technologie_educative_articles

Construction and validation of educational technology for family members of people with venous ulcers.

Thu, 01 Sep 2022 04:00:00 +0000

Revista Brasileira de Enfermagem; 09/01/2022
Objective: To build and validate an educational technology in the form of a booklet, aimed at the family members of people with venous ulcers to assist them in their care. Methods: A methodological study, which went through the stages of bibliographic survey and situational diagnosis for the construction of the booklet and validation of content, appearance, and adequacy with judges and the target audience. The Content Validity Index, the Suitability Assessment of Materials, and the Concordance Index were used. Results: In the validation with the content and appearance judges, the booklet showed an excellent overall Content Validity Index (tCVI=0.92). The technical judges evaluated the booklet as "superior" (average of 91%). The booklet underwent adjustments, and validation was performed with the target population, reaching an agreement rate higher than 75%. Conclusion: The educational booklet developed was validated for content and appearance and considered suitable for use by family members of people with venous ulcers.
(AN 156041577); ISSN: 00347167
CINAHL Complete

Production and use of educational technologies in nursing post-graduation.

Thu, 01 Sep 2022 04:00:00 +0000

Revista Brasileira de Enfermagem; 09/01/2022
Objective: To report, under the light of Gardner's Theory of Multiple Intelligences, the experience of students with advanced educational practices, involving the production and use of technologies in the postgraduation nursing course of the Universidade Federal de Pernambuco. Methods: Experience report of students from the post-graduation nursing program from the Universidade Federal de Pernambuco, about the production of knowledge using educational technology and the application of active methodologies in the teaching-learning process for face-to-face and distance teaching. Results: The post-graduate students participated in the educational process in a creative way, both during in-person and distance teaching. They created: domino games, educational videos, parodies, conceptual maps, virtual role-playing, an interactive quiz, among others. Final considerations: The experience of the students with the advanced educational practices, including the production and use of technologies in nursing post-graduation showed that the teaching-learning process can be innovative and planned to go beyond traditional methods.
(AN 156041581); ISSN: 00347167
CINAHL Complete

Production and validation of the short film Pés que te quero®: educational technology for people with diabetes.

Thu, 01 Sep 2022 04:00:00 +0000

Revista Brasileira de Enfermagem; 09/01/2022
Objective: To describe the production and validation of short film type educational technology for the prevention of diabetic foot ulcers. Methods: A methodological study focused on the validation of a short film. The construction of the film was carried out in three stages: pre-production, production, and post-production. Thirty-seven evaluators undertook the internal validation, divided into two groups of 31 proficient nurses and six from the communication area. Fifteen people with diabetes mellitus performed the external validation. Result: The nursing proficient validated the script with a total content validity index of 0.95, with internal reliability of 0.849 conferred by Cronbach's Alpha. Communication specialists validated with a content validity index of 0.97; and target audience with 0.95 (clarity) and 0.97 (relevance). Conclusion: The study showed that the short film is a valid and reliable educational technology to promote foot care to people with diabetes mellitus.
(AN 156041575); ISSN: 00347167
CINAHL Complete

Can teachers' digital competence influence technology acceptance in vocational education?

Fri, 01 Jul 2022 04:00:00 +0000

Computers in Human Behavior; 07/01/2022
Acceptance of technology in educational contexts is a relevant factor in determining teachers' intention to use digital tools in their teaching practice. However, the mechanism through which teachers' digital competence can influence or enhance their technology acceptance and use intention remains relatively unexplored, especially in the context of vocational education and training. The aim of this study is twofold: to evaluate the fit of the technology acceptance model (TAM) in the context of vocational education, and to examine the relationship between self-assessed teachers' digital competence belief and their acceptance of and intention to use technology in their classroom. Data were collected via a self-administered questionnaire and the responses of 2011 vocational teachers were analysed. Applying structural equation modelling, the results show that the TAM adequately explains teachers' intention to use digital tools in vocational education; further, there are positive and significant relationships between teachers' beliefs about their digital competence and their beliefs about technology ease of use and the perceived usefulness of technology in teaching; this latter, positively correlates with technology use intention. Understanding the factors interplaying with teachers' acceptance of technology and use intention is important for designing teacher training to enhance the successful integration of technology and to foster the connectivity between the different learning locations of vocational education. • Technology Acceptance Model explains vocational teachers' intention to use technology. • Perceived technology usefulness mostly influences the teachers' intention to use technology. • Teachers' Digital Competence Belief directly influences beliefs about technology. • Perceived usefulness mediates the effect of Digital Competence Belief on technology use intention.
(AN 155905479); ISSN: 07475632
CINAHL Complete

Higher education managers' perspectives on quality management and technology acceptance: A tale of elders, mediators, and working bees in times of Covid-19.

Wed, 01 Jun 2022 04:00:00 +0000

Computers in Human Behavior; 06/01/2022
The Covid-19 pandemic has emphasized the role of educational management information systems (EMIS) for quality management (QM) in higher education, and set new directions for post-pandemic studies. Successful implementation of QM processes depends largely on managers' perceptions about quality and educational technology. However, higher education managers' profiles regarding these quality perceptions and their EMIS acceptance have been insufficiently investigated so far. In response to this research gap, we identified such profiles based on a quantitative survey of N = 70 managers from Chilean higher education institutions during the Covid-19 pandemic. A cluster analysis revealed three distinct manager types: "Elders" (oldest participants, almost equally distributed across positions, with least frequent EMIS access, moderate EMIS acceptance, and highest QM perceptions), "Mediators" (in operational and middle-management positions, with moderately frequent access to EMIS, and lowest EMIS acceptance and QM perceptions), and "Working Bees" (younger females in operational positions, with most frequent EMIS access, highest EMIS acceptance, and moderate QM perceptions). Knowledge of these profiles may enable customized training in the recovery after the Covid-19 pandemic. • Covid-19 emphasized the role of educational management information systems. • Managers lead information systems usage for Quality Management during Covid-19. • We profiled managers based on quality perceptions and information systems acceptance. • We found three distinct manager types: "Elders," "Mediators," and "Working Bees". • These profiles allow customized manager training in recovery after the pandemic.
(AN 155526885); ISSN: 07475632
CINAHL Complete

What should we evaluate when we use technology in education?

Wed, 01 Jun 2022 04:00:00 +0000

Journal of Computer Assisted Learning; 06/01/2022
Background: There is a lack of critical or empirical work interrogating the nature and purpose of evaluating technology use in education. Objectives: In this study, we examine the values underpinning the evaluation of technology use in education through field specialist perceptions. The study also poses critical reflections about the rigour of evaluation instruments development in the educational technology field. Method: A total of 48 domain specialists were surveyed to investigate the face and content validity of 39 items under eight constructs, with both qualitative and quantitative data from the survey analysed. Results: There was an alignment between the constructs that the specialists felt were important and the constructs that have typically been the focus of empirical studies, with field specialists indicating high relevance scores for technology (M = 3.24/4), learning outcomes (M = 3.20/4), affective elements (M = 3.19/4), behaviour (M = 3.15/4), presence/community (M = 3.07/4), teaching/pedagogy (M = 3.01/4), design (M = 2.96/4), and institutional environment (M = 2.86/4). Only a minority of other studies were found to perform face and content validity checks and even then only with small samples of respondents (usually n ≤ 5). Implications: Specialists in educational technology research confirm that all eight dimensions are important to consider when evaluating the use of technology in education. Thorough face and content validity processes should be adopted when developing educational technology evaluation instruments. Further work has validated an eight factor 28 item instrument for evaluating the use of technology in education using a large sample of students from a global open learning online course. Lay Description: What is already known about this topic: Comprehensive evaluation of technology use is essential to make decisions on learning technology strategies.There is a lack of critical work interrogating how technology use is evaluated in education.There is a need for developing evaluation instruments in the educational technology field. What this paper adds: An examination of 48 field specialist perceptions of important constructs when evaluating technology use in education.Field specialists agreed that eight constructs identified in empirical studies were relevant to educational technology evaluation.Evidence of limited face and content validation processes based on previous empirical work.A comprehensive 39‐item instrument for evaluating technology use in education. Implications of study findings for practitioners: Adopt a broad range of constructs when evaluating the use of technology in education.Apply face and content validation processes involving a large sample of experts.Consider using the 39‐item instrument to evaluate educational technology use.
(AN 156451510); ISSN: 02664909
CINAHL Complete

Effects of a collaborative AR‐enhanced learning environment on learning gains and technology implementation beliefs: Evidence from a graduate teacher training course.

Wed, 01 Jun 2022 04:00:00 +0000

Journal of Computer Assisted Learning; 06/01/2022
Background: The unimaginable power of emerging technologies has transformed education in terms of content creation and instructional design. Due to high value of AR/VR in education, teachers of the 21st century are expected to empower themselves professionally to be able to utilize these technologies in their instructional practices. Despite detailed examination of teachers' readiness for using AR in terms of perceptions, attitudes, and beliefs, very few studies have incorporated AR in teaching theoretical courses of graduate teacher education programs by utilizing constructivist pedagogical strategies. Objectives: The current study investigated the impact of a collaborative AR‐enhanced learning environment on learning gains and technology implementation beliefs in a graduate teacher training course. Methods: Thirty‐one in‐service teachers participated in the study as the experimental (n=15) and control (n=16) groups. An AR app was developed for teaching 20 key concepts of the course Language Curriculum Design. The experimental group was instructed to work collaboratively with the app to learn the content, while the control group learned the concepts using the app in a lecture‐based class. Learning gains were assessed by midterm and final exams and a term project. Results and Conclusions: The results showed that the experimental group outperformed the control group in learning the content and completing the project; and they had more positive technology implementation beliefs at the end of the experiment. Also, the participants were found to have positive attitudes towards the educational and pedagogical values of AR; and if the curricular and situational constraints are removed, they are highly motivated to use AR in their classes. Implications: The findings demonstrated the feasibility of incorporating AR technology into teaching abstract concepts in Art and humanities disciplines; and how teacher educators can benefit from integrating a collaborative approach with AR technology to teach advanced courses. Lay Description: What is already known about this topic: Using AR would affect learning gains and motivation.AR is supported by constructivism and its learning principles including knowledge construction through discovery and experiential learning; active engagement in the learning process by collaboration and interaction among peers; and personalized instruction. What this paper adds: AR can be an effective tool for teaching and learning abstract concepts in humanities as it is in natural sciences and engineering fields of study.Integrating AR with sound pedagogical approaches such as collaborative learning would enhance the development of both lower and higher order thinking skills.When ICT is appropriately integrated into teacher training courses, in‐service teachers' beliefs about the pedagogical and educational values of technology are promoted. Implications for practice and/or policy: This study demonstrates the feasibility of incorporating AR technology in teaching abstract concepts with more mature learners.The study suggests that teacher educators can benefit from integrating a collaborative approach with AR technology to teach advanced courses.
(AN 156451511); ISSN: 02664909
CINAHL Complete

Emotional and cognitive effects of learning with computer simulations and computer videogames.

Wed, 01 Jun 2022 04:00:00 +0000

Journal of Computer Assisted Learning; 06/01/2022
Background: Previous work has identified that the benefits of learning with videogames and learning from simulations. However, recent meta‐analytic work has also identified that little research directly compares learning with videogames and learning with simulations. Objectives: This study examines two learning technologies and their corresponding pedagogical approaches and compares them for learning the Science, Technology, Engineering and Mathematics topic of electric charges. Methods: Participants were randomly assigned to either an intervention using a computer simulation for inquiry‐based learning or a computer videogame for game‐based learning. Their learning gains, self‐reported emotional state and experienced cognitive load were recorded. Results: We found that both learning environments improved conceptual learning, and there were no statistically significant differences between the two conditions. Participants did perceive the game‐based environment to be more engaging as well as more frustrating. We also found that cognitive load did not predict learning—however, different types of cognitive load correlated with different emotions. Overall, participants in both conditions were engaged and perceived understanding of the topic, yet they also experienced both confusion and task‐unrelated thoughts. Takeaways: When learning with simulations and videogames, educators need to align intended learning outcomes with pedagogical approaches enabled by technology. In addition, a balance between principles of multimedia learning to reduce or prevent extraneous processing, and scaffolding to reduce negative effects of learning with technology, need to be considered. Lay Description: What is already known about this topic: Research on the use of computer simulations for learning has identified positive learning effects regarding achievement outcomes, inquiry skills and noncognitive outcomes.Research on the use of videogames for learning has suggested learning benefits, such as improved working memory, development of creativity skills and achievement outcomes.Recent meta‐analytic work has identified that there is little research that directly compares learning with videogames and learning with simulations. What this paper adds: Learning benefits of difficult Science, Technology, Engineering and Mathematics (STEM) concepts may be different for game‐based learning (GBL) than inquiry‐based learning (IBL).Positive emotions can be experienced when learning via GBL than when learning via IBL.Students, who experience more positive emotions may also achieve higher learning gains.Students' cognitive load may be different when learning with GBL than when learning via IBL.Students experiencing high cognitive load (i.e., intrinsic and extraneous) may show lower learning gains.Students experiencing high cognitive load (i.e., intrinsic and extraneous) may show higher level of mind‐wandering, frustration, or confusion. Implications for practice and/or policy: Learning with simulated inquiry base environment and game base environment improved conceptual learning.GBL was more engaging and more frustrating for students, when learning with computer videogames.Cognitive load did not predict STEM learning with technologies.Different cognitive load correlated with different learning emotions.
(AN 156451518); ISSN: 02664909
CINAHL Complete

Predicting Breast Cancer Metastasis in Sentinel Lymph Node with Deep Learning Technology

Sat, 21 May 2022 08:21:06 +0000

Author Names: Zheng L.,Nguyen N.,Wang X.I.,Zhang S.,Ding J.,Sun H.

Database Source: Embase Daily Updates

Journal Title: Modern Pathology

Article Title: Predicting Breast Cancer Metastasis in Sentinel Lymph Node with Deep Learning Technology

Year: 2022

Issue: SUPPL 2

Volume: 35

Abstract: Background: Sentinel lymph node (SLN) biopsy has been widely used to assess axillary lymph nodes in patients with early breast cancer (BC). There is still a challenge on accurately and quickly determine the SLN status by histology screen alone. The objective of this study was to determine if deep learning could help. Design(s): From a retrospective cohort of invasive ductal carcinoma patients who received upfront surgical management, H&Estained SLN excisional biopsies slides were selected from 34 patients, 18 with positive findings (including macrometastasis and micrometastasis), and 16 with negative findings (including isolated tumor cells and negative). A positive slide and a negative slide (from a negative node), or two negative slides (for a negative case) were selected for each case to obtain a total of 68 digital wholeslide images (WSIs). Convolutional neural network algorithm was used to develop a breast cancer screening model. Forty representative images, 100x100 pixels in dimensions, were taken for each WSI in lymphocyte-rich area without tumor. A total of 2720 images were obtained from which 2160 (79%) were used for training the model, 240 (9%) for validation, and 320 (12%) for testing. For each test case, the predicted screen result is combined from the prediction for 5 images (at least 3 or more must agree), a process known as majority voting. Result(s): In this study cohort, there is no statistical difference between positive and negative groups regarding to patient age, tumor size, histologic grade, tumor infiltrating lymphocytes, ER, PR and HER2 status. Using this screening model, a 92% accuracy with 84.4% sensitivity, 100% specificity, 100% positive predictive value and 86.5% negative predictive value were achieved in separating patient to positive or negative group. Note that images from either positive or negative node in patients with metastatic carcinoma has similar results and both can predict the metastatic status. Conclusion(s): We developed a novel, digital pathology diagnostic model for BC screening in SLN with excellent results. Our findings of both positive and negative lymph node in patients with metastatic carcinoma having similar value in predicting metastatic status indicates the importance of tumor microenvironment in determining BC metastasis. This study provided a proof of concept for incorporating automated screening using digital microscopic images into pathology workflow to augment the pathologists' productivity.

Intentional Innovation in Educational Technology and Media to Promote Students' Holistic Development

Thu, 19 May 2022 08:27:41 +0000

Author Names: Lee M.,Witchel H.

Database Source: Embase Daily Updates

Journal Title: FASEB journal : official publication of the Federation of American Societies for Experimental Biology

Article Title: Intentional Innovation in Educational Technology and Media to Promote Students' Holistic Development

Year: 2022

Issue: Supplement 1

Volume: 36

Abstract: We consider how educational technology might promote students' holistic development. Based on a new edited book in the Methods in Physiology series, we contextualize how far technology has taken bioscience education, and also speculate on where technology needs to go. Technology, in conjunction with innovations in pedagogy, has profoundly influenced the experience of teaching and learning biology, and examples are provided, some familiar (e.g., video lectures in flipped classroom), and some emerging. Compared to the personal changes technology has wrought in students' experiences, past innovations in technology and pedagogy have led to group outcomes more weighted toward inclusivity, opportunities, and participation rates. This is welcome progress. For the future, we propose an intentional development of educational technology and media that supports holistic development of students as individuals. This goes beyond design-centered or market-driven research and focuses on student competencies and skills known to play a role in learning and professional maturity: social, metacognitive, and non-cognitive competencies such as team work skills, social behaviors, empathy, emotional regulation, and professionalism. The challenge is to use intentional innovation to achieve student learning of competencies, by leveraging what computers are particularly good at: timing, repetition, and vigilance. The expected result will probably involve learning with repetition, deeper learning with models, collaborative and cooperative learning, and self-regulated learning. We engage in serious discussion on the challenges and obstacles inherent in re-focusing media creation and educational technology innovation. We propose that intention should be the guiding approach toward a cohesive narrative of future developments. Copyright © FASEB.

The Use of Educational Technology in Undergraduate and Postgraduate Nursing and Midwifery Education: A Scoping Review

Thu, 19 May 2022 08:27:41 +0000

Author Names: Hernon O.,McSharry E.,MacLaren I.,Dunne R.,Carr P.J.

Database Source: Embase Daily Updates

Journal Title: Computers, informatics, nursing : CIN

Article Title: The Use of Educational Technology in Undergraduate and Postgraduate Nursing and Midwifery Education: A Scoping Review

Year: 2022

Issue:

Volume:

Abstract: Technology has become integral to our personal and professional lives. Its use is increasing in healthcare, both in clinical and educational settings, with healthcare institutions and regulatory bodies recognizing that technology is ever-present. The aim of this scoping review was to examine and quantify the current evidence concerning the use of educational technologies in undergraduate and postgraduate nursing and midwifery education. This review was guided by the JBI methodology for scoping reviews. A tailored search strategy was developed with a research librarian and a number of databases were searched. A total of 19 638 literature sources were screened by three reviewers. Literature published from January 2016 to December 2020 was included and limited to the English language. The reporting of the review process is guided by the Preferred Reporting Items for Systematic Reviews and Meta-analyses for Scoping Reviews checklist. This review provides an overview of the current use of educational technologies within nursing and midwifery education; it provides a list of the technologies used, the research methodologies and designs undertaken, and the educational theories, models or frameworks considered. The review highlights the wide range of technologies in use and the paucity of studies that are guided by an educational theory, model or framework. Copyright © 2022 Wolters Kluwer Health, Inc. All rights reserved.

The effectiveness of using virtual patient educational tools to improve medical students' clinical reasoning skills: a systematic review

Wed, 18 May 2022 08:19:10 +0000

Author Names: Plackett R.,Kassianos A.P.,Mylan S.,Kambouri M.,Raine R.,Sheringham J.

Database Source: Embase Daily Updates

Journal Title: BMC medical education

Article Title: The effectiveness of using virtual patient educational tools to improve medical students' clinical reasoning skills: a systematic review

Year: 2022

Issue: 1

Volume: 22

Abstract: BACKGROUND: Use of virtual patient educational tools could fill the current gap in the teaching of clinical reasoning skills. However, there is a limited understanding of their effectiveness. The aim of this study was to synthesise the evidence to understand the effectiveness of virtual patient tools aimed at improving undergraduate medical students' clinical reasoning skills. METHOD(S): We searched MEDLINE, EMBASE, CINAHL, ERIC, Scopus, Web of Science and PsycINFO from 1990 to January 2022, to identify all experimental articles testing the effectiveness of virtual patient educational tools on medical students' clinical reasoning skills. Quality of the articles was assessed using an adapted form of the MERSQI and the Newcastle-Ottawa Scale. A narrative synthesis summarised intervention features, how virtual patient tools were evaluated and reported effectiveness. RESULT(S): The search revealed 8,186 articles, with 19 articles meeting the inclusion criteria. Average study quality was moderate (M=6.5, SD=2.7), with nearly half not reporting any measurement of validity or reliability for their clinical reasoning outcome measure (8/19, 42%). Eleven articles found a positive effect of virtual patient tools on reasoning (11/19, 58%). Four reported no significant effect and four reported mixed effects (4/19, 21%). Several domains of clinical reasoning were evaluated. Data gathering, ideas about diagnosis and patient management were more often found to improve after virtual patient use (34/47 analyses, 72%) than application of knowledge, flexibility in thinking and problem-solving (3/7 analyses, 43%). CONCLUSION(S): Using virtual patient tools could effectively complement current teaching especially if opportunities for face-to-face teaching or other methods are limited, as there was some evidence that virtual patient educational tools can improve undergraduate medical students' clinical reasoning skills. Evaluations that measured more case specific clinical reasoning domains, such as data gathering, showed more consistent improvement than general measures like problem-solving. Case specific measures might be more sensitive to change given the context dependent nature of clinical reasoning. Consistent use of validated clinical reasoning measures is needed to enable a meta-analysis to estimate effectiveness. Copyright © 2022. The Author(s).

Production and use of educational technologies in nursing post-graduation

Wed, 18 May 2022 00:00:00 +0000

Rev Bras Enferm. 2022 Feb 25;75(5):e20210510. doi: 10.1590/0034-7167-2021-0510. eCollection 2022.

ABSTRACT

OBJECTIVE: To report, under the light of Gardner's Theory of Multiple Intelligences, the experience of students with advanced educational practices, involving the production and use of technologies in the postgraduation nursing course of the Universidade Federal de Pernambuco.

METHODS: Experience report of students from the post-graduation nursing program from the Universidade Federal de Pernambuco, about the production of knowledge using educational technology and the application of active methodologies in the teaching-learning process for face-to-face and distance teaching.

RESULTS: The post-graduate students participated in the educational process in a creative way, both during in-person and distance teaching. They created: domino games, educational videos, parodies, conceptual maps, virtual role-playing, an interactive quiz, among others.

FINAL CONSIDERATIONS: The experience of the students with the advanced educational practices, including the production and use of technologies in nursing post-graduation showed that the teaching-learning process can be innovative and planned to go beyond traditional methods.

PMID:35584424 | DOI:10.1590/0034-7167-2021-0510

Representation of professions in entertainment media: Insights into frequency and sentiment trends through computational text analysis

Wed, 18 May 2022 00:00:00 +0000

PLoS One. 2022 May 18;17(5):e0267812. doi: 10.1371/journal.pone.0267812. eCollection 2022.

ABSTRACT

Societal ideas and trends dictate media narratives and cinematic depictions which in turn influence people's beliefs and perceptions of the real world. Media portrayal of individuals and social institutions related to culture, education, government, religion, and family affect their function and evolution over time as people perceive and incorporate the representations from portrayals into their everyday lives. It is important to study media depictions of social structures so that they do not propagate or reinforce negative stereotypes, or discriminate against a particular section of the society. In this work, we examine media representation of different professions and provide computational insights into their incidence, and sentiment expressed, in entertainment media content. We create a searchable taxonomy of professional groups, synsets, and titles to facilitate their retrieval from short-context speaker-agnostic text passages like movie and television (TV) show subtitles. We leverage this taxonomy and relevant natural language processing models to create a corpus of professional mentions in media content, spanning more than 136,000 IMDb titles over seven decades (1950-2017). We analyze the frequency and sentiment trends of different occupations, study the effect of media attributes such as genre, country of production, and title type on these trends, and investigate whether the incidence of professions in media subtitles correlate with their real-world employment statistics. We observe increased media mentions over time of STEM, arts, sports, and entertainment occupations in the analyzed subtitles, and a decreased frequency of manual labor jobs and military occupations. The sentiment expressed toward lawyers, police, and doctors showed increasing negative trends over time, whereas the mentions about astronauts, musicians, singers, and engineers appear more favorably. We found that genre is a good predictor of the type of professions mentioned in movies and TV shows. Professions that employ more people showed increased media frequency.

PMID:35584111 | PMC:PMC9116627 | DOI:10.1371/journal.pone.0267812

Online Algorithm Design of English Translation of Film and Television Works under the Background of Media Cultural Information

Mon, 16 May 2022 00:00:00 +0000

Comput Intell Neurosci. 2022 May 4;2022:7057322. doi: 10.1155/2022/7057322. eCollection 2022.

ABSTRACT

As a carrier and medium of culture, film and television have richer cultural connotations and a mission of cross-cultural communication. The translation and dissemination of film and television works not only play an important role in enhancing understanding and communication between different countries, but also contribute to the social life and values of ordinary people. Influence is growing. In order to improve the media communication function of film and television works, this paper attempts to explain and discuss how subtitle translation uses these two translation strategies through the analysis of Chinese and foreign film and television dramas. Through the analysis of the specific translation process of film and television works, the author draws the conclusion that in order to achieve the specific translation purpose, the subtitle translation should be based on the author's intention, translation purpose, text type, and reader factors. This paper adopts a combination of qualitative and quantitative methods and selects suitable examples to explain or illustrate the phenomenon of film and television translation in the description and analysis process. The system designed in the paper is designed with the dissemination and evaluation of film and television works as parameters. The example in this study is that the author himself recorded it according to the Chinese and English subtitles on the screen when watching. Without personal modification, the selected films are officially official institutions, published or broadcast translations. This research focuses on the dialectical analysis and thinking of the collected corpus, so that the conclusions are more convincing than just giving some perceptual examples.

PMID:35571699 | PMC:PMC9095370 | DOI:10.1155/2022/7057322

Brief Educational Video plus Telecare to Enhance Recovery for Older Emergency Department Patients with Acute Musculoskeletal Pain: an update to the study protocol for a randomized controlled trial

Fri, 13 May 2022 00:00:00 +0000

Trials. 2022 May 12;23(1):400. doi: 10.1186/s13063-022-06310-z.

ABSTRACT

BACKGROUND: This update describes changes to the Brief Educational Tool to Enhance Recovery (BETTER) trial in response to the COVID-19 pandemic.

METHODS/DESIGN: The original protocol was published in Trials. Due to the COVID-19 pandemic, the BETTER trial converted to remote recruitment in April 2020. All recruitment, consent, enrollment, and randomization now occur by phone within 24 h of the acute care visit. Other changes to the original protocol include an expansion of inclusion criteria and addition of new recruitment sites. To increase recruitment numbers, eligibility criteria were expanded to include individuals with chronic pain, non-daily opioid use within 2 weeks of enrollment, presenting musculoskeletal pain (MSP) symptoms for more than 1 week, hospitalization in past 30 days, and not the first time seeking medical treatment for presenting MSP pain. In addition, recruitment sites were expanded to other emergency departments and an orthopedic urgent care clinic.

CONCLUSIONS: Recruiting from an orthopedic urgent care clinic and transitioning to remote operations not only allowed for continued participant enrollment during the pandemic but also resulted in some favorable outcomes, including operational efficiencies, increased enrollment, and broader generalizability.

TRIAL REGISTRATION: ClinicalTrials.gov NCT04118595 . Registered on October 8, 2019.

PMID:35550175 | PMC:PMC9096747 | DOI:10.1186/s13063-022-06310-z

A studyforrest extension, MEG recordings while watching the audio-visual movie "Forrest Gump"

Fri, 13 May 2022 00:00:00 +0000

Sci Data. 2022 May 13;9(1):206. doi: 10.1038/s41597-022-01299-1.

ABSTRACT

Naturalistic stimuli, such as movies, are being increasingly used to map brain function because of their high ecological validity. The pioneering studyforrest and other naturalistic neuroimaging projects have provided free access to multiple movie-watching functional magnetic resonance imaging (fMRI) datasets to prompt the community for naturalistic experimental paradigms. However, sluggish blood-oxygenation-level-dependent fMRI signals are incapable of resolving neuronal activity with the temporal resolution at which it unfolds. Instead, magnetoencephalography (MEG) measures changes in the magnetic field produced by neuronal activity and is able to capture rich dynamics of the brain at the millisecond level while watching naturalistic movies. Herein, we present the first public prolonged MEG dataset collected from 11 participants while watching the 2 h long audio-visual movie "Forrest Gump". Minimally preprocessed data was also provided to facilitate the use of the dataset. As a studyforrest extension, we envision that this dataset, together with fMRI data from the studyforrest project, will serve as a foundation for exploring the neural dynamics of various cognitive functions in real-world contexts.

PMID:35562378 | PMC:PMC9106652 | DOI:10.1038/s41597-022-01299-1

Project 80: a reproducible, student-driven framework for creating multimedia educational resources from primary literature

Fri, 13 May 2022 00:00:00 +0000

FASEB J. 2022 May;36 Suppl 1. doi: 10.1096/fasebj.2022.36.S1.L8013.

ABSTRACT

Natural science education resources traditionally teach only codified theory. While theory education is crucial, much of academic science takes place via scrutinizing contested scientific discourse. Due to such resources' content complexity, high school students are rarely exposed to current, debatable, and relevant science. In response, we introduce Project80: a systemic, student-run protocol to synthesize the latest primary literature in a sub-field into approachable, produced multimedia educational content. The protocol is run by a team of 7 students over the course of 1 month. Students running the protocol consume complex scientific literature, distill relevant data and findings, and synthesize a culminating product of audiovisual content to supplement existing biology and chemistry pedagogy. The system runs independently with limited faculty involvement. Our analysis indicates that the multimedia content created by this protocol will be relevant to roughly 30 courses locally at our institution and will have further extensions in secondary education beyond.

PMID:35555901 | DOI:10.1096/fasebj.2022.36.S1.L8013