BACKGROUND Gamification,the use of game materials in education,has been used in several scientific fields,and studies have demonstrated its effectiveness in student comprehension.AIM To evaluate whether the success of...BACKGROUND Gamification,the use of game materials in education,has been used in several scientific fields,and studies have demonstrated its effectiveness in student comprehension.AIM To evaluate whether the success of 4th-and 5th-grade dentistry students increases when using the gamification applications Kahoot!and Mentimeter.METHODS An experimental design was used to measure the effect of gamification applications on students who were taught using the traditional method.For this purpose,Mentimeter and Kahoot!applications were used in this experimental study.Three groups of 4th-and 5th-grade students were formed:Mentimeter,Kahoot!,and control groups.The effect of gamification applications on achievement was evaluated by administering a post-test to these groups after the instructional process.One-way analysis of variance and t-tests were used for statistical analyses.RESULTS A total of 35.5%of the students were in the Mentimeter group,29.8%in the Kahoot!group,and 34.6%in the control group.Of the total number of students,54.8%were female and 45.2%were male,while 52.2%were 5th-grade students and 47.8%were 4th-grade students.The overall grade point average was found to be 66.65(range,24-100).There was a statistically significant difference in average success scores between students of different groups(P=0.003<0.05)and grades(P=0.036<0.05).The average success score was the highest in the Mentimeter group(71.64)and the lowest in the Kahoot!group(62.15).In the control group,this score was 65.41.The average success score was higher for students in the 5thgrade(68.16)and for female students(68.84).CONCLUSION Gamification has a great potential in the education of dentomaxillofacial radiology students.Mentimeter outperformed both the Kahoot!and the traditional method in terms of average student success rates.展开更多
The benefits of regular physical activity are well known.Yet,few studies have examined the effectiveness of integrating physical activity(PA)into curricula within a post-secondary setting.To investigate the incorporat...The benefits of regular physical activity are well known.Yet,few studies have examined the effectiveness of integrating physical activity(PA)into curricula within a post-secondary setting.To investigate the incorporation of PA into medical curriculum,we developed a series of optional exercise-based review sessions designed to reinforce musculoskeletal(MSK)anatomy course material.These synchronous sessions were co-taught by a group fitness instructor and an anatomy instructor.The fitness instructor would lead students through both strength and yoga style exercises,while the anatomy instructor asked questions about relevant anatomical structures related to course material previously covered.After the sessions,participants were asked to evaluate the classes on their self-reported exam preparedness in improving MSK anatomy knowledge,PA levels,and mental wellbeing.Thirty participants completed surveys;a majority agreed that the classes increased understanding of MSK concepts(90.0%)and activity levels(97.7%).Many(70.0%)felt that the classes helped reduce stress.The majority of respondents(90.0%)agreed that the classes contributed to increased feelings of social connectedness.Overall,medical students saw benefit in PA based interventions to supplement MSK course concepts.Along with increasing activity levels and promoting health behaviours,integrating PA into medical curriculum may improve comprehension of learning material,alleviate stress and foster social connectivity among medical students.展开更多
目的:通过Meta分析综合定量评价低容量高强度间歇训练对预防肥胖或超重人群心血管疾病的效果,进一步验证低容量高强度间歇训练在肥胖等特殊人群中应用的可行性。方法:在中国知网、PubMed、Web of Science、Cochrane Library和EBSCO-SPO...目的:通过Meta分析综合定量评价低容量高强度间歇训练对预防肥胖或超重人群心血管疾病的效果,进一步验证低容量高强度间歇训练在肥胖等特殊人群中应用的可行性。方法:在中国知网、PubMed、Web of Science、Cochrane Library和EBSCO-SPORTD运动科学全文数据库检索关于低容量高强度间歇训练相关研究的随机对照试验文献,检索时限为各数据库建库至2024年2月。由2名研究人员对所纳入的研究进行筛选、质量评价和数据提取,采用RevMan 5.4和Stata 17.0软件对结局指标进行Meta分析,包括合并效应量、亚组分析、Leave-One-Out敏感性分析以及发表Egger检验和绘制漏斗图。该方案已在国际系统综述前瞻性注册中心注册(CRD42024534409)。结果:①最终筛选纳入符合要求的13项随机对照试验,共包含349例受试者,纳入文献整体质量较高。②低容量高强度间歇训练干预对心肺适能(SMD=-0.65,95%CI:-0.87至-0.43,P<0.05)、收缩压(SMD=0.38,95%CI:0.11-0.65,P<0.05)、舒张压(SMD=0.42,95%CI:0.15-0.68,P<0.05)和体脂百分比(SMD=0.25,95%CI:0.02-0.49,P<0.05)4项指标具有改善效果。③低容量高强度间歇训练与中等强度持续训练相比在改善超重或肥胖人群心肺适能、收缩压、舒张压、体脂百分比、标准体质量、体质量指数、高密度脂蛋白、低密度脂蛋白和总胆固醇指标方面干预效果相似(P>0.05),但在改善三酰甘油效果方面中等强度持续训练优于低容量高强度间歇训练(SMD=-0.30,95%CI:-0.57至-0.02,P<0.05)。④亚组分析结果进一步显示,低容量高强度间歇训练和中等强度持续训练干预对各项指标的改善效果相似。结论:当前证据表明,低容量高强度间歇训练可以有效提升超重或肥胖人群的心肺适应能力以及促进减脂和血压调控,且改善效果与中等强度持续训练相似。短时间的低容量高强度间歇训练相比于长时间的中等强度持续训练更具有时间效益。建议未来通过更多研究确定适用于超重或肥胖人群最佳的低容量高强度间歇训练运动处方。展开更多
文摘BACKGROUND Gamification,the use of game materials in education,has been used in several scientific fields,and studies have demonstrated its effectiveness in student comprehension.AIM To evaluate whether the success of 4th-and 5th-grade dentistry students increases when using the gamification applications Kahoot!and Mentimeter.METHODS An experimental design was used to measure the effect of gamification applications on students who were taught using the traditional method.For this purpose,Mentimeter and Kahoot!applications were used in this experimental study.Three groups of 4th-and 5th-grade students were formed:Mentimeter,Kahoot!,and control groups.The effect of gamification applications on achievement was evaluated by administering a post-test to these groups after the instructional process.One-way analysis of variance and t-tests were used for statistical analyses.RESULTS A total of 35.5%of the students were in the Mentimeter group,29.8%in the Kahoot!group,and 34.6%in the control group.Of the total number of students,54.8%were female and 45.2%were male,while 52.2%were 5th-grade students and 47.8%were 4th-grade students.The overall grade point average was found to be 66.65(range,24-100).There was a statistically significant difference in average success scores between students of different groups(P=0.003<0.05)and grades(P=0.036<0.05).The average success score was the highest in the Mentimeter group(71.64)and the lowest in the Kahoot!group(62.15).In the control group,this score was 65.41.The average success score was higher for students in the 5thgrade(68.16)and for female students(68.84).CONCLUSION Gamification has a great potential in the education of dentomaxillofacial radiology students.Mentimeter outperformed both the Kahoot!and the traditional method in terms of average student success rates.
文摘The benefits of regular physical activity are well known.Yet,few studies have examined the effectiveness of integrating physical activity(PA)into curricula within a post-secondary setting.To investigate the incorporation of PA into medical curriculum,we developed a series of optional exercise-based review sessions designed to reinforce musculoskeletal(MSK)anatomy course material.These synchronous sessions were co-taught by a group fitness instructor and an anatomy instructor.The fitness instructor would lead students through both strength and yoga style exercises,while the anatomy instructor asked questions about relevant anatomical structures related to course material previously covered.After the sessions,participants were asked to evaluate the classes on their self-reported exam preparedness in improving MSK anatomy knowledge,PA levels,and mental wellbeing.Thirty participants completed surveys;a majority agreed that the classes increased understanding of MSK concepts(90.0%)and activity levels(97.7%).Many(70.0%)felt that the classes helped reduce stress.The majority of respondents(90.0%)agreed that the classes contributed to increased feelings of social connectedness.Overall,medical students saw benefit in PA based interventions to supplement MSK course concepts.Along with increasing activity levels and promoting health behaviours,integrating PA into medical curriculum may improve comprehension of learning material,alleviate stress and foster social connectivity among medical students.
