Acquisition of Nutrient Composition Knowledge—A Limited Retention Phenomenon

Approximately 10% of all newborns require resuscitation at birth. Training healthcare providers in standardised formal neonatal resuscitation training (SFNRT) programmes may improve neonatal outcomes. Substantial healthcare resources are expended on SFNRT. To determine whether SFNRT programmes reduce neonatal mortality and morbidity, improve acquisition and retention of knowledge and skills, or change teamwork and resuscitation behaviour. We searched the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, PREMEDLINE, EMBASE, CINAHL, Web of Science and the Oxford Database of Perinatal Trials, ongoing trials and conference proceedings in April 2014 and updated in March 2015. Randomised or quasi-randomised trials including cluster-randomised trials, comparing a SFNRT with no SFNRT, additions to SFNRT or types of SFNRT, and reporting at least one of our specified outcomes. Two authors extracted data independently and performed statistical analyses including typical risk ratio (RR), risk difference (RD), mean difference (MD), and number needed to treat for an additional beneficial outcome (NNTB) or an additional harmful outcome (NNTH) (all with 95% confidence intervals (CI)). We analysed cluster-randomised trials using the generic inverse variance and the approximate analysis methods. We identified two community-based and three manikin-based trials that assessed the effect of SFNRT compared with no SFNRT. Very low quality evidence from one study suggested improvement in acquisition of knowledge (RR 5.96, 95% CI 3.60 to 9.87) and skills (RR 170, 95% CI 10.8 to 2711) and retention of knowledge (RR 3.60, 95% CI 2.43 to 5.35) and the other study suggested improvement in resuscitation and behavioural scores.We identified three community-based cluster-randomised trials in developing countries comparing SFNRT with basic resuscitation training (Early Newborn Care). In this setting, there was moderate quality evidence that SFNRT decreased early neonatal mortality (typical RR 0.88, 95% CI 0.78 to 1.00; 3 studies, 66,162 neonates) and when analysed by the approximate analysis method (typical RR 0.85, 95% CI 0.75 to 0.96; RD -0.0044, 95% CI -0.0082 to -0.0006; NNTB 227, 95% CI 122 to 1667). Low quality evidence from one trial showed that SFNRT may decrease 28-day mortality (typical RR 0.55, 95% CI 0.33 to 0.91) but the effect on late neonatal mortality was more uncertain (typical RR 0.47, 95% CI 0.20 to 1.11). None of our a priori defined neonatal morbidities were reported. We did not identify any randomised studies in the developed world.We identified two trials that compared SFNRT with team training to SFNRT. Teamwork training of physician trainees with simulation may increase any teamwork behaviour (assessed by frequency) (MD 2.41, 95% CI 1.72 to 3.11) and decrease resuscitation duration (MD -149.54, 95% CI -214.73 to -84.34) but may lead to little or no difference in Neonatal Resuscitation Program (NRP) scores (MD 1.40, 95% CI -2.02 to 4.82; 98 participants, low quality evidence).We identified two trials that compared SFNRT with booster courses to SFNRT. It is uncertain whether booster courses improve retention of resuscitation knowledge (84 participants, very low quality evidence) but may improve procedural and behavioural skills (40 participants, very low quality evidence).We identified two trials on decision support tools, one on a cognitive aid that did not change resuscitation scores and the other on an electronic decision support tool that improved the frequency of correct decision making on positive pressure ventilation, cardiac compressions and frequency of fraction of inspired oxygen (FiO2) adjustments (97 participants, very low quality evidence). SFNRT compared to basic newborn care or basic newborn resuscitation, in developing countries, results in a reduction of early neonatal and 28-day mortality. Randomised trials of SFNRT should report on neonatal morbidity including hypoxic ischaemic encephalopathy and neurodevelopmental outcomes. Innovative educational methods that enhance knowledge and skills and teamwork behaviour should be evaluated.

Although many educators now recognize the value of problem‐based learning and experiential learning, undergraduate‐level food science courses that reflect these pedagogical approaches are still relatively novel, especially in East and Southeast Asia. Leveraging existing partnerships with farmers in Vietnam, a food science course for students at Nong Lam Univ. was designed and taught. The aim was to give students the opportunity to work in small groups and conduct evidence‐based research with farmers, apply food science principles, and develop Success Skills, including the ability to think critically and communicate clearly. Drawing on the experience of 2 student groups, this exploratory study describes what students learned from the process of conducting research. In one group, students learned to work through and resolve the challenge of initial disagreement and misunderstanding with farmers and ultimately carried out a project that aligned with the students’ research interests and farmers’ needs. Another group of students learned to consider the financial limitations of farmers when attempting to develop solutions for problems and ultimately worked with farmers to address a different problem that was less financially taxing. It is important to note the challenges of planning and teaching a course in which instructors are not able to predict exactly what students will learn or experience. This is largely dependent on each student's prior knowledge, experiences, and interests; yet this study demonstrates the transformative potential of teaching a research‐based food science course that gives students authentic opportunities to identify and address real‐world challenges.

Assessing Undergraduate Performance on General Education Natural and Mathematical Science Competencies in an Introductory Nutrition Course

In previous chapters we have considered the nature, conditions, and underlying properties of meaningful verbal reception learning and retention. We have also concluded that various specifiable properties of existing cognitive structure are the most important single class of factors influencing the acquisition, retention, and transferability of knowledge. Now we are ready to operationalize these cognitive structure variables, to cite and consider available research evidence regarding their effects on subject-matter learning and retention, and to suggest how they may be optimally manipulated and applied to instructional practices so as to maximize students’ acquisition and retention of knowledge.

The effective design of course materials is critical for student learning, especially for large lecture introductory courses. This quantitative study was designed to explore the effect multimedia and content difficulty has on students’ cognitive load and learning outcomes. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1–TG); audio + text + graphics (Group 2–ATG); or video + audio + text + graphics (Group 3–VATG). Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post‐tests within a noncontrolled setting. Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Based on the post hoc, students in Group 1–TG had higher intrinsic cognitive load scores than Group 2–ATG (ANOVA, P < 0.05). Cognitive load and post‐test scores were tabulated and compared using a spearman correlation across groups. In Group 1–TG, students that reported less intrinsic cognitive load had higher post‐test scores. Also, students that reported more germane cognitive load had higher post‐test scores. In Groups 2–ATG and 3–VATG, students that reported less extraneous cognitive load had higher post‐test scores (ANOVA, P < 0.05).

Immersive virtual reality offers flexible learning, providing nursing students with opportunities to develop knowledge and skills. The purpose of this integrative review was to synthesize quantitative evidence on the effect of immersive virtual reality compared to current teaching methods on prelicensure nursing students' learning outcomes. Whittemore and Knafl's 5-stage approach for integrative reviews was used. Three electronic databases (PubMed, CINAHL, and ERIC) were searched for articles published between 2012 and 2025 using the search terms virtual reality, education, nursing, baccalaureate, education nursing, undergraduate, and computer simulation. Nine articles met the inclusion criteria. Findings revealed that immersive virtual reality is a teaching strategy that reduces stigma and enhances students' knowledge acquisition, psychomotor skills, communication, preparedness, and attitude. However, there is a lack of evidence supporting whether immersive virtual reality should be used as a supplement to support current teaching strategies or as an alternative to replace teaching methods. Current research indicates immersive virtual reality is an efficacious teaching strategy that leads to positive outcomes in prelicensure nursing students. Future research should focus on the effects of immersive virtual reality on clinical judgment and knowledge retention, as this review did not identify any studies related to this topic.

Introduction: Medical education is a complex and demanding field, requiring students to learn and retain a vast amount of information in a short period. Medical students often face challenges in retaining information and applying it to real-world scenarios. To address this issue, various educational strategies have been employed to enhance knowledge retention and learning outcomes. One such strategy is the use of crossword puzzles as a tool for reinforcing medical concepts and terminology. Materials and Methods: Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were used to conduct this meta-analysis. We have searched electronic databases, including PubMed, Embase, and Scopus, for relevant studies published between 1990 and 2023. Fourteen studies were included with a total of 1,623 medical students. The majority of the studies were randomized controlled trials. The duration of the interventions ranged from 1 week to 6 months, with most studies employing a 2-week intervention period. Results and Analysis: Fourteen studies were included in the meta-analysis. The results of the meta-analysis indicated that the use of crossword puzzles in medical education was associated with a significant improvement in knowledge retention ( P < 0.001) and learning outcomes ( P < 0.001). Moderate heterogeneity was observed in the meta-analysis of knowledge retention ( P = 0.004) and low heterogeneity in the meta-analysis of learning outcomes ( P = 0.136). Sensitivity analysis revealed that the results were robust to the exclusion of individual studies, suggesting that the findings were not driven by a single study. Discussion: The results of this meta-analysis suggest that the use of crossword puzzles as an instructional tool in medical education was associated with a significant improvement in knowledge retention and learning outcomes among medical students across the world. The moderate heterogeneity observed in the meta-analysis of knowledge retention may be due to differences in study design, intervention duration, puzzle format, and participant characteristics. Conclusion: The use of crossword puzzles as an instructional tool in medical education shows promise for improving knowledge retention and learning outcomes among medical students.

ABSTRACT: Although the effects of pedagogical strategies using collaborative learning on students' perceived learning outcomes have been studied, little has been examined about possible benefits and challenges in collaborating with the campus community in a food science research project conducted by nutrition majors. We examined the effects of involving foodservice staff and student consumers on perceived learning outcomes of students in nutrition and food sciences. A survey consisting of both quantitative and qualitative questions regarding the students' perceived learning outcomes was conducted with 58 undergraduate nutrition majors who conducted experimental food research as part of their food science course work. Quantitative data were analyzed using descriptive statistics. The qualitative data were coded and analyzed using Nvivo. Approximately 90% of the study participants perceived that contributing to the health of students/faculty on campus positively enhanced their motivation toward their research project. The practical aspect of the research project, developing food that is/can be offered on campus, was also considered to be an important factor affecting students' motivation. These factors seemed to contribute to the quality of the project and their perceived learning outcomes. On the other hand, some challenges related to collaborating with the campus community, including insufficient communication between the student researchers and panelists, were also identified. Involving the campus community in experimental food research appeared to greatly benefit students' learning. At the same time, a more strategic pedagogical design before, during, and after the course work may be required for successful learning outcomes resulting from collaborating with the campus community.

In this research, we seek to explore the impact of the shift in pedagogy for management education from a conventional setting to a virtual learning mode.We aim to develop and validate a virtual learning outcome measurement scale to measure the perceptions of current and recent management students on different aspects of learning intake and learning outcomes in a virtual setting as compared to a completely classroom-based environment. We have developed and validated a 12-item scale that has been drafted with the support of prior literature, followed by two Focused Group Discussions (FGDs) (n = 4). We performed exploratory factor analysis (EFA) on the responses gathered to understand if our variables are interrelated and whether they could be grouped into clusters. The three identified constructs of the scale namely “Acquisition of Knowledge, Retention of Knowledge, and Application of Knowledge” have been supported by exploratory factor analysis (CFA) and structural modelling using confirmatory factor analysis (n = 104). Measurement of learning outcomes using this scale can be used to develop better learning interventions for management students. The study further can also be extended and generalizable to other higher education domains.

Food composition database reliability in calculations of diet offers

For the past 15 years, Institute of Food Technologists (IFT) has mandated assessment of undergraduate student learning outcomes as the basis for approving food science (FS) programs. No longer is a check-off course system sufficient to be an IFT-approved program. The 4 steps to gaining IFT approval include developing learning outcomes for all required FS courses, developing outcomes for the program as a whole, assessing student learning through a comprehensive series of assessment tools, and developing and reporting a plan to use the assessment data collected for continuous program improvement. This article reviews these steps in some detail, providing guidance on possible approaches that may be used. In the end, the aim of the IFT requirements is to improve student learning in FS to advance the field.

Knowledge Management(KM) is a key concept in today's business world. Knowledge is an intellectual asset for each organization. Knowledge Management, the systematic management of organizational knowledge - a strategic corporate asset thus is captured, transferred, shared and, utilized for organizational competitiveness. To get the most value from a company's intellectual assets, KM practitioners should maintain and manage it for long term benefits. It is imperative to acknowledge the knowledge and such a discipline of KM is now well-established in many large organizations and they practice in a better way. This has been neglected amongst Small & Medium Enterprises (SMEs) especially the auto component firms. Therefore, this research study has been conducted in Auto Component SMEs of Pune Region to understand KM Infrastructure dimensions such as culture, employee participation, leadership, rewarding with incentives and training and mentoring followed amongst the SMEs and its impact on Knowledge Acquisition and Capture dimension of KM process. The findings appear that in SMEs, there is a significant impact of training and mentoring on knowledge acquisition and capture. Rest of the KM infrastructure dimensions like culture, employee participation, leadership and rewarding with incentives are not having significant impact on Knowledge acquisition and capture.

The antioxidative capacity of phytochemical compounds is often discussed in life science courses (to prevent or slow cancer) and food science courses (to prevent the oxidation of sensitive ingredients). Thus, we developed a laboratory experiment where the photochemical reaction of lightsticks is used to qualitatively demonstrate the antioxidative capacity of compounds such as ascorbic acid (vitamin C) or flavonoids. The experiment can be used as an instructor demonstration or performed by students. It is low cost, quick to perform, and reliable in practice.

<sec> <title>BACKGROUND</title> Despite global advocacy for its integration into medical curricula, disaster medicine (DM) education remains underdeveloped, especially in fragile settings where such training is urgently needed. In Lebanon, a country facing political and economic crises, students face significant barriers to in-person education. </sec> <sec> <title>OBJECTIVE</title> This study aims to evaluate the effectiveness of e-learning versus face-to-face (F2F) approaches in improving knowledge retention and provides insight into the practical considerations of implementing DM courses in such settings. </sec> <sec> <title>METHODS</title> This quasi-experimental study used a Solomon 4-group design to evaluate e-learning and F2F DM courses for second- to fifth-year medical students at the Lebanese University. A total of 205 participants, stratified by academic year, were divided between the 2 modalities. Knowledge was assessed before the course, after the course, and at 1-month follow-up. Confidence, competency, and satisfaction were evaluated after the course using validated tools. </sec> <sec> <title>RESULTS</title> Of 205 participants, 56.6% (n=116) favored e-learning. Both modalities improved knowledge and knowledge retention, with no significant difference between the 2 groups. Fifth-year students achieved the highest gains in knowledge, particularly in the e-learning group. Similarly, no significant difference in satisfaction was observed across modalities, although F2F was preferred overall, except among fifth-year students, who preferred e-learning. Confidence levels were also similar across both modalities, but F2F scored higher for skills like triaging. Feedback emphasized the relevance of the course and advocated for integration of DM into the medical curriculum, and adding practical sessions. </sec> <sec> <title>CONCLUSIONS</title> Integrating DM education into the fifth-year curriculum, prior to externship, can enhance preparedness and promote knowledge retention and application in real-world disaster settings. The study shows that e-learning is an effective modality for improving knowledge acquisition and retention in DM. Although feasibility and efficiency were not measured directly, the successful delivery of the course to geographically dispersed students suggests potential practical advantages. Combining F2F practical sessions for specific targeted topics in a blended curriculum is recommended to further enhance medical students’ confidence for future disaster response. These findings support broader policy efforts to institutionalize DM in medical curricula, particularly in fragile and resource-limited settings. </sec> <sec> <title>CLINICALTRIAL</title> <p/> </sec>

In the present study, we investigated the impact of a word-problem intervention in retention and acquisition of knowledge after the intervention ended. We based analyses upon Grade 4 students experiencing mathematics difficulty (average age at pretest = 8.77) who received one of two variants of a word-problem intervention (with [n = 111] vs. without [n = 110] embedded pre-algebraic reasoning instruction) and students within a business-as-usual condition (BaU [n = 127]) separately. Findings revealed that students who received the intervention not only tended to retain less, but they also showed more active knowledge acquisition after the intervention ended. Furthermore, word-problem intervention altered the contributions of some prior knowledge and skills on both retention and acquisition.