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.
CONCLUSIONS: 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.
UNASSIGNED: HINTERGRUND: Der 2017 verabschiedete Masterplan Medizin 2020 sieht viele Veränderungen im Medizinstudium vor. Auch die Lehrinhalte und Unterrichtsschwerpunkte werden von den Neustrukturierungen betroffen sein. Ein Ziel ist es, die Studierenden kompetenzorientiert auf ihre zukünftige Aufgabe als Ärztinnen und Ärzte vorzubereiten. Der NKLM (Nationaler Kompetenzbasierter Lernzielkatalog Medizin) bildet hierbei die Basis der zukünftig zu unterrichtenden Lehrinhalte.
METHODS: Die Arbeitsgemeinschaft Lehre der DOG hat sich zur Aufgabe gemacht, diese Umstrukturierungen aktiv zu begleiten. In einer standortübergreifenden Zusammenarbeit wurden zur Unterstützung der Lehrenden und auf der Grundlage des NKLM Lehrmaterialien für verschiedene Unterrichtsformate zusammengestellt (z. B. Folien für den Kleingruppenunterricht, Operationsmitschnitte, Bildergalerien, Fallbeispiele) und anschließend in einer Online-Bibliothek, DOG-EyeTeacher genannt, zusammengeführt.
UNASSIGNED: Der DOG-EyeTeacher soll die Lehrenden an den Universitäten und ihren Ausbildungskliniken unterstützen, den Qualitätsstandard inhaltlicher Schwerpunkte angleichen, den allseitigen Dialog über die Lehre in der Augenheilkunde fördern und gleichzeitig der Lehre als wichtiger Säule des universitären Dreiklangs in der Medizin mehr Gewicht verleihen. Langfristig soll durch die Bereitstellung ansprechender und zeitgemäßer Lehrmaterialien das Interesse angehender Ärztinnen und Ärzte am Fach Ophthalmologie gesteigert werden.
UNASSIGNED: Der DOG-EyeTeacher stellt eine Antwort der Arbeitsgemeinschaft Lehre der DOG auf die mit der geplanten Neustrukturierung des Medizinstudiums einhergehenden Herausforderungen dar. Jedes lehrinteressierte DOG-Mitglied kann sich seit Oktober 2023 kostenfrei einen Account erstellen und die Lehrmaterialien nutzen.

The content of social studies encompasses various topics such as culture, citizenship, values, geography, and history. However, social studies has historically been an under-researched academic content area for students with intellectual disabilities. The aim of this study was to identify and summarize empirical research on social studies instruction for students with intellectual disabilities. We searched for articles in two electronic databases from 2000 to 2023. We applied seven inclusion criteria to 1709 articles that emerged in databases. A total of 13 empirical studies met the inclusion criteria. We conducted a narrative review across these 13 studies. Results showed that students with intellectual disabilities improved social studies skills through effective instructional strategies including graphic organizers, technology-based instruction, time delay, and task analysis. Also, social studies instruction for students with intellectual disabilities mostly focused on history and geography. We discussed the findings along with their limitations and provided recommendations for future research.

BACKGROUND: Generally, cardiopulmonary resuscitation (CPR) skills decline substantially over time. By combining web-based self-regulated learning with hands-on practice, blended training can be a time- and resource-efficient approach enabling individuals to acquire or refresh CPR skills at their convenience. However, few studies have evaluated the effectiveness of blended CPR refresher training compared with that of the traditional method.
OBJECTIVE: This study investigated and compared the effectiveness of traditional and blended CPR training through 6-month and 12-month refresher sessions with CPR ability indicators.
METHODS: This study recruited participants aged ≥18 years from the Automated External Defibrillator Donation Project. The participants were divided into 4 groups based on the format of the CPR training and refresher training received: (1) initial traditional training (a 30-minute instructor-led, hands-on session) and 6-month traditional refresher training (Traditional6 group), (2) initial traditional training and 6-month blended refresher training (an 18-minute e-learning module; Mixed6 group), (3) initial traditional training and 12-month blended refresher training (Mixed12 group), and (4) initial blended training and 6-month blended refresher training (Blended6 group). CPR knowledge and performance were evaluated immediately after initial training. For each group, following initial training but before refresher training, a learning effectiveness assessment was conducted at 12 and 24 months. CPR knowledge was assessed using a written test with 15 multiple-choice questions, and CPR performance was assessed through an examiner-rated skill test and objectively through manikin feedback. A generalized estimating equation model was used to analyze changes in CPR ability indicators.
RESULTS: This study recruited 1163 participants (mean age 41.82, SD 11.6 years; n=725, 62.3% female), with 332 (28.5%), 270 (23.2%), 258 (22.2%), and 303 (26.1%) participants in the Mixed6, Traditional6, Mixed12, and Blended6 groups, respectively. No significant between-group difference was observed in knowledge acquisition after initial training (P=.23). All groups met the criteria for high-quality CPR skills (ie, average compression depth: 5-6 cm; average compression rate: 100-120 beats/min; chest recoil rate: >80%); however, a higher proportion (98/303, 32.3%) of participants receiving blended training initially demonstrated high-quality CPR skills. At 12 and 24 months, CPR skills had declined in all the groups, but the decline was significantly higher in the Mixed12 group, whereas the differences were not significant between the other groups. This finding indicates that frequent retraining can maintain high-quality CPR skills and that blended refresher training is as effective as traditional refresher training.
CONCLUSIONS: Our findings indicate that 6-month refresher training sessions for CPR are more effective for maintaining high-quality CPR skills, and that as refreshers, self-learning e-modules are as effective as instructor-led sessions. Although the blended learning approach is cost and resource effective, factors such as participant demographics, training environment, and level of engagement must be considered to maximize the potential of this approach.
BACKGROUND: IGOGO NCT05659108; https://www.cgmh-igogo.tw.

UNASSIGNED: Currently global competitiveness is the main thrust of the country\'s education department, raising the quality of education in the Philippines has become a priority for government officials, who see it as one way to address other teaching and learning challenges. Hence, this quasi-experimental research aimed to determine the influence of lingua franca-based and English-based instruction on the science performance of Grade ten students.
UNASSIGNED: The respondents of this study were forty-six Grade ten students out of the total population of fifty-three. Out of the forty-six respondents, twenty-three students were assigned to the experimental group and were taught using lingua franca-based instruction, and the remaining twenty-three were taught using English-based instruction. A researcher-made test was prepared and underwent validity and reliability tests. Mean was used to determine the science performance of the students, t-Test was used to test the significant difference between the students\' science performance before and after teaching using lingua franca-based instruction and English-based instruction, and Cohen\'s d was used to compare two means in determining the effect size.
UNASSIGNED: It was found that both groups exhibited fairly satisfactory science performance in the pre-test, and in the post-test, the control group reveals satisfactory Science performance while the experimental group shows very satisfactory science performance. No significant difference was determined between the pre-tests of both groups and significant differences were determined between the pre-test and post-test of both groups, and in the post-test of both groups, a large size effect was obtained in using the lingua franca-based medium of instruction on the science performance of the students.
UNASSIGNED: Hence, the practice of Lingua Franca-based instruction exhibits positive and desirable results in improving the performance of the students.

Aphasia constitutes a very complex clinical entity that requires a \"competent\" caregiver to interact with the person with aphasia (PWA). The literature lacks a valid and reliable set of standardized tools which can offer objective and quantifiable data of a caregiver\'s communicative competence. The aim of the study was to develop, standardize and validate an evaluation tool suited to measur the caregivers\' competence in communicating with family members affected by aphasic disorders. Forty-two patients with aphasia and their respective caregivers were enrolled in the study. Caregivers\' communicative competence was assessed through a new evaluation tool called ACCA-cl. Aphasia severity and functional communication abilities of the PWA were also investigated. Our data showed encouraging results regarding the reliability and the validity of the ACCA-cl scale in detecting the caregiver\'s communicative competence, especially as far as verbal content was considered. This scale can also be used to assess the improvement achieved by the caregiver after a communication training. The analysis provides encouraging findings for verbal content scales of the ACCA-cl and its possible use in clinical settings as a quantitative tool for detecting changes induced by the educational method of the caregiver. The tool is currently available in Italian.

Many accounts of instruction-based learning assume that initial declarative representations are transformed into executable procedural ones, so as to enable instruction implementation. We tested the hypothesis that declarative-procedural transformation should be bound to a specific response modality and not transferable across different modalities. In Experiment 1, novel stimulus-response instructions had to be implemented either verbally or manually either once or three times. Modality-specific procedural encoding was probed via a subsequent implicit priming test. This involved the same stimuli but required a response that could be either compatible or incompatible with the originally instructed response using either the same or a different response modality. We found that procedural encoding was modality-specific as indicated by a stronger repetition-dependent increase of the compatibility effect when response modality was unchanged. Explicit test performance, serving as a marker of declarative encoding, was independent of modality transition and it was uncorrelated with implicit test performance. Unexpectedly, the implicit priming test also revealed a small yet significant transfer to the response modality that was previously not overtly implemented, likely reflecting covert response \"simulation\". To examine if covertly simulated responding occurs even when instruction implementation is omitted altogether, we conducted Experiment 2. Subjects merely viewed novel stimulus-response instructions prior to testing. Again, we found evidence for procedural encoding of the non-implemented instructions. Moreover, a direct comparison of both experiments revealed higher test scores (both implicit and explicit) for previously non-implemented instructions than for previously implemented instructions. This calls for theoretical reconciliation with diverging previous study results.

Decades of research have established that learners benefit when instruction includes hand gestures. This benefit is seen when learners watch an instructor gesture, as well as when they are taught or encouraged to gesture themselves. However, there is substantial individual variability with respect to this phenomenon-not all individuals benefit equally from gesture instruction. In the current paper, we explore the sources of this variability. First, we review the existing research on individual differences that do or do not predict learning from gesture instruction, including differences that are either context-dependent (linked to the particular task at hand) or context-independent (linked to the learner across multiple tasks). Next, we focus on one understudied measure of individual difference: the learner\'s own spontaneous gesture rate. We present data showing rates of \"non-gesturers\" across a number of studies and we provide theoretical motivation for why this is a fruitful area for future research. We end by suggesting ways in which research on individual differences will help gesture researchers to further refine existing theories and develop specific predictions about targeted gesture intervention for all kinds of learners.

Visual misinformation poses unique challenges to public health due to its potential for persuasiveness and rapid spread on social media. In this article, librarians at the University of Pittsburgh Health Sciences Library System identify four types of visual health misinformation: misleading graphs and charts, out of context visuals, image manipulation in scientific publications, and AI-generated images and videos. To educate our campus\'s health sciences audience and wider community on these topics, we have developed a range of instruction about visual health misinformation. We describe our strategies and provide suggestions for implementing visual misinformation programming for a variety of audiences.

UNASSIGNED: The aim of this study was to examine the effect of internal and external focus attention instructions on learning the tennis groundstroke (forehand-backhand drive) for children.
UNASSIGNED: A total of 60 (30 girls, 30 boys) children aged 10.24 ± 0.48 years were included in the study. Children were randomly divided into three groups: External Focused Group (EFG), Internal Focused Group (IFG), and Control Group (CG).
UNASSIGNED: In the pre-training tests of tennis skill (TST) and tennis transfer (TTT), there was no significant difference between the three groups (EFG, IFG, and CG) according to one-way ANOVA results (p > 0.05). Significant interaction was determined between groups and measurements in a repeated-measures ANOVA analysis (three groups, three measurements) and TST and TTT (p < 0.01). According to the post-hoc analysis, it was determined that the TST results increased significantly in the EFG compared to the IFG and CG, and there was no significant difference in the TTT between the EFG and IFG, but both groups showed significant improvements compared to the CG.
UNASSIGNED: Instructions to children to focus attention externally facilitate learning the groundstroke (forehand-backhand) technique, which is one of the basic tennis techniques.

The purpose of this study was to examine experiences and impacts from participating in an adult swim instruction program. We conducted 20 semi-structured interviews with adults aged 18 + who had participated in an adult learn to swim program. Participants were interviewed through a virtual platform using a semi-structured protocol. Data were coded individually by each member of the research team for emerging thematic outcomes with final consensus among all those involved in the analysis. Participants expressed adult learn to swim programs had an effect in three areas: (a) life affordance, (b) emotional affect, and (c) interpersonal relationships. Public health experts and aquatics leaders should consider targeting programs aimed at teaching adults to learn how to swim, especially to marginalized individuals and those who did not grow up in the United States. The authors highlight how these programs can create life affordances well beyond lap swimming and even water safety.