The primary aim of this study was to decrease the subjectivity of the Team Performance Observation Tool (TPOT) and determine the psychometric properties of this tool when using scenario-specific targeted behavioral markers (TBMs). We used a convenience sample of 47 physical therapy and 25 nursing students at an academic medical center who were organized in interprofessional teams of three to care for a simulated patient. The TPOT demonstrated satisfactory validity and reliability with the use of TBMs. We demonstrated significant correlations between the TPOT overall rating and two scenario-specific outcomes: (1) a negative correlation between the TPOT overall rating and the number of medical errors committed by the 24 teams (r = -0.531, p = 0.008) and (2) a positive correlation between the TPOT overall rating and a time-based functional outcome (r = 0.803, p < 0.001). We demonstrated substantial test-retest reliability (kappa = 0.707, p < 0.001), inter-rater reliability (kappa = 0.730), and good internal consistency reliability (Cronbach's α = 0.921). The results of our study support the use of scenario-specific TBMs to enhance the reliability and validity of the TPOT for use in the evaluation of team-based simulation scenarios. Further evaluation of the TPOT with TBMs from other simulation and training contexts is warranted.

The intra- and interband optical conductivities of a semi-Dirac system are determined. It was found that the conductivity in the linear direction is considerably stronger than the conductivity in the parabolic direction. For an electrical field applied along a non-principal axis, both the the longitudinal and transverse current are nonzero. Due to the anisotropy of the system, the transverse conductivity for an oblique applied field can exceed the longitudinal conductivity.

In this paper we establish the existence and uniqueness of weak solutions for the initial-boundary value problem of a general fourth-order parabolic equation. Our assumptions are much weaker than those in the literature.

The edited technique is of great importance in pattern recognition. The classical edited fuzzy technique use fuzzy k nearest neighbors(FKNN) to take out some useless samples which was classified erroneously in the editing process. In this paper, a proposed edited fuzzy k nearest neighbors based on threshold is developed, which not only consider the maximum membership value but also consider that whether the maximum value is bigger than the given threshold value. We use refer samples to classifier the test samples by FKNN, in which we not only select samples classified correctly but also consider the maximum membership value. That is, threshold value is used to take out some samples that was unreliable. Several comparisons are made between the proposed edited FKNN and the classical edited FKNN, which shown that the proposed method is better then the classical method.

We examine the design of error detection prompts which scaffold peer-feedback as a corrective process, rather than an error-identification task. After designing a series of these prompts, they were given to a class of students in an introductory physics course (treatment group). Students in the treatment group, in comparison to the control group, 1) were more successful at correctly identifying errors and providing more meaningful feedback to a fictional classmate, and 2) wrote more, and explained physics better on final exam questions. In addition, several students adopted a mentoring (tutor-tutee) identity when writing feedback.

BACKGROUND Due to the widespread of COVID-19, the emergency homeschooling plan has been rigorously implemented in China. OBJECTIVE This study aimed to investigate the experience and attitude of elementary school students and their parents towards online learning in China during the COVID-19 outbreak. METHODS A 16-item questionnaire was distributed to 867 elementary students and their parents at 10 days, and 141 elementary students and their parents 30 days after the first online learning course. The questionnaire comprised questions regarding the completeness of course and homework, effectiveness, reliability, and abundance of courses, the enthusiasm to take part in online learning, and the satisfaction of online learning. Sociodemographic data, like students’ grades and equipment for online learning, were recorded. RESULTS In terms of equipment, lower grade pupils were more likely to choose TV to execute their online learning. Most of the students had good enthusiasm for taking online learning courses. Most of the students couldn’t do well in the online learning class and homework after class. The majority of elementary school parents thought that the reliability, effectiveness, and abundance of online courses were perfect. In terms of satisfaction, most parents were satisfied with online learning courses, and the score was above 6 points. In consist of parents, most students were satisfied with online learning courses, and the score also was above 6 points. For future study, most parents or students hoped to return to face-to-face learning in our study. Compared with the first stage, the proportion of students completing courses and homework after class in the second stage decreased significantly. In terms of the validity and reliability of the course, compared with the first stage, the evaluation of parents on online courses in the second stage was lower. Parents and students’ satisfaction with online courses decreased in the second stage, but there was no statistically significant difference between the two stages. CONCLUSIONS Online learning can prevent the spread of infectious diseases, meanwhile allowing elementary school students to gain knowledge during the COVID-19 outbreak. Most enrolled elementary school students had full enthusiastic about participating in online learning. Both elementary school students and their parents were highly satisfied with online learning. In the initial phase of online learning, students were able to complete all online lessons and homework assignments after school very well. However, as time went on, the percentage of students who completed the courses and homework on time was decreased. Compared with the first stage, the satisfaction of students and their parents towards online learning decreased in the second stage. As soon as this happened, online learning remained an excellent form of education during the epidemic outbreak. To achieve better teaching results, some corrections need to be made to the lessons, such as making them more interactive.

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