<i>Objective</i>. To explore whether better teaching effect can be achieved by applying the online and offline interactive teaching method to clinical anesthesiology teaching. <i>Methods</i>. Sixty-three students in grade three majoring in anesthesiology of Wenzhou Medical University were selected as research objects and randomly divided into 2 groups. The experimental group (32 students) adopted the online and offline interactive teaching method. The control group (31 students) adopted the traditional teaching method. The teaching effect was evaluated by the theoretical test results of the two groups and the survey of students in the experimental group. <i>Results</i>. The score of the theoretical test of students in the experimental group (79.31 ± 4.54) was higher than that of students in the control group (75.61 ± 4.88), and the difference achieved statistical significance <span class="inline_break"><svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" width="23.471pt" style="vertical-align:-3.42947pt" id="M1" height="12.7178pt" version="1.1" viewBox="-0.0498162 -9.28833 23.471 12.7178"><g transform="matrix(.013,0,0,-0.013,0,0)"><path id="g113-41" d="M300 -147C201 -63 143 98 143 270S200 602 300 686L282 710C136 610 70 450 70 271V270C70 89 136 -72 282 -170L300 -147Z"/></g><g transform="matrix(.013,0,0,-0.013,4.498,0)"><path id="g113-113" d="M570 304C570 398 525 448 414 448C385 448 343 445 312 434L329 511L321 518C297 504 262 482 244 460L233 411C195 397 159 381 128 358L135 332C160 347 189 360 224 373L111 -147C97 -210 84 -218 17 -231L13 -257L254 -247L259 -218L233 -216C183 -212 177 -202 189 -142L218 -1C238 -10 266 -12 283 -12C351 3 429 48 483 105C543 168 570 242 570 304ZM482 289C482 161 380 33 304 33C278 33 248 51 233 69L303 396C326 400 352 403 369 403C428 403 482 380 482 289Z"/></g><g transform="matrix(.013,0,0,-0.013,15.84,0)"><path id="g117-91" d="M512 -3V55L134 254V256L512 456V514L75 281V230L512 -3Z"/></g></svg><span class="irelop"/><span class="nowrap"><svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" width="26.453pt" style="vertical-align:-3.42947pt" height="12.7178pt" version="1.1" viewBox="27.053183800000003 -9.28833 26.453 12.7178"><g transform="matrix(.013,0,0,-0.013,27.103,0)"><path id="g113-49" d="M241 635C89 635 35 457 35 312C35 153 89 -12 240 -12C390 -12 443 166 443 312C443 466 390 635 241 635ZM238 602C329 602 354 454 354 312C354 172 330 22 240 22C152 22 124 173 124 313S148 602 238 602Z"/></g><g transform="matrix(.013,0,0,-0.013,33.343,0)"><path id="g113-47" d="M113 -12C146 -12 170 11 170 46C170 78 146 103 114 103S58 78 58 46C58 11 82 -12 113 -12Z"/></g><g transform="matrix(.013,0,0,-0.013,36.307,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,42.547,0)"><path id="g113-54" d="M153 550H386L412 615L406 623H120L82 318C104 327 142 338 184 338C294 338 347 275 347 187C347 112 305 39 221 39C160 39 119 71 97 89C88 97 80 96 71 90C59 80 50 67 49 57C48 45 52 36 66 23C80 9 123 -12 169 -12C221 -11 288 15 342 59C403 109 431 165 431 225C431 308 366 395 238 395C212 395 165 379 127 364L153 550Z"/></g><g transform="matrix(.013,0,0,-0.013,48.787,0)"><path id="g113-42" d="M275 270C275 450 212 609 64 710L45 686C145 604 203 442 203 270S147 -63 45 -147L64 -170C213 -68 275 89 275 270Z"/></g></svg>.</span></span> 81.3% of the students think that the interactive teaching method enhances the interest of learning. 90.6% (29/32) of the students in the experimental group hold positive attitude towards the fact that the overall learning effect can be improved by the online and offline interactive teaching method. <i>Conclusions</i>. The online and offline interactive teaching method can not only improve students’ theoretical test results but also help to improve students’ learning participation. Students have given a high score for the evaluation of the online and offline interactive teaching method; good teaching effect has been achieved.

Qian Wang

Congcong Huang

Xiudan Hu

Hongxia Mei

The Application of the Online and Offline Interactive Teaching Method in Clinical Anesthesiology Teaching

This study considered the development, awareness, adoption, and usage of digital library (DL) resources at the university level. To develop and implement a successful electronic library resource system, it is vital to review the success factors and identify the most important technological aspects of DL resources. Electronic library information technology was described and grouped into several categories that influence user satisfaction in a DL context. These are open access to information, the facility of access, uncomplicated interface design, high quality of the communication process, Internet performance, performance assurance service, ease of communication via social network, and patron-driven acquisition. With these important features of DL services, the simplicity of accessing online information and the performance of DL utilities have become of paramount importance. Several research works were therefore reviewed and evaluated to determine the usability of DL services; thereafter, the design of the DL discovery system was developed through Blacklight open-source software.

Agrey Kato

Michael Kisangiri

Shubi Kaijage

A Review Development of Digital Library Resources at University Level

<i>Background</i>. Environmental challenges are overwhelming the global communities. Thus, the purpose of the study is to explore how instruments used by the nongovernmental organizations are applied for environmental security and sustainable development in Ethiopia. It addresses issues of how environmental education in context is working to instill the knowledge, skills, awareness, and attitudes of the stakeholders. Recent discussions of the African Union Summit 2020, Africa Agenda 2063, Davos 2020 World Economic Forum, United Nations Agenda 2030, and the Green Economy Strategy in Ethiopia have strongly sought to strengthen environmental education as an instrument of global and local sustainability of the environment and development. Here, the study collected pieces of evidence from environmental programs of a nongovernmental organization in Ethiopia. The study focused on a nonformal environmental education, based on the frameworks of the agreements and declarations where Ethiopia is a contracting party. The frameworks are guiding concepts to investigate the phenomenon. <i>Methods</i>. The study used a thematic analysis based on empirical studies. Specifically, empirical studies from primary and secondary sources on the implementation of environment and forest development programs of the organization are crucial to providing a concrete presentation. <i>Results</i>. Empirical pieces of evidence show that the organization plans, projects, and performance reports were found inconsistent with the frameworks of international agreements and national policy. The empirical study also shows that environmental education is not well considered and institutionalized in the organization&#x27;s project planning. Environmental education strategies are not explicitly visible while planning the projects. Moreover, in some implementation strategies of the organization, there was inconsistency in using environmental education as a strategic instrument to improve environmental security and quality. <i>Conclusion</i>. The organization&#x27;s environmental performance was deep-rooted to improve the status quo in the living community. However, the utilization of environmental education was discovered to be minimal. Thus, stakeholders and the organization take the advice to integrate into the entire cycle of the project.

Mekonnen Hailemariam Zikargae

Assessment of Applying Global Instruments in Nongovernmental Organizations for Environmental Security and Sustainable Development in Developing Countries

The corona virus disease of 2019 (COVID-19) pandemic has vastly impacted individuals worldwide. Millions have contracted the disease thus far; however, the ramifications of containment measures such as quarantine and lockdown have affected many more. This study aimed to explore the prevalence of self-reported anxiety and depression among a cohort of Saudi medical students, as well as graduating medical students’ concerns, during this pandemic. This cross-sectional study utilized an online survey that collected demographic data, scores on validated anxiety, and depression scales, as well as the graduates’ concerns. The Generalized Anxiety Disorder 7-item (GAD-7) and the Public Health Questionnaire 9-item (PHQ-9) scales were used. Cutoff scores for anxiety symptoms were (GAD-7 ≥ 8) and for depression (PHQ-9 ≥ 10). Out of 83 graduates, 55 completed the online survey. Anxiety symptoms were present in 34%, depression was present in 26%, and 19% had both depression and anxiety symptoms. Female graduates experienced higher anxiety symptoms (54 vs. 15%, <span class="inline_break"><svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" width="18.973pt" style="vertical-align:-3.42938pt" id="M1" height="11.7782pt" version="1.1" viewBox="-0.0498162 -8.34882 18.973 11.7782"><g transform="matrix(.013,0,0,-0.013,0,0)"><path id="g113-113" d="M570 304C570 398 525 448 414 448C385 448 343 445 312 434L329 511L321 518C297 504 262 482 244 460L233 411C195 397 159 381 128 358L135 332C160 347 189 360 224 373L111 -147C97 -210 84 -218 17 -231L13 -257L254 -247L259 -218L233 -216C183 -212 177 -202 189 -142L218 -1C238 -10 266 -12 283 -12C351 3 429 48 483 105C543 168 570 242 570 304ZM482 289C482 161 380 33 304 33C278 33 248 51 233 69L303 396C326 400 352 403 369 403C428 403 482 380 482 289Z"/></g><g transform="matrix(.013,0,0,-0.013,11.342,0)"><path id="g117-34" d="M535 323V373H52V323H535ZM535 138V188H52V138H535Z"/></g></svg><span class="irelop"/><span class="nowrap"><svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" width="28.184pt" style="vertical-align:-3.42938pt" height="11.7782pt" version="1.1" viewBox="22.555183800000002 -8.34882 28.184 11.7782"><g transform="matrix(.013,0,0,-0.013,22.605,0)"><path id="g113-49" d="M241 635C89 635 35 457 35 312C35 153 89 -12 240 -12C390 -12 443 166 443 312C443 466 390 635 241 635ZM238 602C329 602 354 454 354 312C354 172 330 22 240 22C152 22 124 173 124 313S148 602 238 602Z"/></g><g transform="matrix(.013,0,0,-0.013,28.845,0)"><path id="g113-47" d="M113 -12C146 -12 170 11 170 46C170 78 146 103 114 103S58 78 58 46C58 11 82 -12 113 -12Z"/></g><g transform="matrix(.013,0,0,-0.013,31.809,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,38.049,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,44.289,0)"><path id="g113-53" d="M456 178V225H360V632H320C217 496 115 347 20 206V178H280V106C280 40 276 34 189 27V0H445V27C364 34 360 39 360 106V178H456ZM280 225H82C149 335 214 431 278 520H280V225Z"/></g></svg>).</span></span> The highest-ranked concerns were the possible effect of the pandemic on the forthcoming internship year and on the impact on the current academic course. We found high levels of anxiety and depression symptoms during the pandemic among our cohort of medical students in their final year of study. Our findings suggest that medical students in their final years may be negatively affected by the pandemic, where high levels of depression and anxiety coincide with concerns about the effect of the pandemic on the next phase of their vocation.

Hend M. Alkwai

Graduating from Medical School amid a Pandemic: A Study of Graduates&#x2019; Mental Health and Concerns

This study investigates ethnic marginalisation and indigene-settler problems at selected universities in Nigeria. Three universities and 12 participants were purposively selected for the study. Face-to-face, semistructured, and individual interviews were utilised to obtain information from the participants regarding their various universities. The data were uploaded on ATLAS.ti 8, qualitative data analysis software for proper management and grouping of transcribed data for further data analysis. Four themes emerged: (a) contextualising ethnic marginalisation and indigene-settler issues; (b) emotional bonds and determination to preserve ancestral land; (c) cultural bonds and determination to preserve traditional practices; and (d) effects of ethnic marginalisation and indigene-settler issues. Further interpretation of the themes revealed that attachment to cultural heritage such as landed properties, cultural life, and practices and economic and indigene dominance were factors driving ethnic marginalisation. The study further found that ethnic marginalisation and indigene-settler problems influenced the emotional and psychological wellbeing and functioning of university lecturers in the selected institutions. The findings also revealed that protests and problems among ethnic groups resulted from the activities of indigenes and settlers when placed in positions of authority (e.g., biased way of recruiting, removing, and promoting ethnic members). The study concludes that there is a need for an integration programme with a practical implementation strategy to ensure peaceful coexistence of ethnic groups within the universities.

E. C. Igbafe

Exploring Ethnic Marginalisation and Indigene-Settler Problems in University Life in Nigeria

The influence of service quality on organizational performance has captured a greater attention in corporate and academic world. The public universities in Malaysia are no different than such corporate world in terms of quality, services, and outcome. Hence, investigation of the influence of academic service quality on the organizational performance in public universities in Malaysia is the key attention of this study. A survey was conducted by drawing a sample of 435 international students from three public universities in Malaysia, by using a questionnaire developed by modification of SERVQUAL. The modified questionnaire assessing academic service quality comprises of five dimensions such as academic resources, academic competence, skills development, attitude, and responsiveness. Data obtained were analyzed by using techniques such as principal component analysis, one-way ANOVA, correlation, and multiple regression. Results indicated that the three universities provided the same level of academic service quality. It was also found that all the five dimensions of academic service quality significantly influenced the organizational performance. This study concludes by advocating the need of comparative studies between public and private universities in Malaysia and across countries.

Sailesh Sharma

Saleh Al Sinawi

Organizational Performance Influenced by Academic Service Quality: An Investigation in Public Universities in Malaysia

Single best answers (single choice, SC) are the classical tools used in medical examinations on all levels of education. In contrast, very short answer (VSA) probably requires sound prior knowledge and deeper learning than SC, and VSA should make cueing and guessing impossible. Hence, in a basic pharmacology course, we wanted to compare the SC and VSA formats directly at the end of the course and one year later. Medical students (<i>n</i>&#x2009;&#x3d;&#x2009;211) were given a formative online test. Two groups were randomly formed (A and B). Participants in group A were first given fifteen single choices (one out of five) pharmacology questions and thereafter fifteen very short answer questions (open question which were to be answered online and semiautomatically assessed). Very similar questions with regard to learning objectives but in opposite order were given to group B. After one year, about half of students from group A were again given the very same questions (AA) or the opposite questions (AB). Likewise, group B was again tested with the opposite questions (BA) or the same (BB). The SC questions in groups A, AA, AB, B, BA, and BB were in sum easier to answer than the corresponding VSA questions. Repeating the test after one year with the same students increased retention of right answers by about 1.5 points. In summary, direct comparison questions in the VSA format are more difficult for our students to answer than questions in the SC format, conceivably because cueing and guessing are eliminated. Knowledge retention is present by repeating the very same examination format online. Retention of knowledge is higher when starting with VSA (group B) both for a subsequent SC format or a VSA format. These data would argue for more use of the VSA format at least in pharmacology examinations.

Joachim Neumann

Stephanie Simmrodt

Holger Teichert

Ulrich Gergs

Comparison of Online Tests of Very Short Answer versus Single Best Answers for Medical Students in a Pharmacology Course over One Year

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<p><em>Education Research International</em> considers scholarly, research-based articles on all aspects of education, aimed at facilitating the global exchange of education theory.</p>


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<p><em>Education Research International</em> maintains an Editorial Board of practicing researchers from around the world, to ensure manuscripts are handled by editors who are experts in the field of study.</p>


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Education Research International - Table of contents 2021

Education Research International | Hindawi

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Education Research International considers scholarly, research-based articles on all aspects of education, aimed at facilitating the global exchange of education theory.

Education Research International