Estimating Students’ Growth With Algebra Readiness Progress Monitoring Measures for Students With Math Learning Difficulties Within a Data-Based Individualization Professional Development Setting

Many school-based suicide prevention programs do not show a positive impact on help-seeking behaviors among emotionally troubled teens despite their being at high risk for suicide. This study is a secondary analysis of the Surviving the Teens(®) program evaluation to determine its effect on help-seeking behaviors among troubled youth. Results showed significant increases in mean scores of the Behavioral Intent to Communicate with Important Others Regarding Emotional Health Issues subscale (p < .0005) from pretest to 3-month follow-up. There was a significant increase (p = .006) in mean scores of the Behavioral Intent Regarding Help-Seeking Behaviors when Suicidal subscale from pretest to posttest, but not at 3-month follow-up. Also, there was a significant increase (p = .016) in mean scores in the item "I would tell an adult if I was suicidal" from pretest to 3-month follow-up. These findings suggest that the Surviving the Teens program has a positive effect on help-seeking behaviors in troubled youth.

Objective(s) The aim of this study was to evaluate antioxidant and hair growth activities of Buxus wallichiana Baill (Buxaceae). Materials and methods Petroleum ether, chloroform, methanol and aqueous extracts of Buxus wallichiana subjected to antioxidant activity by; 2, 2-diphenyl-1-picryl hydrazyl and nitric oxide methods. Methanol extract of Buxus wallichiana at 50, 100 mg/kg, ointment of methanol extract at 5 and 10% used for the evaluation of hair growth property. Results Methanol extract showed potential antioxidant activity. Methanol extract at 100 mg/kg showed consistent and significant increase in mean score of hair growth from day 3 to day 24. Whereas 50 mg/kg increased the mean score significantly, only from day 15 to day 24. When methanol extract at 10% applied topically, significant increase in mean hair score observed only from day 15, but at 5% showed considerable increase in mean hair score only from day 21 and 24, when compared to the control. Conclusion The result of this study suggests that Methanol extract of Buxus wallichiana possess good antioxidant and hair growth activity.

This paper reports findings from a Maker-based STEAM project, investigating how participation in Maker-based activities impact students' understanding of grade-level proportional reasoning state standards. In this pilot implementation, thirty students enrolled in iTEAMS, a semester-long Maker-based integrative STEAM course. Students worked in collaborative teams to complete three projects. Artifacts, final products, and oral presentations were collected from the Geometric Moving Art project and examined for the students' application of proportional reasoning standards and proficiency level demonstrated at the end of the project. Findings revealed that while pre- and post-assessments did not show a significant increase in mean scores, students demonstrated proficient understanding of proportional reasoning standards through their final products and oral presentations.

Levels of opioid physical dependence in heroin addicts

We explored the role of three math instructional practices by teachers (explicit instruction, guided practice, peer interaction) in predicting current Spanish and English reading comprehension and later Spanish and English math problem-solving performance of English learners (ELs). In this study, math was taught in Spanish. We had 26 teachers and 319 Spanish-speaking ELs from dual language classrooms. Of concern was whether the teachers’ use of these three practices in the first year of the study yielded significant predictions in ELs’ Spanish and English reading comprehension in the current year and math problem-solving accuracy in the subsequent years. Our multilevel modeling results indicated that math skills could predict reading performance and that early calculation in Spanish and English significantly predicted later problem-solving performance. The results also indicated a trade-off regarding the language of instruction and math ability. Further, such instructional practices were more likely to benefit ELs without learning difficulties in math (LDM) than those with LDM. These findings suggest that when teachers use the three instructional practices in early years, these practices need to account for the language of instruction and the continuum of student abilities related to math in order to better improve ELs’ problem-solving accuracy in later years.

This paper reports on a pilot study that examined the use of a science and technology curriculum based on robotics to increase the achievement scores of youth ages 9-11 in an after school program. The study examined and compared the pretest and posttest scores of youth in the robotics intervention with youth in a control group. The results revealed that youth in the robotics intervention had a significant increase in mean scores on the posttest and that the control group had no significant change in scores from the pretest to the posttest. In addition, the results of the study indicated that the evaluation instrument used to measure achievement was valid and reliable for this study.

This article was migrated. The article was not marked as recommended. Background: Non-accidental injury (NAI) is a significant paediatric issue that can have many damaging physical and psychological consequences. Early identification has proven to be key in preventing these, however cases continue to be missed regularly. This is often due to inadequate training and therefore improving undergraduate NAI teaching is essential to tackling this. E-learning is a well-established educational method effective in many areas but there has been little investigation of this in the field of NAI.Methodology: An interactive, case-based e-learning module was designed for medical students, focusing on recognition and management of NAI in different clinical scenarios. It includes case-based scenarios, formative assessment and images of various injuries. In order to measure its efficacy, students were required to complete the module as well as pre- and post-module tests with questions incorporating injury knowledge and recognition and management of NAI. Scores were analysed using t-testing and multivariate analyses.Results: There was a significant increase in mean score between the pre- (23.37/32) and post-module (25.55/32) tests. Mean recognition (77.63% to 85.84%) and management scores (54.07% to 92.83%) also improved. Interestingly, injury knowledge score decreased (79.91% to 60.37%). Previous child protection training and year of study were found to be predictive of both pre-module score and change in score after module completion.Discussion: Interactive, case-based e-learning improves medical students' ability to recognise and manage NAI. It appears to be more useful in areas of clinical decision-making than theoretical knowledge. It is particularly beneficial for students in their initial years of study, who are likely to have less prior knowledge than in later years. Surprisingly, the module benefits students with previous child protection training more than others. Further research is needed to examine how e-learning in this area can be adjusted to suit students with different requirements and better teach knowledge of injuries.

Descriptive Text is a kind of text with a purpose to give information. The context of this kind of text is the description of a particular thing, animal, person, or others, for instance: our pets or a person we know well. Unfortunately, the students feel hard to find out because no strategy or method to read descriptive text so makes the students boring. The objective of this research is to find out whether task-based learning teaching students’ reading comprehension of descriptive text to XI grade students of MA Darul Ihsan Cibungbulang Bogor. The research used a quantitative method with a quasi-experimental design by applying pre-test and post-test design. In this research, the writer only uses one class as the sample by using the purposive sampling technique. In collecting the data, the writer use tests as an instrument. The data was analyzed by using a t-test. The result of this research showed that using task-based learning method effective in teaching reading comprehension of descriptive text. It can be seen from the significance t-test from students’ pre-test and post-test scores that is 2.450&gt;2.056. Based on the statistical calculation, using task-based learning method reached t calculation of 2.450 which was higher than t table of 2.056 at a significance level of 5%. It also stated a significant increase in mean score between students’ pre-test score (51.8) and post-test score (80). The statistical hypothesis revealed that there were differences between both tests. Therefore, using the task-based learning method can be effective for students’ reading comprehension of descriptive text.

This research examined the effects of structured group supervision (SGS) on counsellors’ self-efficacy, counselling competency, and job involvement in Singapore. Twenty-one counsellors participated in six, 3-hour SGS sessions over 12 weeks with one qualified counselling supervisor. The counsellors had at least six months’ experience working as counsellors in schools or educational-related settings, such as student care centres. A single-group, before-after design was adopted. Pre- and posttest questionnaires were administered — Counselling Self-Efficacy Scale (CSES), Counsellor's Competence Self-Evaluation Scale (CCSS), and Job Involvement Scale (JIS) — to examine counsellor self-efficacy, counselling competency, and job involvement respectively. Paired-samplettests were used to examine the impact of SGS on the three measures, whereas the Pearson correlation was used to examine the relationships among them. It was found that there was (a) a significant increase in mean scores for pre- and posttest scores for counsellor self-efficacy and counselling competency, but not for job involvement after SGS; and (b) a significant positive correlation among the three variables. With a better understanding of the SGS and the impact on counsellors, supervision practices can be improved and school counsellors can become more competent and confident.

Background and PurposePhysiotherapists practicing at clinical placement sites assigned the role as clinical instructors (CIs), are responsible for supervising physiotherapy students. For CIs to role model evidence-based practice (EBP) they need EBP competence. The aim of this study was to assess the short and long term impact of a six-month multifaceted and clinically integrated training program in EBP on the knowledge, skills, beliefs and behaviour of CIs supervising physiotherapy students.MethodsWe invited 37 CIs to participate in this non-randomized controlled study. Three self-administered questionnaires were used pre- and post-intervention, and at six-month follow-up: 1) The Adapted Fresno test (AFT), 2) the EBP Belief Scale and 3) the EBP Implementation Scale. The analysis approach was linear regression modeling using Generalized Estimating Equations.ResultsIn total, 29 CIs agreed to participate in the study: 14 were invited to participate in the intervention group and 15 were invited to participate in the control group. One in the intervention group and five in the control group were lost to follow-up. At follow-up, the group difference was statistically significant for the AFT (mean difference = 37, 95% CI (15.9 -58.1), p<0.001) and the EBP Beliefs scale (mean difference = 8.1, 95% CI (3.1 -13.2), p = 0.002), but not for the EBP Implementation scale (mean difference = 1.8. 95% CI (-4.5-8.1), p = 0.574). Comparing measurements over time, we found a statistically significant increase in mean scores related to all outcome measures for the intervention group only.ConclusionsA multifaceted and clinically integrated training program in EBP was successful in improving EBP knowledge, skills and beliefs among CIs. Future studies need to ensure long-term EBP behaviour change, in addition to assessing CIs’ abilities to apply EBP knowledge and skills when supervising students.

To determine whether providing a biopsy marker informational handout to patients improves patient knowledge and comfort with receiving a marker. In this IRB-exempt prospective study, a patient educational handout on breast biopsy markers was developed. A questionnaire was created with four questions asking patients to self-evaluate their knowledge of biopsy markers and their comfort level with marker placement before and after reading the handout. Technologists distributed the educational handouts to patients presenting for a percutaneous breast biopsy under any modality from December 11, 2020, to April 23, 2021. Data from the completed questionnaires were entered into a database. Statistical analyses included paired t-test and Wilcoxon analyses. In total, 141 completed surveys were included in the analysis. The mean scores prior to reading the handout for knowledge and comfort were 2.59 and 3.40, respectively. After reading the handout, there was a significant increase in mean scores for knowledge and comfort (4.26 and 4.20, respectively) (P < 0.001). There was a 64% increase vs 23% increase for knowledge and comfort, respectively. Patient-assessed knowledge of biopsy markers increased significantly after reading our educational handout. Patient-assessed comfort with biopsy marker placement also increased significantly after reading the educational handout, though to a lesser degree than knowledge. Although not included in our study, use of an educational handout may impact patient acceptance of marker placement. Future directions may include quantitatively assessing the effect of the handout on time to consent for a biopsy or influence on acceptance of marker placement.

Predictors of knowledge, attitudes, use and future use of evidence-based practice among baccalaureate nursing students at two universities

Background and objective: Environmental school is the best setting for unintentional injury which is the leading cause of morbidity and mortality among children worldwide. So, emergency instances need first aid. The aim of this study was to evaluate the effect of child to child approach educational method on knowledge and practices of selected first aid measures among primary school children.Methods: Research design: A quasi-experimental research design was applied for this study. Setting: This study was carried out in two governmental primary schools in El-Massara Administration, Cairo Governorate, Egypt (Abobakr Elsedeak and Anas Ben Malek). Sample: A multi-stage random sample was used. The total number of children was 460 (both male and female). Tools: Two tools were used in this study: (1) An interview questionnaire to collect data about the studied children's socio-demographic characteristics, and their knowledge about first aid. (2) An observational checklist for assessing the studied children practices regarding first aid.Results: The current study revealed that, there were statistically significant increases in mean scores of all items as well as the total score of knowledge and practices after application of the child to child approach. There was a statistically significant positive association between knowledge and practice levels; good level of knowledge with adequate practice level showed higher prevalence (75.6%) than good level of knowledge with inadequate practice level (24.4%). Fair level of knowledge with adequate practice level showed higher prevalence (66.9%) than fair level of knowledge with inadequate practice level (33.1%).Conclusions: The application of the child to child approach increased children’s good level of knowledge and adequate practices related to first aid measures. The study recommended that the use of innovative methods of health education in teaching first aid for other sectors as in preparatory school students, as well as child-to-mothers and child-to-community, to promote children’s health.

BackgroundDoctors’ empathy: the understanding of patients’ experiences, concerns and perspectives, is highly valued by patients yet often lacking in patient care. Medical Humanities has been introduced within undergraduate curriculum to address this lack in empathy. There is a paucity of research on the impact of a course on medical humanities on the empathy of medical students, particularly in South Asia. Here we report on the impact of such an intervention in first-year medical students and aim to help outcome-based medical education and the evaluation and promotion of humanities within medical courses.MethodsThis study is a quantitative evaluation of student empathy before and after a Medical Humanities Module. The study employs the Jefferson Scale of Empathy-Student version (JSE-S). Participants were first-year medical students at Patan Academy of Health Sciences, Nepal. All cohort students were invited to participate and written consent was obtained. Data were collected both prior-to and on-completion-of, a six-week Medical Humanities Module. Pre- and post-module data were analyzed and the resulting empathy scores compared using the paired t-test or Wilcoxon signed-rank test. Subgroup analysis was undertaken to determine the association of the score with gender and preferred future speciality.ResultsSixty-two student responses were analyzed, 32 (52%) of whom were male. In the pre-module scores females had a slightly higher mean score than males:108 and 103 respectively. Participants who preferred people-oriented specialities also scored higher than those preferring procedure and technology-oriented specialities: 107 and 103 respectively. There was a significant increase in mean score for the entire class from pre-module to post-module: 105 to 116, p-value of < 0.001. Mean scores rose from 103 to 116 in males, and from 108 to 116 in females. Participants preferring procedure and technology-oriented specialities showed a significant increase in mean scores:103 to 117, and participants preferring people-oriented specialities demonstrated a smaller increase:107 to 111.ConclusionsThis study provides evidence of the impact of a Medical Humanities course for increasing medical student empathy scores at an institution in Nepal. Teaching of Medical Humanities is an important contributor to the development of empathy in medical students and its widespread expansion in the whole of South Asia should be considered.

Aims Helping Babies Breathe (HBB) is an evidence-based curriculum designed to teach basic neonatal resuscitation in low-resource countries. The aim of this study is to evaluate acquisition of knowledge and skills following HBB training in a rural district hospital in Rwanda. Method UK volunteers (1 Paediatric Registrar and 1 Paediatric nurse) working for Rwanda Neonatal Care programme collected baseline data using a scenario based objective structured clinical exam (OSCE) and bag valve mask ventilation skills test. Trainees’ skills and knowledge were evaluated using the same simulation scenario before, and 3 months after HBB training to assess retention of skills. All trainees included in the study had no previous HBB training or had completed training longer than 6 months previously. Four physicians and 9 midwives/nurses completed the HBB training package which included bag valve mask ventilation skills practice, 1 to 1 scenario drills, lectures emphasizing the importance of the Golden minute to ventilate, hypothermia awareness and assessment heart rate with consideration of continued resuscitation. Results Conclusion HBB training resulted in significant increases in mean scores for the OSCE scenario. Although there were fewer physicians assessed, their average score before HBB training was significantly lower than scores of previously untrained nurses or midwives. However, both groups improved their average OSCE scores significantly after training to 100% pass rate (2 tailed comparison of unpaired proportions p When evaluated 3 months after initial HBB training, OSCE scores showed significant gains in neonatal resuscitation knowledge and skills. Following training, nurses and midwives, who commonly perform these skills in real-life situations, were able to perform at a similar level to physicians. Further studies are necessary to determine how to sustain this knowledge and skills over a longer time period and whether this training translates into improvements in clinical practice.