnaires were managed by a trained evaluator, and the participants answered in small groups or individually, which were returned in sealed envelopes. The online questionnaires were created on the LimeSurvey platform. The URL to access was distributed through social networks (Facebook®, Twitter®, WhatsApp® groups, and e-mail). The IP address was controlled and automatic responses were avoided by answering a security question consisting of a random arithmetic question. The participants accepted an informed consent form which specified the overall objective of the study. Anonymity and confidentiality were guaranteed, and their participation was voluntary without compensation.
Álvarez-Muelas A., Gómez-Berrocal C, & Sierra J.C. (2021). Study of Sexual Satisfaction in Different Typologies of Adherence to the Sexual Double Standard. Frontiers in Psychology, 11, 609571.
Full text: Click here
Publication 2020
Age Groups Ethics Committees, Research Hispanic or Latino Homo sapiens Secure resin cement Target Population Techniques, Educational Woman
5
Exhaled VOCs Analysis after Hyperbaric Hyperoxia
To our best knowledge, analysis of exhaled breath after hyperbaric hyperoxic exposure has only been reported in two small studies (Lemaitre et al., 2002 (link); van Ooij et al., 2014b (link)). However, whether this approach indeed yields results, and to what extent there is an effect on exhaled VOCs, remains unknown; this complicated calculation of the sample size. Since the above-mentioned studies included 7 and 10 participants, respectively, we decided that 12 participants would be sufficient to collect sufficient data.
After GC–MS analysis, an ion fragment peak table was generated, with de-noising, alignment and peak detection (signal-to-noise ratio 1:100) (Smith et al., 2006 (link)). A combined-batches algorithm was utilized to correct for possible batch effects (Johnson et al., 2007 (link)). Subsequently, data were tested (both univariately and paired) using Wilcoxon rank sum tests (i.e., two different time points with the same breathing gas, or the same time point with different breathing gases) to identify potentially relevant ion fragments. Then, ion fragments with retention times (±2 s) that correlated 0.98 or more were selected. From this selection of ion fragments/retention times compounds could be identified. The means (intensity of the GM-MS signal) of the compounds were longitudinally tested using a two-way analysis of variance (ANOVA) with correction for participant and test day, to detect differences between oxygen and compressed air over time. Similar to earlier studies, the intensities were also combined to create a “breathprint” of POT and tested separately (Phillips et al., 1999 (link)). The PFT data were univariately analyzed using Shapiro–Wilk and paired t-tests.
All statistical analyses were performed using the R software package (version 3.5.1, R Foundation for Statistical Computing, Austria), including the surrogate variable analysis (SVA version 3.7), Methods for the Behavioral, Educational, and Social Sciences (MBESS version 4.4.3) and Combined Batches (ComBat version 3.28.0) packages. A p-value of <0.05 was considered statistically significant.
Wingelaar T.T., van Ooij P.J., Brinkman P, & van Hulst R.A. (2019). Pulmonary Oxygen Toxicity in Navy Divers: A Crossover Study Using Exhaled Breath Analysis After a One-Hour Air or Oxygen Dive at Nine Meters of Sea Water. Frontiers in Physiology, 10, 10.
Full text: Click here
Publication 2019
Breath Tests Gas Chromatography-Mass Spectrometry Gases Hyperoxia Oxygen Retention (Psychology) Techniques, Educational

Most recents protocols related to «Techniques, Educational»

1
Peer-Led Diabetes Self-Management Support for Black Men
The participants randomized to the peer-led DSMS group will receive 10-hours of virtual diabetes self-management education (DSME) over the course of 3 months. The 10-hours was chosen to align with what is reimbursable through Medicare for initial diabetes self-management training [37 ]. A certified diabetes care and education specialists (CDCES) will deliver DSME with two peer leaders co-facilitating one 15-person group. A CDCES facilitating DSME classes ensures consistent and accurate delivery of the diabetes content while covering all required and necessary self-management topics. Research shows that Black men with diabetes experience significant barriers to healthcare, so we are offering DSME with the assumption that most participants have not received formal DSME.
These participants will then transition into six 90-min monthly virtual PLDSMS sessions tailored to Black men with T2D. PLs will facilitate DSMS with the oversight of the CDCES. Though the CDCES will not be present in the PLDMS, the participants will meet with the CDCES once each month to answer questions and get support for the next DSMS session(s) as needed. Additionally, the CDCES will be available via telephone to answer any clinical questions the PLs need support with. In previous studies, we observed that PLs were most effective and confident when they had ongoing support and assistance to uphold their efforts in the areas of clinical content, educational methods, group facilitation, and communication skills. The patient-directed, DSMS session content is standardized around 6 core processes: 1) reflecting on relevant self-management experiences, 2) discussing emotions, 3) problem-solving barriers to diabetes management, 4) addressing questions about diabetes, 5) setting behavioral goals and 6) discussing patient provider communication strategies [24 (link)]. During DSME, participants will also be given a guidebook titled, “Diabetes Management Guidebook,” which is culturally specific and literacy-appropriate. The guidebook was initially developed for previous projects and was well received [38 (link)].
Upon the completion of DSMS, participants in the PLDSMS group will begin a 6-month period of ongoing support. In this stage, participants will be encouraged to foster ongoing DSMS through programs and initiatives that are meaningful to them. On-going support will build on the peer-led component of this study and encourage participants to engage in the activities of their choice (i.e. forming a walking group, discussing self-management topics, cooking classes, etc.) to improve health outcomes. Peer leaders will not be compensated for this period to assess the logistical feasibility of sustaining DSMS efforts after the study is complete.
Hawkins J., Sengupta S., Kloss K., Kurnick K., Ewen A., Nwawkwo R., Funnell M., Mitchell J., Jones L, & Piatt G. (2023). Michigan men’s diabetes project II: Protocol for peer-led diabetes self-management education and long-term support in Black men. PLOS ONE, 18(3), e0277733.
Full text: Click here
Publication 2023
Diabetes Mellitus Emotions Obstetric Delivery Patients Peer Group Self-Management Self Confidence Special Education Specialists Techniques, Educational
2
Optimizing Educational Resource Management
The first priority in the advancement of teaching work in colleges and universities is the optimization of teaching power strategy, the most important of which is the acquisition and application of educational management resources. The recommendation system for educational management resources in colleges and universities includes modules such as acquisition of educational resources, educational resources, recommendation resources, personal educational resources, and subject information management. Among them, the manner in which educational resources are obtained has changed dramatically in recent years. From the traditional book acquisition method to the current information acquisition method, the great change in the method of obtaining educational resources has also had a great impact on educational enthusiasm. Educational resources are also called “educational economic conditions.” The educational process occupies, uses, and consumes human, material, and financial resources, that is, the sum of educational human resources, material resources, and financial resources. Human resources include educators’ and educators’ human resources, that is, the number of students in a school, class, enrollment, graduates, administrators, teaching staff, teaching assistants, workers, production staff, etc. Material resources include fixed assets, materials, and low-value consumables in schools. Fixed assets are divided into common fixed assets, fixed assets for teaching and scientific research, and other general equipment fixed assets. Recommending resources refers to the formation of an educational resource recommendation system through information technology, so as to improve the acquisition effect of teaching resources. Specialty and skill resources, professional resources, personal contacts resources, regional resources, and so on are all examples of personal educational resources (Xiong et al., 2021 (link)). Discipline management entails implementing discipline management using information technology and improving the effectiveness of discipline management.
To sum up, the current recommended mode of educational resource management is basically realized by information technology, so it can improve the effect of educational resource management, thereby helping teachers and learners to improve their enthusiasm. Meanwhile, constantly updated educational resource management methods and contents can effectively stimulate educators’ and learners’ enthusiasm in teaching and learning, thereby comprehensively promoting the development of teaching work. Based on this, this paper combines the recommended mode of educational resources management with positive psychological and emotional factors to study the teaching work in colleges and universities to promote the development of teaching work. Figure 3 shows the basic idea of this research.
In Figure 3, under the background of the optimization of teaching power strategy, the optimization of teaching resource management methods and the promotion of enthusiasm can effectively promote the development of teaching work, thus enhancing the development effect of current colleges and universities.
, & Sun X. (2023). Higher education management in western regions by educational power strategy and positive psychology. Frontiers in Psychology, 14, 1015759.
Full text: Click here
Publication 2023
Administrators Emotions Homo sapiens Manpower Student Teaching Methods Techniques, Educational Workers
3
Cross-Cultural Neuroliteracy Survey Development
We created an online survey in Hungarian (using Google Forms), which consisted of a short description of the project, followed by two sets of questions and 44 neuroliteracy statements. The first set included demographic questions about age, gender, degree, and residence. The second set included questions about previous education (including courses related to psychology and neuroeducation), questions about the current interest in neuroscience and neuroscience-based educational methods and questions about the sources used for being informed about the above-mentioned topics. The questions were followed by 44 statements, including 23 statements related to brain function and learning, translated and adapted from the study of Dekker et al. (link) (2012 (link)), and 21 additional statements related to neurobiology of motor development and learning foreign languages.
On the basis of the present article’s research aims, we only analyzed the neuroliteracy responses to the 23 statements adapted from the Dekker et al. questionnaire. Of these, 10 statements are educational neuromyths and 13 are statements related to general knowledge about the brain.
Similarly to the study by Grospietsch and Mayer (link) (2019 (link)), we followed the methodological recommendations of Macdonald et al. (link) (2017 (link)) and replaced the three-choice answer format (Correct/Incorrect/I don’t know) used by Dekker et al. (link) (2012 (link)) with a 4-point Likert scale, and the responders were required to specify how sure they were of their answer (4 = Strongly agree, 3 = Somewhat agree, 2 = Somewhat disagree, 1 = Strongly disagree). (For each statement, the answer ‘I don’t know’ was also an option.)
Statements were translated and culturally adapted from English to Hungarian by the members of the research group with relevant qualifications, content knowledge, and proficiency in English, following the ITC recommendations (International Test Commission 2017 ). Some adjustments were made to ensure clarity of the content and to maintain a balanced ratio of correct and incorrect statements. Finally, we digitalized all survey items, and provided a random order of the neuroliteracy statements.
We conducted a pilot study for analyzing the intelligibility of the statements. Ten students were interviewed after completing the survey about their understanding of each statement. Four experts from the research group were responsible for the interviews, who collected the data about possible misunderstandings or other issues. Each interview took 40–50 min on average. Based on the results of the interviews, the statements were finalized with some minor modifications in the online survey.
Vig J., Révész L., Kaj M., Kälbli K., Svraka B., Révész-Kiszela K, & Csányi T. (2023). The Prevalence of Educational Neuromyths among Hungarian Pre-Service Teachers. Journal of Intelligence, 11(2), 31.
Full text: Click here
Publication 2023
Brain Gender Student Techniques, Educational
4
Duties and Training of LTC Infection Control Professionals
This is a descriptive study that analyzed the duties of ICPs in LTCHs and developed an educational-training programme by means of the DACUM method.
Jeong S.Y, & Kim O.S. (2023). Development and Application of an Educational-Training Programme for Infection Control Practitioners in Long-Term Care Hospitals. Healthcare, 11(4), 542.
Full text: Click here
Publication 2023
Techniques, Educational Training Programs
5
Paramedic Training for Alternative Care
The concept of interest for this review is the education and training provided to paramedics in the use of low-acuity care pathways. Often termed “treat and refer” or alternative care pathways, they enable paramedics to provide on scene treatment and/or referral to other health care services, to avoid medically unnecessary transport where appropriate [15 (link),26 (link),27 (link),31 (link),51 (link),52 (link)].
Results will be included if they examine or review the initial and/or ongoing education and training related to the use of low-acuity pathways, as well as the method of educational delivery, e.g., face-to-face, online, or blended learning. Results that make no mention or reference to the theme will be excluded. References to paramedic/EMT systems operating within the armed forces will also be excluded.
Carnicelli A., Edwards D.G, & Williams A.M. (2023). Paramedic Education to Support the Use of Low-Acuity Care Pathways: A Scoping Review Protocol. Nursing Reports, 13(1), 265-272.
Full text: Click here
Publication 2023
Education, Continuing Face Military Personnel Obstetric Delivery Paramedical Personnel Paramedics, Emergency Techniques, Educational

Top products related to «Techniques, Educational»

1
R software package by R Project for Statistical Computing
Sourced in Austria, United States, Japan
R is an open-source software environment for statistical computing and graphics. It provides a wide variety of statistical and graphical techniques, including linear and nonlinear modeling, classical statistical tests, time-series analysis, classification, clustering, and others. R is an interpreted language, and it can be extended through user-contributed packages.
2
Axiovision software by Zeiss
Sourced in Germany, United States, United Kingdom, Japan, France, Canada, Italy, Austria, Sweden, Switzerland
AxioVision is a software package developed by ZEISS. It provides a user interface for the control and operation of ZEISS microscopes and imaging systems. The software enables the capture, processing, and analysis of digital images and data generated by ZEISS hardware.
3
Axiocam hr rev3 by Zeiss
Sourced in Germany
The AxioCam HR Rev3 is a high-resolution digital camera designed for microscopy applications. It features a large sensor with a resolution of up to 16 megapixels, allowing for the capture of detailed images of microscopic samples. The camera is compatible with a range of microscope systems and can be used for various imaging tasks, such as documentation and analysis.
4
Digital scale by Seca
Sourced in Germany, United Kingdom, United States, China, France, Switzerland
A digital scale is a weighing device that measures the mass or weight of an object using electronic sensors. It provides a precise and digital display of the measured value.
5
Spss 19 by IBM
Sourced in United States, United Kingdom, Germany, China, Japan, Spain, Denmark, Belgium, Canada
SPSS 19.0 is a statistical software package developed by IBM. It provides tools for data management, analysis, and reporting. The software is designed to help users analyze and understand complex data sets. SPSS 19.0 includes features for a variety of statistical techniques, such as regression analysis, factor analysis, and time series analysis. The software is used in a wide range of industries, including business, academia, and government.
6
Axio imager a1 microscope by Zeiss
Sourced in Germany, United States, France, Canada, United Kingdom
The Axio Imager A1 is a transmission light microscope designed for routine brightfield and phase contrast microscopy. It features a stable and ergonomic stand, a compact and efficient transmitted light illumination system, and a highly corrected optics system for high-quality imaging.
7
Optojump by Microgate
Sourced in Italy
Optojump is a laboratory equipment product used for measuring various physical parameters. It utilizes optical sensors to capture data related to human movement and performance. The core function of Optojump is to provide accurate and reliable measurements without interpretation or extrapolation.
8
Spss statistics for windows version 26 by IBM
Sourced in United States, United Kingdom, Japan, Belgium
SPSS Statistics for Windows, Version 26.0 is a software application designed for statistical analysis. It provides a comprehensive set of tools for data management, analysis, and presentation. The software supports a variety of data formats and offers a range of statistical procedures, including descriptive statistics, bivariate analysis, and multivariate techniques.

More about "Techniques, Educational"

Educational Techniques, Instructional Methods, Teaching Approaches, Pedagogy, Didactics, eLearning, Blended Learning, Flipped Classroom, Problem-Based Learning, Simulation-Based Training, Gamification, Educational Technology, Virtual Reality, Augmented Reality, Digital Microscopy (AxioVision, AxioCam HR Rev3, Axio Imager A1), Motion Analysis (Optojump), Statistical Analysis (SPSS 19.0, SPSS Statistics 26.0), Quantitative Assessments (Digital Scale), Reproducibility and Accuracy in Research, Research Protocol Optimization, AI-Driven Comparisons, PubCompare.ai