Automata Generating Mobile Application (A.G.M.A)

Background: Retention of early-taught knowledge and fundamental clinical skills, albeit essential in medical education, has not been extensively investigated. This study is aimed at assessing prospectively the retention of knowledge and skills related to communication with patients and the physical examination by fourth year medical students after an introductory course in basic pediatric cardiology. Methods: Three cohorts of fourth year medical students aged 21-26 years volunteered for the study. All students (N = 130) were assessed immediately after the teaching period and after six months (N = 42) and after one year (N = 21) later. Assessments included a 40 multiple-choice question (MCQ) test and an 8-station objective structured clinical examination (OSCE) focused on communication with patients, physical examination and interpretation of diagnostic tests (chest radio- graphs and electrocardiograms). Cases were portrayed by either real, rehearsed patients or standardized patients. Student performance was assessed by trained staff members using structured checklists. Results: For all aspects of knowledge assessed, scores obtained in the second and the third assessment were significantly lower than those verified in the first assessment. There were no significant differences between the three assessments re- garding overall clinical performance and data for communication with patients and physical examination. Concerning di- agnostic tests interpretation, scores obtained in the second and third assessment were significantly lower than those veri- fied in the first assessment. Paired analysis of the results obtained for the 21 students who took the three assessments showed similar results, except for a trend for improvement in clinical skills. Conclusions: Medical student retention of clinical sciences knowledge follows a pattern similar to that found in other scientific domains, characterized by progressive decay after initial acquisition. In contrast, fundamental clinical skills, such as communication with patients and physical examination are substantially retained, which could be ascribed to con- tinuous practice. These findings should be taken into account for devising instructional strategies for enhancing student knowledge and clinical skills maintenance.

Background: PBL (problem based learning) is new active learning educational strategy that has been extensively tested and used in recent years. This study aims to compare students' understanding and knowledge retention when taught through PBL and lecture-based classes and compare PAHS students' perceptions of PBL and lectures in medical education. Methods: This is a cross-sectional study of medical students of a PBL based medical school in Nepal, a non-Western low-income country. Ethical approval was given by the institutional research committee of the Patan Academy of Health Sciences. Understanding and knowledge retention was assessed with 50 vignette-based multiple-choice questions, half of which were taught through PBL sessions, and the remaining half were taught in didactic lectures during basic science years of medical school. A separate pre-validated perception questionnaire was used to assess students' preferences regarding PBL and lectures. Results: Out of 107 students, 99 participated in the understanding and knowledge retention questionnaires and 107 completed perception questionnaires. Understanding and knowledge retention of students was found to be the same for topics taught by PBL and lectures, with median scores of 17 and s16, respectively. PBL were mostly preferred for the physiology (59.81%), pathology (51.40%) and pharmacology (53.27%) concepts, and lectures were mostly preferred for the anatomy (78.50%), biochemistry (45.79%), and microbiology (42.99%) topics. Students wanted the same concepts to be taught through both PBL and lectures, especially for anatomy. Conclusions: Understanding and knowledge retention is the same for topics taught by either PBL or lectures during the basic science years of undergraduate medical education. Students prefer PBL for physiology, pathology, and pharmacology-related concepts, conventional didactic lecture for physiology and microbiology, and a combination of lecture and PBL sessions for anatomy.

The study investigates metaverse technologies, artificial intelligence (AI), AI-enhanced tools, and digital competencies in education to enhance learning. A literature review highlights virtual reality, augmented reality, metaverse, and AI’s role in transforming pedagogy. A comparative analysis of Innovating Pedagogy Reports (2019-2024) identifies the evolution and trends in AI tool utilization and readiness for their practical application. The Key findings demonstrate that metaverse and AI boost student engagement and knowledge retention, yet challenges like high costs and technical requirements persist. A Chi-Square Test links higher AI competency among educators to increased online collaboration, underscoring the need for targeted training.

Impact of pharmacy experience, GPA, age, education, and therapeutic review on knowledge retention and clinical confidence

Computer-Based Learning (CBL) is an educational method that has been formed by combining computer technology and learning principles by oneself. The aim of this study was to design, implement computer based learning regarding airway suction and evaluate its effect on knowledge and skill retention of pediatric nursing students. A quasi experimental research design was used. The subjects: 150 pediatric nursing students in the third year, Faculty of Nursing, Tanta University. Materials and Method: Two tools were used to collect data: students' knowledge regarding airway suctioning and airway suctioning observational checklist. The Results revealed that the total scores of students' knowledge and practice for majority of study and control groups were unsatisfactory before teaching interventions and improved for both groups immediately, 2weeks, and 8 weeks with higher scores for study than control group. Conclusion: it can be concluded that there was a significant improvement in knowledge and skill retention of students studied with computer based learning method in relation to airway suctioning than students studied with traditional learning method. Recommendations: Medical and nursing education programs should adopt computer based learning in undergraduate education, and should support the introduction of computer based learning as an important step in curriculum development.

The landscape of education is undergoing a profound transformation driven by technological advancement, evolving learner needs, and a deeper understanding of cognition. This paper provides a comprehensive analysis of innovation in teaching and learning, moving beyond the mere integration of tools to explore fundamental shifts in pedagogical philosophy and practice. It examines key innovative paradigms, including blended and flipped learning, personalized and adaptive learning, gamification, experiential learning (project-based, problem-based), and social constructivist approaches enabled by technology. A critical review of enabling technologies—such as Artificial Intelligence (AI), Learning Management Systems (LMS), Virtual and Augmented Reality (VR/AR), and learning analytics—is presented. The paper synthesizes empirical evidence on the impact of these innovations on student engagement, knowledge retention, skill development (particularly 21st-century skills), and equity. Furthermore, it addresses significant challenges: digital divides, educator preparedness, institutional resistance, and ethical considerations surrounding data privacy and algorithmic bias. The conclusion posits that sustainable innovation requires a holistic, learner-centric ecosystem that strategically aligns pedagogy, technology, and institutional culture. Recommendations for educators, administrators, and policymakers are offered to foster effective and equitable adoption.

To assess knowledge retention after video-based hearing health education and measure headphone listening behavior change using a novel smartphone application. In this prospective longitudinal study, students participated in video-based hearing health education and hearing screening sessions. Hearing health knowledge was assessed in students and parents after 6 weeks. A novel smartphone application was created to measure daily noise exposure based on volume settings with headphone use and to display the National Institute for Occupational Safety and Health (NIOSH) noise doses with alerts for cumulative daily doses nearing the maximum. Seventy-six teenage students and parents participated. Eighty three percent of participants identified as a racial or ethnic minority and 66% were of low-income socioeconomic status. Hearing health knowledge was retained in students 6 weeks after education and parents' knowledge improved from baseline. The smartphone app was installed on 12 student phones, and 25% of days monitored exhibited noise doses that exceeded the NIOSH maximum. App use for at least 10 days by nine students showed a significant reduction in average daily noise dose and time spent at the highest volume settings during the second-half of app use. Video-based hearing health education with knowledge question reinforcement was associated with knowledge retention in students and improved parental attitudes and knowledge about hearing conservation. A smartphone app with a real-time display of headphone cumulative noise exposure dose identified at-risk students. The integration of hearing health education, hearing screening, and digital health tools has promised to promote positive behavior changes for long-term hearing conservation. 4 Laryngoscope, 133:2007-2013, 2023.

Test-enhanced learning has successfully been used as a means to enhance learning and promote knowledge retention in students. We have examined whether this approach could be used in a biochemistry course to enhance student learning about lipids-related concepts. Students were provided access to two optional learning modules with questions related to the lipids block of the course. The vast majority of students (98.7–100%) used the optional modules. Student performance increased significantly with increased practice attempts (mean: first attempt – 58.3%; high attempt – 89.6%;p< 0.0001). This improvement was observed across all topics for both conceptual and structure recognition questions, and question types. A subset of questions were modified and included on formal assessments, and the results were compared to students that did not have access to modules (previous year). Incorporation of the modules resulted in a significant improvement in performance on the examination (year 1: 63.4%; year 2: 78.6%,p< 0.0001), including an increase in performance on questions requiring students to discriminate between highly similar topics. Importantly, comparison of student performance on quizzes and exams suggests that module use is associated with an increase in knowledge retention compared to restudy alone within the timeframe of the course. These results suggest that test-enhanced learning can be a valuable educational tool for development of metacognitive and test-taking skills that enhance student learning and understanding of course material.

IntroductionTraditional medical school curricula rely on textbook-based learning during the first two years, often limiting students' clinical exposure. Simulation-based learning (SBL) provides an opportunity for students to gain clinical exposure and competency with common procedures as well as to gain knowledge related to common clinical topics. Retention of factual knowledge is a current topic of discussion as medical learners often have difficulty with long-term retention. The aim of this study was to assess if students would learn, retain, and enjoy emergency medicine (EM)-focused SBL.Materials and methodsWe developed an EM-focused SBL curriculum consisting of four main educational events: suturing, medical stabilization, mass casualty triage, and point-of-care ultrasound (POCUS). Participants were first- and second-year healthcare students enrolled in a traditional, preclinical curriculum, who completed pre- and post-event quizzes consisting of multiple-choice questions on topics covered during the SBL scenario. We compared pre- and post-event quiz scores using a one-way paired t-test. Quizzes were readministered up to 100 days after each SBL event to test knowledge retention, and scores were compared across time by repeated-measures analysis of variance (RMANOVA).ResultsFor suture (n=22), mass casualty (n=20), and ultrasound simulations (n=17), post-event mean quiz scores increased significantly in comparison to mean quiz scores from before the event (p≤0.05). Medical stabilization simulation post-event scores were increased but did not reach statistical significance. Data collected at 45, 74, and 94 days following the suture lab as well as 29 and 49 days after the medical evacuation event, and 20 days after the mass casualty event showed no statistical decrease in quiz means suggesting retention of knowledge among learners. Subjective assessments of participant satisfaction demonstrated an enjoyment of the events.DiscussionEM-focused SBL events offered enjoyable learning opportunities for students to effectively obtain and possibly retain clinical knowledge.ConclusionSBL has the potential to improve student retention of clinical knowledge during the preclinical years and, therefore, should be further explored and implemented as a core pillar of medical education as opposed to its current state as a learning adjunct.

In the context of higher education strongly transforming itself under the impact of technology, Artificial Intelligence (AI) has become an important support tool in the learning process, especially for Computer Science (CS) students. Integrating a structured literature review and conceptual analysis, this paper evaluates the role of AI as a self-learning assistant, focusing on outstanding benefits such as personalized learning, source code debugging, and explaining complex algorithms, as well as challenges related to academic integrity, ethics, and independent thinking skills of students. Through analysis, the paper proposes a comprehensive recommendation framework, including: (1) an in-depth analysis of the five most effective AI tools; (2) smart strategies for AI-use through Prompt Engineering; (3) new pedagogical approaches for instructors; and (4) support policies from institutions. The results indicate that although AI cannot substitute human instructors completely, it can act as a powerful lever to enhance self-learning capabilities. When applied appropriately, it contributes to elevating the quality of Computer Science education in universities. Keywords: AI-assisted learning, Artificial Intelligence, Computer Science students, higher education, self-learning assistant.

Uncivil workplace behavior in the higher education environment is counterproductive for achieving institutional goals. Prevailing uncivil behaviors frequently result in unresolved conflict, a focus of various researchers since the mid 1970's (Andersson & Pearson, 1999; Martin & Hine, 2005; Pierre & Peppers, 1976; Pietersen, 2005; and Twale & DeLuca, 2008). This study was designed to examine administrator and faculty members' perceptions of uncivil workplace behaviors and organizational culture. The study further examined the relationship between incivility and organizational culture. The Uncivil Workplace Behavior Questionnaire (Martin & Hine, 2005) and the K & C Organizational Culture Instrument (Kendig & Chapman, 2012) were combined and distributed to a small sample of administrators and faculty members in higher education. The respondents included 34 administrators and 151 faculty members from three similar Public 4-Year Institutions of Higher Education (Carnegie Classification, 2010). Results indicate that perceptions of incivility and organizational culture between administrators and faculty members are not different. This study can serve as a contribution to the professional development efforts of administrators and faculty members in higher education.

The arrival of COVID‐19 and accompanying restrictions posed many challenges to education communities worldwide. In response, a large‐scale virtual reality (VR) course was constructed and deployed at Colorado State University for a remote human anatomy course. Enrolled students received a VR capable laptop and head‐mounted display and participated in synchronous online laboratory and recitation sessions. The program enabled students to work collaboratively in a common virtual space and learn human anatomy from digital cadavers and volumized medical data (CT and MRI). We hypothesized that VR is an effective method to increase student engagement and knowledge acquisition in human anatomy. Qualitative data was collected on student engagement, confidence, and reactions to the new technology. Quantitative data assessed student knowledge acquisition and retention of anatomical spatial relationships when using VR and two‐dimensional (2D) methods. Results suggested that using VR matched 2D methods in terms of student knowledge acquisition and retention of anatomical relationships. Qualitative data indicated that VR enhanced student engagement and increased opportunities for students to interact with teaching assistants, peers, and the content. Students further reported the unique aspects of the VR program allowed them to explore the content in novel ways. There was a statistically significant increase in student examination scores when compared to previous in‐person laboratories. Overall, the virtual classroom maintained the rigor of traditional gross anatomy laboratories without negatively impacting student examination scores and provided a high level of accessibility, without compromising learner engagement. This novel approach provides a highly engaging and interactive solution to distance education.

Low student motivation and knowledge retention in abstract science concepts remain significant challenges in modern science education. This study aims to comprehensively analyze the role of mobile application gamification in enhancing student engagement and strengthening long-term memory. The method employed is a Systematic Literature Review (SLR) following the PRISMA 2020 protocol, involving a rigorous selection of 10 reputable international journal articles (Scopus Q1-Q4) published between 2020 and 2026. Findings indicate that competitive elements, such as leaderboards, significantly trigger intrinsic motivation, while interactive visualizations through AR and simulations effectively improve knowledge retention by simplifying complex cognitive concepts. Despite a identified research gap regarding long-term sustainability in resource-limited environments, this study concludes that a balanced integration of visual aesthetics and pedagogical depth fosters sustainable mastery of science concepts. These results provide strategic contributions for educators in designing evidence-based, inclusive, and adaptive learning media.

This study aims to identify the effect of the teaching method using educational software based on artificial intelligence in the academic achievement of 10 th -grade students in computer science in Jordan and their attitudes towards it. To achieve the goal of this study, a computerized software was designed to be applied to a purposefully selected sample consisting of (50) 10 th -grade students at The University of Jordan School. The study sample was randomly distributed into two groups: an experimental sample taught using the educational software, and a control sample taught in the traditional method, where the researcher prepared an achievement test to measure the academic achievement of the 10 th -grade students in the Computer Science Subject, where the validity and reliability of the test has been validated, and the test-retest reliability coefficient was (0.86). A questionnaire was prepared for the attitudes, where their validity and reliability were validated. The reliability factor of the questionnaire based on Cronbach’s alpha equation was (0.01). To analyze the results, an analysis of covariance (ANCOVA) was used, where the results of the study showed that there are statistically significant differences in favor of the experimental group taught using educational software based on artificial intelligence in learning computer science subject. The results also showed that there are medium positive attitudes of the experimental group towards educational software. The study recommended designing and developing computerized software in the field of teaching computer science subject s and training and encouraging teachers to use artificial intelligence-based learning in the field of basic education. Keywords: artificial intelligence software, academic achievement, student attitudes, University of Jordan School DOI: 10.7176/JEP/11-7-10 Publication date: March 31 st 2020

Background Conventional lectures in medical training may not always foster adequate comprehension and retention of complex physiological concepts. A modified flipped classroom integrating open-ended scenario-based questions (SBQs), multiple-choice questions (MCQs) assessments using an online response recording (ORR) system, and mind maps may enhance student comprehension, engagement, and knowledge retention. This study evaluates first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students' perceptions of an integrated instructional module on blood physiology. Methods This cross-sectional study was conducted at the All India Institute of Medical Sciences, Raebareli, India, from November 2024 to February 2025, involving 96 first-year MBBS students. The instructional module consisted of 21 structured lectures that utilized a modified flipped classroom approach with pre-class study materials and in-class PowerPoint-based teaching (Microsoft Corp., Redmond, WA). This approach was integrated with mind map navigations, SBQdiscussions, and MCQassessments via Google Forms (Google LLC, Mountain View, CA). Student perceptions were assessed using a validated 14-item questionnaire categorized into three domains: handout quality, comprehension and retention, and satisfaction and engagement. Additionally, two questions assessed the consistency of handout review before classes and the preferred method among SBQs, MCQs, and mind maps for enhancing understanding and retention. Responses were recorded on a five-point Likert scale. Data analysis included descriptive statistics, principal component factor analysis for construct validity, and Cronbach's alpha for reliability assessment. Results Students highly appreciated the quality of structured handouts (4.57 ± 0.42). Students believed that integrating SBQ discussions, MCQs with ORR, and mind maps helped improve knowledge retention and comprehension (4.28 ± 0.44) in a satisfactory and engaging environment (4.49 ± 0.41). Most students acknowledged the benefits of these methods: 91% agreed that MCQs reinforced key concepts, 96% reported an improved understanding through SBQ discussions, and 92% found mind maps helpful for knowledge retention. Additionally, 72% preferred the combined approach of SBQs, MCQs with ORR, and mind maps for comprehension and retention. However, only 26% consistently reviewed the handouts before classes. Conclusion The modified flipped classroom model integrating SBQs, MCQs with ORR, and mind maps helped students comprehend blood physiology while maintaining engagement in lectures. This structured instructional module offers a feasible and effective strategy for enhancing comprehension and engagement in medical education, even with limited resources.