Introduction: Small group teaching has grown in popularity in medical education as it offers a dynamic and collaborative setting for learning. It improves the retention of knowledge and students thinking. Conflicting reports in literature regarding effectiveness of small group teaching vs didactic lectures. Aim and objectives: 1.To assess the effectiveness of small group tutorials versus didactic lectures 2.To know the Students' and faculties' perceptions regarding small group tutorials. Methods: Eighty final year MBBS students with informed consent were divided randomly into two groups. Two topics on head injury were taken in two sessions. In which pre and post assessment was done based on MCQs. In first session, one group was subjected to didactic lecture and the other group to tutorials followed by the cross-over in the second session. The same group of teachers took the didactic lectures and tutorials respectively. Perception of faculty based on likert scale taken. The data analysed in SPSS software using paired t-test. Results: There is a significant statistical difference in the pre-test and the post-test scores of each modality of teaching on the application of paired t-test (p-value <0.01). The gain (difference in pre and post test scores) through the two TL methods was also found to be statistically significant. Small group tutorial teaching was agreed upon by students and faculties more effective. Conclusion: The educational effectiveness of small group teaching as compared to didactic lecture was statistically significant and the perception of students and faculties was in favour of it.
Integrating IoT with Wireless Ad hoc Network (WANET) capabilities can solve several problems. However, because they both rely on identity nodes to communicate with each other, they are both vulnerable to Sybil attacks. Sybil attackers illegally change into several different identities (attackers) to carry out various malicious activities such as damaging data aggregation, voting, and disrupting routing. Several defense machineries have been proposed for Sybil attacks on WANET, which are mostly based on cryptography, location or position, network behavior, resource testing, and trust. However, the drawbacks are that not all machinery are suitable for use in networks with limited resources. This paper presents a survey, classification, and comparison of various defense machineries that have been proposed for non-IoT WANETs. The author emphasizes the issue of the advantages and disadvantages of this defense mechanism when applied to the IoT infrastructure and how each method can effectively recognize properties of Sybil attacks.
Introduction: The factual knowledge says that interactivity leads to better learning outcomes. MCI has recommended interactive and innovative teaching but it is rare to find studies that have emphasized on faculty development and so this research work is a step-stone in medical education. Aim and objectives: To compare the educational effectiveness of interactive lectures with didactic lectures as well as to acknowledge the preferred mode of teaching in a large group through the perception of students and faculties. Methods: Randomized controlled Trial with cross-over was conducted among the 7 th semester students (112) in RMCH, Bareilly for a period of 3 months. Each group (56) were taught interactive (by Think-Pair-Share, buzz groups, peer instructions, questioning) and didactic lectures respectively with cross-over. Pre and Post tests were conducted in each session using MCQs. Feedback from the students (112) and faculty (11) were filled subsequently using Likert's scale. The data was analyzed by using the SPSS and P values <0.05 considered significant. Results: Statistically significant difference (p <0.01) was found in pre-test and post-test scores of both groups. Also, the gain through the two was also found to be statistically significant (p-value <0.001). Interactive teaching in medical education was agreed upon by the students and faculties as a more active and better way of learning for attaining the specific learning objectives. Conclusion: Learning was enhanced through interactive lectures as compared to didactic ones and there was positive perception among students and faculties, so it is strongly recommended to train the faculty members in the various interactive methods but still further research is needed on a larger sample to improve external validity.
Quadrotor motion planning in complex environments leverage the concept of safe flight corridor (SFC) to facilitate static obstacle avoidance. Typically, SFCs are constructed through convex decomposition of the environment's free space into cuboids, convex polyhedra, or spheres. However, when dealing with a quadrotor swarm, such SFCs can be overly conservative, substantially limiting the available free space for quadrotors to coordinate. This paper presents an Alternating Minimization-based approach that does not require building a conservative free-space approximation. Instead, both static and dynamic collision constraints are treated in a unified manner. Dynamic collisions are handled based on shared position trajectories of the quadrotors. Static obstacle avoidance is coupled with distance queries from the Octomap, providing an implicit non-convex decomposition of free space. As a result, our approach is scalable to arbitrary complex environments. Through extensive comparisons in simulation, we demonstrate a 60% improvement in success rate, an average 1.8× reduction in mission completion time, and an average 23× reduction in per-agent computation time compared to SFC-based approaches. We also experimentally validated our approach using a Crazyflie quadrotor swarm of up to 12 quadrotors in obstaclerich environments. The code, supplementary materials, and videos are released for reference.
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