Learning Inquiry Strategies and Learners' Knowledge Retention

<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>

Students perceive crossword puzzles as enjoyable. In addition to students' perceptions, crossword puzzles actually improve knowledge retention. However, crossword puzzles increased exam scores for some students but not others. Recommendations have been made for students to create puzzles for their classmates to complete with the rationale that students are encouraged to research and understand the material in order to write meaningful clues for the puzzle. While students enjoy creating their own crossword puzzles, the association between students creating crossword puzzles and knowledge retention is unknown. The purpose of this project was to determine if creating crossword puzzles and completing peers' crossword puzzles were associated with improved knowledge retention indicated by higher scores on quizzes. Students in a research course from two institutions across three semesters had the option each week to upload a blank puzzle they created prior to completing each other's puzzles and taking a quiz. Quiz scores were compared between those who did versus did not create their own puzzles and complete their peers' puzzles. Results varied by institution and programs, as well as the same program within the same institution but different semesters. Results highlight the importance of moving beyond student perceptions and towards assessing knowledge retention while taking into consideration institution, program, and semester.

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.

Knowledge retention can be described as the ability of the students to assimilate available information during the learning process and recall/apply such knowledge obtained over time. Previously, students’ active involvement in the teaching and learning processes through innovative pedagogies has enhanced their capacity for knowledge retention. This study, therefore, evaluated the potency of innovative pedagogy, the learning activity package (LAP), in fostering students’ knowledge retention in science subjects in secondary schools, using gender as a moderating variable. The design was quasi-experimental. The sample was 208 class two students grouped into experimental and control groups exposed to LAP and lecture methods, respectively. Data were obtained using the Chemistry Achievement and Retention Test and analyzed with mean, standard deviation, standard error, and the analysis of covariance, computed with SPSS. The findings revealed that the innovative pedagogy improved the students’ knowledge retention in science more than the lecture method at F (1,202) = 45.72, p = .00, p ˂ .05. Besides, there was no interaction effect of method and gender on the students’ retention of knowledge in science at F (1, 203) = 2.47, p = .12, p &gt; .05. The implication is the avalanche of innovative science teachers who blend their instructional strategies to provide for the student’s active participation in the teaching-learning processes for enhanced students’ knowledge retention in science subjects. This research is novel because science teachers can easily adopt the LAP approach for effective lesson delivery, culminating in enhanced students’ knowledge retention in secondary schools in developing nations.

Medical students have to process a large amount of information during the first years of their study, which has to be retained over long periods of nonuse. Therefore, it would be beneficial when knowledge is gained in a way that promotes long-term retention. Paper-and-pencil drawings for the uptake of form-function relationships of basic tissues has been a teaching tool for a long time, but now seems to be redundant with virtual microscopy on computer-screens and printers everywhere. Several studies claimed that, apart from learning from pictures, actual drawing of images significantly improved knowledge retention. However, these studies applied only immediate post-tests. We investigated the effects of actual drawing of histological images, using randomized cross-over design and different retention periods. The first part of the study concerned esophageal and tracheal epithelium, with 384 medical and biomedical sciences students randomly assigned to either the drawing or the nondrawing group. For the second part of the study, concerning heart muscle cells, students from the previous drawing group were now assigned to the nondrawing group and vice versa. One, four, and six weeks after the experimental intervention, the students were given a free recall test and a questionnaire or drawing exercise, to determine the amount of knowledge retention. The data from this study showed that knowledge retention was significantly improved in the drawing groups compared with the nondrawing groups, even after four or six weeks. This suggests that actual drawing of histological images can be used as a tool to improve long-term knowledge retention.

Despite anatomy and physiology being foundational courses in medical, nursing and allied ‐ health care programs, there is growing concern that the essential bioscience knowledge in these courses is not being retained by students over time. Numerous studies have demonstrated the difficulty of medical, nursing and allied health care students to retain and apply anatomical knowledge as they progress through their programs of study (Doomernik et al., 2017). However, physiological knowledge retention has not been studied as extensively as anatomical knowledge retention in health care disciplines, with very few studies focusing on nursing students (Aari et al., 2004). Of those studies most are carried out after graduation (Aari et al., 2004), or are focused on a single or limited number of organ systems (Pourshanazari et al., 2013). The present study aims to determine the level of physiological knowledge retained by nursing students in the four month time period between the completion of their physiology course in first‐year nursing and enrollment in the second‐year pathophysiology course. To answer this question, nursing students were quizzed on eight organ systems using the on‐line quizzing system Kahoot. Each Kahoot quiz included nine to eleven knowledge and comprehension level multiple‐choice questions. These scores were compared to first year quiz scores on the same content to determine overall knowledge retention over time. Data were statistically analyzed using SPSS II, and means were compared using 2‐sample t‐tests. The scores are described for each organ system by reporting the mean and standard deviation (SD). Statistical significance was set at P ≤ 0.05 for all tests. The mean score of questions from all organ systems in year one was 64.72 ± 9.3 (SD). Comparing that score to matched test items evaluated in the pathophysiology course, there is a decrease in the overall mean score from 64.72 ± 9.3 (SD) to 53.33 ± 25.8 (SD). This equates to an 86.6% retention rate, or 13.6% knowledge loss within four months. Organ‐specific knowledge retention was highest for renal physiology (99.0%), digestive physiology (97.8%), immunity (89.9%), vascular physiology (88.6%), and reproductive physiology (84.2%). Retention was comparatively lower for endocrine physiology (80.7%), inflammation (79.8%), and blood (79.4%). These results demonstrate a high level of knowledge retention overall with variations in retention being system specific. The level of knowledge retention in this study was significantly higher than previous rates reported in medical and allied‐health students (Pourshanazari et al., 2013) and is significantly higher than anatomical knowledge retention levels in the same population (Narnaware and Neumeier, 2019 a,b).Support or Funding InformationNone

The aim of this study is to explore the possibility of implementing the integrated learning approach that combines traditional learning (lecture) and active learning (literature review and hands-on) to improve the students’ outcome, final grade, and students’ competency (hard and soft skills). One of the main motivations of this study is that only a few studies in the exploration of the learning approach in Indonesian engineering education. After acquiring the knowledge in lectures and literature review activities, the students have an opportunity to apply it in the hands-on activity. Using this learning sequence, the students can gain more knowledge in the theoretical and practical aspects through lecture and literature review, simulation, hands-on, and project activities. After implementing the proposed integrated learning approach in the Biomedical Measurement and Instrumentation course, the questionnaire of learning activity shows that it can be used to improve student’ engagement and increase students’ understanding. Other important findings of this study are that the hands-on activity not only can increase the students’ initiative but also eliminate the plagiarisms. For further development, the hands-on activity will be more encouraged using more sensors will be used as a case study.

It is well known that using genuine materials in English language teaching (ELT) can improve student motivation and engagement by giving them meaningful exposure to language from everyday situations.However, how relevant they are to the social and cultural surroundings of the learners greatly affects how effective they are.With an emphasis on the significance of local relevance, this article examines the definitions, advantages, and difficulties of utilizing authentic materials.It offers methods for choosing and modifying authentic materials to satisfy the needs of varied learners by drawing on theoretical viewpoints and real-world teaching experiences in Ukraine.Through the use of locally relevant resources, the article also offers useful applications and exercises intended to improve motivation, intercultural understanding, and communicative skills. 12(30) 2024 771The article analyzes that the integration of locally relevant authentic materials in ELT has a solid scientific foundation based on pedagogical theories, motivation research, and cognitive psychology, as well as the practical experience of educators in various cultural contexts.It is substantiated that strategies for selecting, adapting, and utilizing these materials are essential in creation of effective and meaningful lessons that connect classroom learning to real-world experiences.The article emphasizes the effectiveness of using authentic materials in language teaching, as they enhance students' ability to process language in real-life situations.When materials are adapted to the local context, students are more likely to apply their knowledge practically, such as by learning terms and expressions used in their environment.The article focuses on the integration of locally relevant authentic materials in English Language Teaching (ELT).It examines the significance of using such materials to enhance student engagement, cultural awareness, and communicative competence.

This study investigated the relationship between educational practices and teaching performance among English teachers in the Division of Surigao City during the School Year 2023–2024. Using a descriptive–correlational research design, data were collected from 58 English teachers through a validated questionnaire and performance records from the Results-Based Performance Management System–Philippine Professional Standards for Teachers (RPMS–PPST) and the Individual Performance Commitment and Review (IPCR) forms. Statistical tools such as frequency, percentage, mean, standard deviation, Mann–Whitney U Test, Kruskal–Wallis H Test, and Pearson Product–Moment Correlation were used to analyze the data at a 0.05 level of significance. Findings revealed that the respondents demonstrated a very high level of educational practices across all dimensions: instructional strategies (M = 3.60, SD = 0.38), classroom management (M = 3.73, SD = 0.33), and student engagement (M = 3.62, SD = 0.38). Teaching performance was rated as very satisfactory to outstanding (overall M = 4.45, SD = 0.46). Results further indicated no significant differences in educational practices and teaching performance when grouped according to sex, educational attainment, or years in teaching (p &gt; 0.05). However, a significant difference in student engagement was found when grouped by age (p &lt; 0.05). Correlational analysis revealed a strong positive relationship between overall educational practices and teaching performance (r = 0.648, p = 0.001). These findings affirm Bandura’s Social Cognitive Theory (1977), emphasizing that teachers with higher self-efficacy are more likely to apply effective instructional and management strategies that enhance learner engagement and teaching outcomes. The study recommends continuous professional development, peer mentoring, and technology integration to sustain excellence in English instruction and align with RPMS–PPST standards. Keywords: Educational Practices, Teaching Performance, Instructional Strategies, Classroom Management, Student Engagement, RPMS–PPST, Social Cognitive Theory, Surigao City

Acquisition of Nutrient Composition Knowledge—A Limited Retention Phenomenon

This study investigated relationship between emotional intelligence, job satisfaction and productivity of librarians in Nigerian public universities. A correlational survey research design was adopted. The study population consisted of 1,254 librarians in public university libraries in Nigeria, from which 923 were selected using simple random sampling. The research instrument used was a self-developed questionnaire. Its validation was subjected to the scrutiny of experts in the areas of the variables studied; it gave a reliability coefficient of 0.91 for Emotional Intelligence; 0.78 for Job Satisfaction; and 0.94 for Productivity. A response rate of 67.2% was achieved. Data were analysed using descriptive (percentage, mean, average mean and standard deviation) and inferential (Pearson Product Moment Correlation) statistics. The study revealed a significant relationship between emotional intelligence and job satisfaction (r = 0.034, P < 0.05), between emotional intelligence and productivity(r = 0.032, P < 0.05) of librarians in public university libraries in Nigeria. The study concluded that contrary to general belief, job satisfaction and productivity levels of librarians in university libraries were high. It is recommended that university library management should continue to promote values that would boost emotional intelligence and increase job satisfaction and productivity of its workforce. Article visualizations:

This study examined the relationship between the level of parental involvement and the reading habits and literacy skills of Grade 3 learners in District II of Kadingilan, Bukidnon, for the School Year 2024–2025. Recognizing the pivotal role of parents in the academic development of children, particularly in reading and literacy, the study aimed to determine the extent of parental involvement in terms of parenting, communicating, volunteering, learning at home, and decision-making, and to analyze its impact on learners' reading behaviors and literacy proficiency. A descriptive-correlational research design was utilized, involving 120 parent-learner pairs selected through simple random sampling. Data were collected using validated survey questionnaires, including adapted and researcher-made instruments. Statistical tools, including the mean, standard deviation, and Pearson Product-Moment Correlation Coefficient, were employed for data analysis. The results revealed that parental involvement was generally rated as "Highly Involved" across all dimensions, with the highest engagement noted in supporting school activities and learning at home. Correspondingly, learners demonstrated "Very Good" levels of reading habits and literacy skills. A significant positive relationship was found between the overall level of parental involvement and the literacy outcomes of learners, particularly in reading comprehension, vocabulary, and fluency. Among the dimensions, learning at home and parenting practices had the most substantial influence. The findings confirm that consistent and meaningful parental engagement has a significant and positive impact on children's reading habits and literacy competencies. The study emphasizes the importance of promoting collaborative efforts between schools and families to support literacy development, particularly in rural areas. Policy recommendations include the creation of programs that foster home-based reading activities and capacity-building initiatives for parents to support their children's learning journeys effectively.

The competency retention rate of Advanced Cardiac Life Support (ACLS) among nurses was poor. The knowledge retention rate among those who have completed an ACLS course rapidly declined to 37% at three months, and 14% at one year. Extending the course duration did not show any improvement in the retention rate. Structured debriefing may be a possible solution, but its efficacy on knowledge retention among nurses has not been examined.&#13;\n&#13;\nThe aims of this thesis are to perform linguistic and psychometric evaluation of a Chinese version of Student Satisfaction and Self-confidence (SSSC), and to assess the effects in knowledge retention of nurses in a simulation-based resuscitation training, using the Gather-Analysis- Summary (GAS) model of structured debriefing.&#13;\n&#13;\nIn this thesis, the reliability and scale structure of the Chinese SSSC were assessed in 161 nurses when they attended an ACLS course. Confirmatory factor analysis showed that a two-factor structure had satisfactory with χ^2 = 92.12 (df = 54), RMSEA = .07 (90% CI = .04 to .09), CFI = .98 and NNFI = 0.96. The two factors are the satisfaction and self-confidence which had high internal reliability with Cronbach's alpha as .95 and .97, respectively. The Chinese SSSC is a reliable and valid tool to assess student satisfaction and self-confidence in simulation training.&#13;\n&#13;\nA cluster randomized controlled trial (RCT) was conducted to assess the efficacy of the GAS model. The primary outcome in this study was knowledge competency. It was assessed by the written test of the American Heart Association ACLS provider course. The secondary outcomes in this study were perceived skills, and self-efficacy. They were assessed using our validated Chinese SSSC and the General Self-Efficacy scale. In the intervention arm, the instructor conducted 18 scenarios and structured debriefing using the GAS model. Each GAS model of debriefing session consisted of three phases, namely: "Gather", "Analysis", and "Summary". The debriefing session was conducted to help participants to self-reflect on the learning objectives. Each debriefing session lasted about 5 to 10 minutes. In the control arm, participants had 36 scenario as usual teaching plan instead of debriefing at the end of each scenario. A follow-up assessment were conducted at Day Two and Week 24.&#13;\n&#13;\nA total of 161 nurses were recruited in this study. They were divided into 32 groups and randomized by groups to either the intervention arm (n=85, 15 groups) or the control arm (n=76, 17 groups). The effects of the GAS model were examined using a linear mixed effects model to take account of the extra-covariance among participants in the same group. The test showed that the GAS model debriefing improved knowledge retention after Day Two follow-up. However, it was marginally significant (estimated coefficient= 2.56, 95% CI= .17 to 4.95, d=.22, p=.036). Perceived skills (estimated coefficient=.01, 95% CI= -.24 to. 27, d=.15, p=.918), and self-efficacy (estimated coefficient= -.01 95% CI= -1.27 to 1.24, d=.06, p=.984) were also not significant. After adjusting the baseline by adding three significant different baseline factor, namely: education level, rank, and prior ACLS certification, the knowledge (estimated coefficient=1.54, 95% CI=-1.06 to 4.16, d=.22, p=.242). Perceived skills (estimated coefficient=.01, 95% CI= -.26 to .28, d=.15, p=.967), and self-efficacy (estimated coefficient= -.31, 95% CI=-1.64 to 1.02, d=.06, p=.648) were insignificant.&#13;\n&#13;\nThere were 73 nurses (45.3%) dropped out before 24 weeks. Overall, only 22 out of the remaining 88 (25%) nurses passed the follow-up written test. Although debriefing based on the GAS model showed a sizable effect on knowledge retention at Week 24. the improvement was not significant (estimated coefficient=5.01, 95% CI= -1.02 to 11.04, d=.17, p=.101). The effects of debriefing on perceived skills (estimated coefficient=.09, 95% CI= -.89 to 2.7, d=.22, p=.317), and self-efficacy (estimated coefficient=.51, 95% CI= -2.19 to 3.2, d=.12, p=.707) were also not significant. After the baseline adjustment, the debriefing effects on knowledge (estimated coefficient=2.15, 95% CI= -4.26 to 8.56, d=.17, p=.503), perceived skills (estimated coefficient=.92, 95% CI= -.98 to 2.82, d=.22, p=.336), and self-efficacy (estimated coefficient= -.11, 95% CI= -3.02 to 2.79, d=.12, p=.938) remained insignificant.&#13;\n&#13;\nThis is the first RCT to assess the effect of structured debriefing in ACLS simulation. The study showed that the GAS model of structured debriefing has potential effect on knowledge retention after 24 weeks. However, further larger-scale studies with stronger incentives are needed.

This study examined the extent of culturally responsive teaching (CRT) practices and their relationship with student engagement in Social Studies among junior high school teachers and learners in District III, Division of Malaybalay City, for the School Year 2024–2025. Specifically, it aimed to determine the level of implementation of CRT practices—curriculum integration, teaching strategies, classroom climate, and teacher-student relationships—and the level of student engagement in terms of behavioral, emotional, and cognitive dimensions. The study also sought to assess whether a significant relationship exists between CRT practices and student engagement. Using a descriptive-correlational research design, the study involved 36 Social Studies teachers and 180 students selected through stratified random sampling. Data collection was conducted through validated, researcher-made survey questionnaires for both teachers and students. The gathered data were analyzed using descriptive statistics and Pearson Product-Moment Correlation. Findings revealed that culturally responsive teaching practices were implemented at a "Very High" level, particularly in maintaining a supportive classroom climate and fostering positive teacher-student relationships. Student engagement was also assessed at a "High" level, with behavioral engagement receiving the highest ratings. Statistical analysis showed a significant positive relationship between the level of CRT practices and student engagement, indicating that culturally relevant pedagogy enhances learners’ active participation and academic involvement. The study concludes that the effective use of culturally responsive strategies fosters deeper engagement among learners, especially in Social Studies, where cultural context plays a vital role. The study recommends sustained training programs for teachers, curriculum adaptation to local culture, and supportive school policies that institutionalize CRT approaches to improve student engagement and achievement.

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.