There is a perception that war and illiteracy have created a gap in knowledge on parenting amongst parents in developing countries in general, but especially in post conflict countries such as Afghanistan. This knowledge gap may have subsequent negative effect on the future generations. There is also concern that parents in developing countries may not be open to receiving modern theories of childrearing. Therefore, the objective of this study was to conduct a needs assessment survey of Afghan parents with two specific aims: to estimate the need for knowledge on modern theories of early childhood development, and to determine if Afghans are open to receiving modern theories of early childhood development using technological advances such as learning through mobile phones. A survey questionnaire was designed and distributed amongst 240 families in Afghanistan. Results of the survey demonstrated a clear need for education of parents in Afghanistan, and proved that women and illiterate populations are at a disadvantage to receive this type of information. Moreover, the study demonstrated that Afghan families are open to receiving information on childrearing and that knowledge dissemination through technological advances will be acceptable.
Abstract:The evolution in patient simulation as educational tool is being driven by a number of factors. Priority of patient safety, patient availability, and the ever increasing body of medical knowledge presents new challenges to curriculum planners. Student's satisfaction is an important element of the investigation of simulation learning environment efficacy. There are suggestions that student satisfaction may have some correlation with self-confidence and learning achievement. This is a prospective exploratory study that evaluates learners' satisfaction with simulation learning environment and self-conference utilized satisfaction with SSE (simulation experience scale) and pre and post simulation test for learning achievement. Participants was third-year medical students (n = 45) participating in their regular simulation-based session at Center of Excellence for Simulation Education and Innovation (CESEI), University of British Columbia. A comparison between pre-and post-test results was conducted on the basis of t-test for related samples. Correlation was used to explore the relationships among students satisfaction with the simulation environment and students' self-confidence and achievement. The simulation exercise, completed by 45 students, increased correct test answers on average from 72% to 89% (P-Value < 0.0001 by paired t-test). Increases in test results were between pre-and post-simulation identical multiple choice questions. The mean score for satisfaction with simulation environment items was 4.47, SD (0.45), using a 5-point Likert scale with 5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, and 1 = strongly disagree. The mean score for self-confidence in performing BLS, evaluating and managing acute cardiac patient was 3.83, SD (1.02). For evaluating the relationship between students satisfaction with simulation learning environment and learning achievement, bivariate analysis revealed a significant positive relationship between satisfaction with simulation learning environment and learning achievement (Pearson r = 0.80, P-Value < 0.01). The magnitude or strength of the correlation coefficient (r = 0.80) indicated satisfaction with simulation environment and learning achievement have a strong effect and positive correlation. Simulation learning environment for medical students is effective in improving students' overall comprehension and better learning achievements. Furthermore, students' basic clinical skills are improved associated with higher self-confidence.
Neglect of children's holistic development between the ages of 0-7 may have serious consequences on society, particularly in post-conflict and/or developing countries. Based on our previous study and analysis of available literature, we utilized an M-Learning technology called LIVES (Learning through Interactive Voice Educational System) and designed a curriculum utilizing modern theories of multi-dimensional child development. The curriculum was implemented for 54 Afghan families. A pre-and post-multiple choice test was used to assess and compare knowledge of participants. Evaluation questionnaires and individual interviews were conducted to assess satisfaction levels with the program. Results demonstrated that LIVES was a suitable technology for this type of curriculum development and delivery. Curriculum on this subject was highly praised by participants and improved their knowledge significantly (p > 0.05). As an asynchronous education tool, LIVES is highly effective and less costly for mass education, particularly for those who are challenged by illiteracy and those populations isolated by geography or cultural relations, such as young mothers (girls in early marriages), and women in a male dominated society.
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