Peer Reviewed Articles About Writing as a Tool for Learning
J Microbiol Biol Educ. 2015 May; 16(1): 21–28.
Case Report Teaching Method Improves Student Performance and Perceptions of Learning Gains†
- Supplementary Materials
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Appendix 1: Instance assessment questions used to assess the effectiveness of case studies at promoting learning
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Appendix 2: Student learning gains were assessed using a modified version of the SALG course evaluation tool
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Abstract
Following years of widespread use in business and medical instruction, the example study education method is condign an increasingly common teaching strategy in science educational activity. All the same, the current trunk of enquiry provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and speech skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a grade are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and educatee perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more than constructive than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and Deoxyribonucleic acid construction and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written advice skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should exist considered as a preferred method for teaching about a variety of concepts in science courses.
INTRODUCTION
The case study teaching method is a highly adjustable style of instruction that involves problem-based learning and promotes the evolution of analytical skills (8). Past presenting content in the format of a narrative accompanied past questions and activities that promote grouping word and solving of complex problems, case studies facilitate development of the higher levels of Blossom's taxonomy of cerebral learning; moving beyond remember of knowledge to analysis, evaluation, and awarding (1, ix). Similarly, case studies facilitate interdisciplinary learning and can be used to highlight connections betwixt specific academic topics and real-globe societal problems and applications (iii, ix). This has been reported to increase student motivation to participate in class activities, which promotes learning and increases performance on assessments (7, sixteen, nineteen, 23). For these reasons, instance-based pedagogy has been widely used in business and medical education for many years (4, 11, 12, 14). Although case studies were considered a novel method of science instruction just 20 years ago, the example study didactics method has gained popularity in recent years among an array of scientific disciplines such every bit biology, chemistry, nursing, and psychology (5–seven, 9, 11, 13, fifteen–17, 21, 22, 24).
Although at that place is at present a substantive and growing body of literature describing how to develop and utilise instance studies in scientific discipline education, current research on the effectiveness of case study education at meeting specific learning objectives is of express scope and depth. Studies accept shown that working in groups during completion of case studies significantly improves student perceptions of learning and may increase performance on assessment questions, and that the use of clickers can increase educatee appointment in example study activities, particularly among non-science majors, women, and freshmen (vii, 21, 22). Case study teaching has been shown to improve exam performance in an anatomy and physiology course, increasing the mean score beyond all exams given in a 2-semester sequence from 66% to 73% (5). Use of case studies was also shown to amend students' ability to synthesize complex belittling questions about the real-world issues associated with a scientific topic (vi). In a high school chemistry course, it was demonstrated that the case study teaching method produces pregnant increases in self-reported control of learning, task value, and cocky-efficacy for learning and performance (24). This effect on student motivation is important because enhanced motivation for learning activities has been shown to promote educatee appointment and bookish performance (nineteen, 24). Additionally, faculty from a number of institutions have reported that using instance studies promotes critical thinking, learning, and participation among students, especially in terms of the ability to view an issue from multiple perspectives and to grasp the practical awarding of cadre course concepts (23).
Despite what is known about the effectiveness of case studies in science didactics, questions remain nigh the functionality of the instance written report didactics method at promoting specific learning objectives that are important to many undergraduate biological science courses. A recent survey of teachers who employ case studies institute that the topics well-nigh frequently covered in full general biology courses included genetics and heredity, cell structure, cells and energy, chemistry of life, and cell cycle and cancer, suggesting that these topics should exist of particular interest in studies that examine the effectiveness of the case written report teaching method (8). However, the existing body of literature lacks direct evidence that the case study method is an effective tool for education nigh this collection of important topics in biology courses. Further, the extent to which case written report teaching promotes development of science communication skills and the ability to understand the connections between biological concepts and everyday life has non been examined, nevertheless these are core learning objectives shared by a variety of science courses. Although many instructors have produced example studies for use in their ain classrooms, the production of novel case studies is time-consuming and requires skills that not all instructors accept perfected. Information technology is therefore important to determine whether case studies published by instructors who are unaffiliated with a item course tin exist used effectively and obviate the need for each instructor to develop new case studies for their own courses. The results reported herein indicate that teaching with case studies results in significantly higher performance on examination questions about chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication than that achieved by course discussions and textbook reading for topics of similar complexity. Case studies also increased overall student perceptions of learning gains and perceptions of learning gains specifically related to written and voice communication skills and the ability to grasp connections between scientific topics and their real-world applications. The effectiveness of the case study teaching method at increasing bookish functioning was not correlated to whether the case study used was authored past the teacher of the course or by an unaffiliated instructor. These findings support increased use of published case studies in the pedagogy of a diversity of biological concepts and learning objectives.
METHOD
Pupil population
This study was conducted at Kingsborough Customs College, which is part of the City University of New York organization, located in Brooklyn, New York. Kingsborough Community College has a diverse population of approximately 19,000 undergraduate students. The student population included in this study was enrolled in the first semester of a two-semester sequence of general (introductory) biology for biological science majors during the spring, winter, or summer semester of 2014. A total of 63 students completed the form during this fourth dimension period; 56 students consented to the inclusion of their data in the report. Of the students included in the written report, 23 (41%) were male and 33 (59%) were female; xl (71%) were registered as higher freshmen and sixteen (29%) were registered as college sophomores. To normalize participant groups, the same student population pooled from three classes taught by the aforementioned instructor was used to assess both experimental and control teaching methods.
Class material
The four biological concepts assessed during this study (chemical bonds, osmosis and diffusion, mitosis and meiosis, and Dna construction and replication) were selected as topics for studying the effectiveness of case study teaching because they were the key concepts addressed by this item course that were most probable to exist taught in a number of other courses, including biological science courses for both majors and nonmajors at outside institutions. At the offset of this study, relevant existing case studies were freely bachelor from the National Center for Case Study Teaching in Science (NCCSTS) to address mitosis and meiosis and DNA structure and replication, merely published case studies that accordingly addressed chemical bonds and osmosis and diffusion were not available. Therefore, original case studies that addressed the latter two topics were produced equally office of this report, and case studies produced by unaffiliated instructors and published by the NCCSTS were used to address the one-time two topics. By the conclusion of this report, all iv case studies had been peer-reviewed and accepted for publication past the NCCSTS (http://sciencecases.lib.buffalo.edu/cs/). Four of the remaining cadre topics covered in this class (macromolecules, photosynthesis, genetic inheritance, and translation) were selected as command lessons to provide command assessment information.
To minimize extraneous variation, control topics and assessments were carefully matched in complication, format, and number with example studies, and an equal amount of course time was allocated for each case study and the corresponding control lesson. Instruction related to control lessons was delivered using minimal slide-based lectures, with emphasis on textbook reading assignments accompanied by worksheets completed by students in and out of the classroom, and small and large group discussion of cardinal points. Completion of activities and word related to all instance studies and control topics that were analyzed was conducted in the classroom, with the exception of the take-home portion of the osmosis and improvidence case study.
Data collection and analysis
This written report was performed in accordance with a protocol canonical by the Kingsborough Community College Human Research Protection Plan and the Institutional Review Lath (IRB) of the Metropolis Academy of New York (CUNY IRB reference 539938-1; KCC IRB application #: KCC 13-12-126-0138). Assessment scores were collected from regularly scheduled course examinations. For each case study, control questions were included on the same examination that were similar in number, format, bespeak value, and difficulty level, merely related to a different topic covered in the grade that was of similar complexity. Complication and difficulty of both case study and command questions were evaluated using experiential data from previous iterations of the course; the Bloom's taxonomy designation and corporeality of material covered by each question, too as the average score on similar questions achieved by students in previous iterations of the class was considered in determining appropriate controls. All assessment questions were scored using a standardized, pre-adamant rubric. Student perceptions of learning gains were assessed using a modified version of the Educatee Assessment of Learning Gains (SALG) course evaluation tool (http://world wide web.salgsite.org), distributed in hardcopy and completed anonymously during the last calendar week of the class. Students were presented with a consent form to opt-in to having their data included in the information analysis. Subsequently the course had concluded and last course grades had been posted, data from consenting students were pooled in a database and identifying data was removed prior to analysis. Statistical assay of data was conducted using the Kruskal-Wallis one-manner analysis of variance and adding of the R2 coefficient of conclusion.
RESULTS
Instruction with case studies improves performance on learning assessments, independent of instance study origin
To evaluate the effectiveness of the case study pedagogy method at promoting learning, student performance on examination questions related to material covered by case studies was compared with functioning on questions that covered material addressed through classroom discussions and textbook reading. The latter questions served as control items; assessment items for each case study were compared with control items that were of similar format, difficulty, and betoken value (Appendix 1). Each of the iv case studies resulted in an increase in examination operation compared with control questions that was statistically significant, with an average divergence of 18% (Fig. 1). The mean score on instance study-related questions was 73% for the chemic bonds case study, 79% for osmosis and improvidence, 76% for mitosis and meiosis, and 70% for Dna structure and replication (Fig. i). The hateful score for non-instance study-related control questions was 60%, 54%, lx%, and 52%, respectively (Fig. 1). In terms of examination operation, no significant difference between case studies produced by the instructor of the class (chemical bonds and osmosis and improvidence) and those produced by unaffiliated instructors (mitosis and meiosis and Deoxyribonucleic acid structure and replication) was indicated by the Kruskal-Wallis one-way analysis of variance. However, the 25% departure between the hateful score on questions related to the osmosis and diffusion instance written report and the mean score on the paired command questions was notably college than the thirteen–18% differences observed for the other example studies (Fig. 1).
Example written report educational activity method increases pupil performance on examination questions. Mean score on a set of examination questions related to lessons covered by case studies (black bars) and paired control questions of similar format and difficulty about an unrelated topic (white bars). Chemical bonds, n = 54; Osmosis and diffusion, northward = 54; Mitosis and meiosis, n = 51; DNA structure and replication, due north = 50. Error bars represent the standard fault of the mean (SEM). Asterisk indicates p < 0.05.
Case study teaching increases educatee perception of learning gains related to cadre class objectives
Student learning gains were assessed using a modified version of the SALG course evaluation tool (Appendix ii). To decide whether completing instance studies was more constructive at increasing student perceptions of learning gains than completing textbook readings or participating in class discussions, perceptions of pupil learning gains for each were compared. In response to the question "Overall, how much did each of the following aspects of the grade assist your learning?" 82% of students responded that case studies helped a "good" or "slap-up" amount, compared with 70% for participating in class discussions and 58% for completing textbook reading; only 4% of students responded that case studies helped a "pocket-sized corporeality" or "provided no help," compared with two% for class discussions and 22% for textbook reading (Fig. 2A). The differences in reported learning gains derived from the use of instance studies compared with class word and textbook readings were statistically significant, while the deviation in learning gains associated with class word compared with textbook reading was not statistically significant by a narrow margin (p = 0.051).
The case study teaching method increases student perceptions of learning gains. Student perceptions of learning gains are indicated by plotting responses to the question "How much did each of the following activities: (A) Aid your learning overall? (B) Improve your ability to communicate your knowledge of scientific concepts in writing? (C) Improve your ability to communicate your noesis of scientific concepts orally? (D) Help you empathise the connections betwixt scientific concepts and other aspects of your everyday life?" Reponses are represented equally follows: Helped a peachy corporeality (black confined); Helped a good amount (dark gray confined); Helped a moderate amount (medium gray bars); Helped a pocket-size amount (light gray bars); Provided no help (white confined). Asterisk indicates p < 0.05.
To elucidate the effectiveness of example studies at promoting learning gains related to specific class learning objectives compared with class discussions and textbook reading, students were asked how much each of these methods of content commitment specifically helped meliorate skills that were integral to fulfilling three principal form objectives. When students were asked how much each of the methods helped "amend your power to communicate cognition of scientific concepts in writing," 81% of students responded that case studies help a "good" or "neat" amount, compared with 63% for class discussions and 59% for textbook reading; simply 6% of students responded that instance studies helped a "small corporeality" or "provided no assist," compared with viii% for course discussions and 21% for textbook reading (Fig. 2B). When the aforementioned question was posed about the ability to communicate orally, 81% of students responded that case studies assistance a "good" or "great" corporeality, compared with 68% for class discussions and 50% for textbook reading, while the respective response rates for helped a "small amount" or "provided no aid," were 4%, half-dozen%, and 25% (Fig. 2C). The differences in learning gains associated with both written and oral communication were statistically significant when completion of case studies was compared with either participation in class word or completion of textbook readings. Compared with textbook reading, class discussions led to a statistically significant increase in oral but non written communication skills.
Students were and so asked how much each of the methods helped them "sympathise the connections between scientific concepts and other aspects of your everyday life." A total of 79% of respondents declared that instance studies help a "good" or "corking" amount, compared with lxx% for class discussions and 57% for textbook reading (Fig. 2D). Only 4% stated that example studies and form discussions helped a "small amount" or "provided no help," compared with 21% for textbook reading (Fig. 2d). Similar to overall learning gains, the use of example studies significantly increased the ability to understand the relevance of science to everyday life compared with class discussion and textbook readings, while the deviation in learning gains associated with participation in class discussion compared with textbook reading was not statistically significant (p = 0.054).
Pupil perceptions of learning gains resulting from example report instruction are positively correlated to increased operation on examinations, only independent of instance study author
To test the hypothesis that instance studies produced specifically for this form by the instructor were more effective at promoting learning gains than topically relevant case studies published by authors non associated with this course, perceptions of learning gains were compared for each of the case studies. For both of the example studies produced by the instructor of the course, 87% of students indicated that the case study provided a "expert" or "great" amount of help to their learning, and 2% indicated that the case studies provided "little" or "no" assist (Tabular array 1). In comparison, an average of 85% of students indicated that the case studies produced past an unaffiliated teacher provided a "good" or "peachy" amount of help to their learning, and four% indicated that the case studies provided "little" or "no" help (Table 1). The instructor-produced case studies yielded both the highest and lowest pct of students reporting the highest level of learning gains (a "not bad" amount), while example studies produced by unaffiliated instructors yielded intermediate values. Therefore, it can be concluded that the effectiveness of example studies at promoting learning gains is non significantly affected by whether or not the course instructor authored the case report.
TABLE 1.
Case studies positively affect student perceptions of learning gains about various biological topics.
| Case Study Topic | Case Study Author | Provided a Great Amount of Help | Provided a Proficient Amount of Help | Provided a Moderate Amount of Help | Provided a Small Corporeality of Help | Provided No Help |
|---|---|---|---|---|---|---|
| Chemic bonds | Yee and Bonney (25) | 37% | 50% | xi% | 2% | 0% |
| Osmosis and diffusion | Bonney (two) | 62% | 25% | 11% | 2% | 0% |
| Mitosis and meiosis | Herreid (x) | 52% | 39% | 5% | 4% | 0% |
| DNA construction and replication | Pals-Rylaarsdam (xviii) | 55% | 23% | 18% | 2% | 2% |
Finally, to determine whether performance on examination questions accurately predicts student perceptions of learning gains, mean scores on examination questions related to case studies were compared with reported perceptions of learning gains for those case studies (Fig. three). The coefficient of determination (Rii value) was 0.81, indicating a strong, but non definitive, positive correlation between perceptions of learning gains and functioning on examinations, suggesting that educatee perception of learning gains is a valid tool for assessing the effectiveness of example studies (Fig. 3). This correlation was independent of case study author.
Perception of learning gains just not author of instance study is positively correlated to score on related exam questions. Percentage of students reporting that each specific case study provided "a not bad amount of help" to their learning was plotted confronting the point difference between mean score on examination questions related to that case report and mean score on paired command questions. Positive point differences indicate how much higher the mean scores on case study-related questions were than the mean scores on paired control questions. Black squares correspond case studies produced past the teacher of the class; white squares correspond case studies produced past unaffiliated instructors. R2 value indicates the coefficient of decision.
Word
The purpose of this study was to test the hypothesis that teaching with instance studies produced past the instructor of a course is more effective at promoting learning gains than using case studies produced by unaffiliated instructors. This study also tested the hypothesis that the case study teaching method is more constructive than class discussions and textbook reading at promoting learning gains associated with iv of the nigh commonly taught topics in undergraduate general biology courses: chemical bonds, osmosis and improvidence, mitosis and meiosis, and Dna structure and replication. In addition to assessing content-based learning gains, development of written and voice communication skills and the power to connect scientific topics with real-globe applications was also assessed, because these skills were overarching learning objectives of this form, and classroom activities related to both example studies and command lessons were designed to provide opportunities for students to develop these skills. Finally, data were analyzed to determine whether performance on examination questions is positively correlated to pupil perceptions of learning gains resulting from example report teaching.
Compared with equivalent control questions about topics of like complexity taught using grade discussions and textbook readings, all four case studies produced statistically significant increases in the hateful score on test questions (Fig. 1). This indicates that instance studies are more effective than more than commonly used, traditional methods of content delivery at promoting learning of a variety of core concepts covered in general biology courses. The boilerplate increase in score on each exam item was equivalent to nearly two letter grades, which is substantial enough to elevate the average student performance on test items from the unsatisfactory/failing range to the satisfactory/passing range. The finding that there was no statistical deviation between case studies in terms of performance on examination questions suggests that example studies are equally effective at promoting learning of disparate topics in biology. The observations that students did not perform significantly less well on the first instance report presented (chemical bonds) compared with the other instance studies and that functioning on examination questions did not progressively increase with each successive case report suggests that the effectiveness of case studies is not direct related to the amount of feel students take using instance studies. Furthermore, anecdotal evidence from previous semesters of this course suggests that, of the four topics addressed past cases in this study, Deoxyribonucleic acid structure and function and osmosis and diffusion are the showtime and second most difficult for students to grasp. The lack of a statistical difference between instance studies therefore suggests that the effectiveness of a case study at promoting learning gains is not directly proportional to the difficulty of the concept covered. However, the finding that use of the osmosis and diffusion case study resulted in the greatest increment in exam performance compared with control questions and also produced the highest student perceptions of learning gains is noteworthy and could be attributed to the fact that information technology was the merely case report evaluated that included a hands-on experiment. Because the inclusion of a easily-on kinetic activity may synergistically enhance student engagement and learning and result in an fifty-fifty greater increase in learning gains than instance studies that lack this type of action, information technology is recommended that instance studies that incorporate this type of activity be preferentially utilized.
Educatee perceptions of learning gains are strongly motivating factors for engagement in the classroom and bookish functioning, and then information technology is important to appraise the effect of any teaching method in this context (19, 24). A modified version of the SALG course evaluation tool was used to assess student perceptions of learning gains considering information technology has been previously validated as an efficacious tool (Appendix 2) (20). Using the SALG tool, case report teaching was demonstrated to significantly increase educatee perceptions of overall learning gains compared with form discussions and textbook reading (Fig. 2A). Case studies were shown to exist particularly useful for promoting perceived development of written and oral communication skills and for demonstrating connections between scientific topics and real-world issues and applications (Figs. 2B–2D). Further, educatee perceptions of "great" learning gains positively correlated with increased performance on exam questions, indicating that assessment of learning gains using the SALG tool is both valid and useful in this course setting (Fig. 3). These findings also suggest that case study education could be used to increase student motivation and appointment in classroom activities and thus promote learning and performance on assessments. The finding that textbook reading yielded the lowest student perceptions of learning gains was non unexpected, since reading facilitates passive learning while the form discussions and case studies were both designed to promote active learning.
Importantly, there was no statistical divergence in student operation on examinations attributed to the 2 case studies produced by the teacher of the course compared with the 2 case studies produced past unaffiliated instructors. The average difference between the 2 instructor-produced case studies and the two example studies published past unaffiliated instructors was only 3% in terms of both the average score on examination questions (76% compared with 73%) and the average increment in score compared with paired command items (14% compared with 17%) (Fig. 1). Even when because the inherent qualitative differences of course grades, these differences are negligible. Similarly, the effectiveness of case studies at promoting learning gains was not significantly affected by the origin of the case study, every bit evidenced by similar percentages of students reporting "expert" and "corking" learning gains regardless of whether the case study was produced past the form teacher or an unaffiliated instructor (Tabular array 1).
The ascertainment that case studies published by unaffiliated instructors are just as constructive equally those produced by the instructor of a course suggests that instructors can reasonably rely on the utilize of pre-published case studies relevant to their grade rather than investing the considerable time and effort required to produce a novel case study. Instance studies covering a wide range of topics in the sciences are available from a number of sources, and many of them are free access. The National Center for Example Study Teaching in Science (NCCSTS) database (http://sciencecases.lib.buffalo.edu/cs/) contains over 500 example studies that are freely available to instructors, and are accompanied by teaching notes that provide logistical advice and additional resources for implementing the example written report, as well as a set of cess questions with a password-protected answer key. Case report repositories are likewise maintained by BioQUEST Curriculum Consortium (http://www.bioquest.org/icbl/cases.php) and the Science Case Network (http://sciencecasenet.org); both are bachelor for use by instructors from exterior institutions.
It should be noted that all case studies used in this study were rigorously peer-reviewed and accepted for publication by the NCCSTS prior to the completion of this report (2, 10, xviii, 25); the conclusions of this study may not employ to case studies that were not adult in accordance with similar standards. Because case study teaching involves skills such every bit creative writing and management of dynamic grouping discussion in a way that is not commonly integrated into many other teaching methods, information technology is recommended that novice case study teachers seek training or guidance before writing their kickoff case study or implementing the method. The lack of a difference observed in the use of instance studies from unlike sources should be interpreted with some caste of caution since only two sources were represented in this study, and each past just two cases. Furthermore, in an educational setting, quantitative differences in test scores might produce meaningful qualitative differences in form grades even in the absence of a p value that is statistically significant. For instance, in that location is a meaningful qualitative difference betwixt test scores that result in an boilerplate course of C− and exam scores that result in an average class of C+, fifty-fifty if there is no statistically pregnant difference between the two sets of scores.
In the future, information technology could be informative to confirm these findings using a larger cohort, by repeating the written report at different institutions with dissimilar instructors, by evaluating different case studies, and by direct comparing the effectiveness of the case studying pedagogy method with additional forms of didactics, such as traditional chalkboard and slide-based lecturing, and laboratory-based activities. Information technology may also be informative to examine whether demographic factors such every bit educatee age and gender attune the effectiveness of the case study teaching method, and whether case studies work as well for non-science majors taking a scientific discipline grade compared with those majoring in the subject field. Since the topical material used in this study is often included in other classes in both loftier school and undergraduate education, such equally cell biology, genetics, and chemistry, the conclusions of this report are directly applicative to a broad range of courses. Presently, it is recommended that the use of case studies in pedagogy undergraduate general biological science and other science courses be expanded, especially for the teaching of capacious problems with real-world applications and in classes where evolution of written and oral advice skills are key objectives. The utilise of case studies that involve easily-on activities should be emphasized to maximize the do good of this teaching method. Importantly, instructors can be confident in the utilise of pre-published case studies to promote learning, as there is no indication that the effectiveness of the case study instruction method is reliant on the product of novel, customized example studies for each class.
SUPPLEMENTAL MATERIALS
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Appendix ane: Example assessment questions used to assess the effectiveness of case studies at promoting learning
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Appendix 2: Student learning gains were assessed using a modified version of the SALG course evaluation tool
ACKNOWLEDGMENTS
This article benefitted from a President'due south Faculty Innovation Grant, Kingsborough Customs College. The author declares that at that place are no conflicts of interest.
Footnotes
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Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4416499/
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