50-minute Lecture Research Articles

Unfolding micro-case studies: a strategy for better student engagement/understanding/recall of difficult concepts in didactic sessions

Abstract The most common teaching format in professional school is lecturing, i.e., Powerpoint presentation, which minimally engages students. However, engagement of students in the classroom has been shown to improve understanding and retention of material via assessment of previous knowledge, prediction and retrieval of information. Learning from real-world scenarios is a method that medical/dental students favor over lectures covering basic science as it helps them make connections among various taught topics. We have included very short case studies (micro-case studies) that unfold over time in 50-minute lecture sessions covering basic immunology. Basic concepts were first presented and a micro-case study developed over time to illustrate each taught concepts/details in a clinical setting. Students were asked prediction/retrieval questions about different portions of the session using a patient example. Students were provided with the micro-case study in its entirety at the end of each session, so they could use it to plug in the information learned during the session. The outcome of our study suggested that utilizing unfolding micro-case studies to illustrate basic immunology concepts is beneficial for the students in term of understanding and recalling the material better as well as enhancing student engagement as it can make challenging subjects more palatable. This format can be applied to any field and at any education level, including Graduate, Medical or Dental school.

Three-Dimensional Printing Model Enhances Correct Identification and Understanding of Pelvic Fracture in Medical Students

Understanding the anatomy behind a pelvic fracture can be a significant challenge to medical students. Recent advances in three-dimensional printing technology offers a novel approach to facilitate the learning of complex fracture. We have described here how the 3-dimension printing (3Dp) models can help medical students improve their understanding in and identification of pelvic fractures. One hundred students were randomized into 2 teaching module groups (with or without 3Dp models). Prior to randomization assignment, a 50-minute didactic lecture covering elementary knowledge of anatomy, Young-Burgess classification, and traumatic mechanism of pelvic fracture was delivered to all students. The 3Dp group received X-rays, CT images, and 3Dp models of the eight pelvic fractures during presentation, while the students in the control group only obtained X-rays and CT scans of the same 8 pelvic fractures. Young-Burgess classification system and injury mechanism of pelvic fracture, time for evaluation, and subjective questions were conducted to assess the learning outcomes. A medical student program based in a LevelⅠtrauma center PARTICIPANTS: One hundred students in their 4th year of a 5-year clinical medicine program (for a medical bachelor degree) RESULTS: Students receiving 3Dp model had a higher rate of identifying the correct pelvic fracture via Young-Burgess identification compared to these without 3Dp model. Moreover, the accuracy of identifying the injury mechanism was significantly higher in the 3Dp group than that in group without 3Dp model. Participant in 3Dp group had faster assessment time compared to the control group. Subjective survey results suggested that 3Dp model would increase the learning interest and enhance the understanding of pelvic fracture. In addition, majority of students (83%) reported that they would like to use 3Dp model in other surgical course education. 3Dp model increased the perceived accuracy of pelvic fracture identification and understanding of injury mechanism. Moreover, 3Dp model promoted the subjective interest and motivation of students in pelvic fracture learning. Therefore, 3Dp model can be considered as a valuable educational tool for learning pelvic fracture in medical students.

PSUN224 Resident Education for Improved Quality and Confidence in Inpatient Hyperglycemia Management

Abstract Background Hyperglycemia is widely prevalent in hospitalized patients and has been associated with adverse outcomes and increased mortality. Guidelines for inpatient management of hyperglycemia in non-critically ill adults are inconsistently implemented within our hospital system in a large academic center in New York. Thus, we strove to develop a formal curriculum for our internal medicine program to improve the level of confidence in trainees when managing inpatient hyperglycemia and to promote appropriate subspecialty consultation. Methods We designed a three-phase educational curriculum for internal medicine residents of all training levels. The first phase consisted of a pre-intervention questionnaire distributed online, examining the self-reported level of confidence and knowledge of hyperglycemia management in non-critically ill patients. The second phase consisted of a 50-minute lecture providing background on the prevalence and risk of inpatient hyperglycemia, standard guidelines for inpatient hyperglycemia management, appropriate insulin regimen initiation and adjustment and practice questions reviewed in real time. The third phase consisted of an online post-intervention questionnaire which, in addition to reassessing confidence and knowledge, examined change in individual confidence level in hyperglycemia management and the ability to recognize situations appropriate for endocrinology consultation. In the context of convenience sampling, all residents were eligible to participate in the second questionnaire independent of their participation in the first questionnaire or educational intervention. Results There were 57 total respondents for the pre-intervention questionnaire and 54 total respondents for the post-intervention questionnaire. 26 (48%) of the post-intervention questionnaire respondents completed the initial questionnaire and 22 (41%) attended the lecture. In examining confidence in managing inpatient hyperglycemia on a four-level scale (not comfortable, somewhat comfortable, comfortable, and very comfortable), there was an overall increase in percentage of "comfortable" responses (26% to 52%) with a subsequent decrease in "somewhat comfortable" responses (65% to 37%) when comparing post- to pre-intervention questionnaires. In addition, there was a higher percentage of "comfortable" responses in those who attended the lecture versus those who did not (59% vs. 47%). Furthermore, 21 of the 22 respondents who attended the lecture felt "more confident" in their ability to treat inpatient hyperglycemia. Lastly, those who attended the lecture were more likely to identify situations in which endocrinology should be consulted. Conclusion Currently, there is no formal longitudinal curriculum established for resident education in inpatient diabetes care and hyperglycemia management. The objective of this intervention was to identify and bridge the gap in practical knowledge and confidence level across all training levels. In a small sample size of residents, data revealed higher confidence in management and ability to recognize the necessity of endocrinology consults. Future research will focus on analyzing concrete data in a target unit to assess translation of the intervention to improved quality of inpatient glycemic control. Presentation: Sunday, June 12, 2022 12:30 p.m. - 2:30 p.m.

THE STUDY OF STUDENTS’ PREFERENCES FOR THE ORGANIZATION OF THE EDUCATIONAL PROCESS

Relevance. Currently one of the most problems for academic teaching staff members at the higher medical education institutions is the improvement of motivation, quality of education, and professional level of higher education students, studying according to the educational program of the second (master’s) level of higher education, the field of knowledge 22 Healthcare, the specialty 221 Dentistry, educational qualification the Master of Dentistry. The international students of Poltava State Medical University (PSMU) with the English form of education are the cohort with a wide range of various cultures, experience, personalities, and preferences and studying styles. It is necessary to take into account for the students’ educational needs aimed to strengthen of their motivation and learning outcomes.
 Methods and Material. To determine the students’ preferences regarding the learning strategies, we have developed a questionnaire in the English and the Ukrainian languages for monitoring. The first (A1) study group consists of 108 PSMU students of the 4th-5th year of study at the Dental Faculty with the English form of education. The second (A2) study group involves 50 students, citizens of Ukraine. The questionnaire has been composed of three sections. The first section contains the data on the student’s gender. The second part has been devoted to the organization of a lecture (the desired beginning of the lecture and its duration). The third section has been based on personal survey questions about the methodology of the lecture conduct: the multimedia presentation of the lecture has been made by the PowerPoint software, which was conducted by the option I – offline, the option II – online without providing a methodical lecture material in advance, and the option III – the online lecture with the provision of the material. The questions were answered by the students according to the 3-point Likert scale (1 person– agree, 2 persons – neutral, 3 persons – do not agree. The results were processed with MS Excel and analyzed by the online calculator using the Chi-square test.
 Results and Discussion. The study involved 108 PSMU international students of the English form of studying; there were 70 males (64.8%) and 38 females (35.2 %) among them.
 Based on the resulting data, we propose to take into account the opinion of international students with the English form of studying. They are to give preference to later time for lectures during the drawing up the schedule of lectures by the Department of Affairs, Education and research, and to introduce a flexible scale of lecture time depending on the semesters and the year of study.
 Our sresearch concerning the duration of lectures for the international students proved the priority advantage of a 40-minute micro-lecture. The preference has been given to a 30 and 50-minute lecture.
 Based on the results we propose to take into account the opinion of international students with the English form of studying who prefer the later time for lectures. The obtained results on the provision of premultimedia materials of lectures on the university’s website, in our opinion, allow international students to
 master the material in their free time, which improves the perception of lecture material during the lecture presentation, and use this material during practical classes and preparation for the semester session.
 Conclusions. Our studies have demonstrated that the optimal time of micro-lecture is 40 minutes, which completely coincides with the duration of the lecture at PSMU. Tutors-dentists should take into account the time of the day when they plan to conduct a lecture in accordance with the semester schedule for students of the 4th and 5th years of study. The survey shows that providing students with a complete informational lecture block in the form of PowerPoint presentations in advance, before the scheduled lecture, significantly improves the perception of the lecture.
 Preliminary acquaintance with the methodological material of the lecture allows ensure better acquisition of the material during the online lecture, and later the students have the possibility to prepare for a practical class and session.

Associating Synchronous and Asynchronous Remote Teaching Formats with Situational Interest and Motivation

In response to the global COVID-19 pandemic, instructors across the world faced the uncertainty and challenge of retaining student engagement after transitioning from face-to-face to emergency remote instruction. Yet, few studies have evaluated student interest and motivation in the various learning formats during emergency remote learning conditions. The current study examines student situational interest and situational motivation with three emergency remote teaching formats. In Fall 2020, a previously face-to-face introductory animal science course was taught fully-remote. Each week, students participated in a 50-minute synchronous lecture (SLec) together, a 50 minutes of asynchronous lecture (ALec), and a 70-minute synchronous lab (Lab). We assessed situational interest and situational motivation in SLec, Alec, and Lab during weeks 6 and 10. Using linear mixed effects modeling, students demonstrated greater situational interest, attention demand, instant enjoyment, novelty, and total interest in SLec and Lab compared with ALec. Intrinsic motivation was higher and external regulation was lower in Lab and SLec compared with ALec. Students reported greater amotivation and decreased identified regulation with the ALec compared with Lab. Our results, although limited to one course, suggest that synchronous remote formats are associated with greater student interest and intrinsic motivation compared with asynchronous formats.

A comparison of virtual and in-person instruction in a physical examination course during the COVID-19 pandemic.

To compare virtual and in-person physical examination (PE) learning among chiropractic students. Preexisting assessment data from 69 students enrolled in a Head and Neck PE course were analyzed for this study. The course comprised three 50-minute labs and one 50-minute lecture each week. Students had the option to attend the lab class in person or online. The virtual classroom was broadcasted simultaneously with the in-person class. Relevant class materials, including slides and videos, were available to all students on the learning management system. Student performance was evaluated through 8 weekly quizzes and 2 objective structured clinical examinations (OSCEs). Data for after-school practice and learning for each topic were also collected. Our results indicated that OSCE and weekly quiz scores were positively correlated with in-person class attendance (p = .000, r = .619 and p = .000, r = .488, respectively). Participants were broken down into 2 groups: (1) higher than 50% attendance rates and (2) 50% or lower attendance rates. The mean OSCE (p = .000) and quiz scores (p = .001) for group 1 (49.41 ± .72 and 22.48 ± 1.06) were significantly higher than those for group 2 (48.13 ± 1.30 and 21.22 ± 1.29). By contrast, the mean number of videos watched was lower for group 1 compared with group 2 (3.23 ± 2.61 vs 5.70 ± 3.35, p = .011). There were no significant differences in the number of practices between the 2 groups (p = .18). Students who participated in in-person PE learning outperformed those in virtual learning in this study.

Associating Synchronous and Asynchronous Remote Teaching Formats with Student Situational Interest and Motivation

In response to the global COVID-19 pandemic, instructors across the world faced the uncertainty and challenge of retaining student engagement after transitioning from face-to-face to emergency remote instruction. Yet, few studies have evaluated student interest and motivation in the various learning formats during emergency remote learning conditions. The current study examines student situational interest and situational motivation with three emergency remote teaching formats. In Fall 2020, a previously face-to-face introductory animal science course was taught fully-remote. Each week, students participated in a 50-minute synchronous lecture (SLec), 50 minutes of asynchronous lecture (ALec), and a 70-minute synchronous lab (Lab). We assessed situational interest and situational motivation in SLec, Alec, and Lab during weeks 6 and 10. Using linear mixed effects modeling, students demonstrated greater situational interest, attention demand, instant enjoyment, novelty, and total interest in SLec and Lab compared with ALec. Intrinsic motivation was higher and external regulation was lower in Lab and SLec compared with ALec. Students reported greater amotivation and decreased identified regulation with the ALec compared with Lab. Our results, although limited to one course, suggest that synchronous remote formats are associated with greater student interest and intrinsic motivation compared with asynchronous formats.

Impact of Pharmacist Education on Incoming Medical Residents.

Introduction: The graduating medical student transitioning to the role of a first-year medical resident is expected to know the proper medications and dosages for routine patient conditions. Pharmacists on an interdisciplinary health care team can be effective teachers of medical residents. Given the small amount of pharmacy-based education included in medical school curricula, it is important that medical residents have a basic foundation of pharmacotherapeutic knowledge. The purpose of this study was to assess the effectiveness of a pharmacist-led education session in improving medical resident pharmacotherapy knowledge. Methods: During orientation in 2016 to 2019, first-year medical residents completed an 8-item pre-test assessing their choices of medications and dosages on 8 patient conditions. A post-test assessing these same items was taken after a 50-minute lecture from a pharmacist experienced in resident education. First-year medical residents at a separate institution within the university system completed the pre-test only. Results: Overall, 243 medical residents received the lecture and took both tests and 170 medical residents at the other institution completed the pre-test only (100% response rate). Using descriptive statistics, the 2 groups of medical residents were comparable in age, gender, and scores on the pre-test. Medical residents receiving the lecture showed an average 32% point change improvement in performance on the post-test. The pharmacist-led lecture consistently received the highest ratings (4.7 ± 0.5 out of 5) from residents of all the orientation topics presented. Conclusions: A pharmacist-led education session increased the pharmacotherapy knowledge of first-year medical residents at their resident orientation. Medical residents value reinforcement of basic pharmacotherapy knowledge to start their training.

Student perceptions and performance in a traditional, flipped classroom, and online introductory soil science course

Innovative didactive strategies such as online learning and flipped classroom can improve student performance while maximizing university resources and personnel. Assessing how students perceive courses designed using these strategies, as well as perform within them, is becoming increasingly important. An introductory soil science course at a 4-year land-grant university was taught (1) face-to-face (FTF, n = 110) with one 50-minute lecture per week and a 2-hour lab twice per week, using (2) flipped classroom (FC, n = 31) design in which most instruction occurred online with a 2-hour lab once per week, and (3) fully and asynchronously online (OL, n = 23). Students completed an end of the semester survey designed to assess perceptions of course utility, the utility of course components, and engagement level in the course. Proportional odds regression models and log odds ratios were used to assess how student perceptions of and performance in this course were influenced by teaching method or student class standing. Class standing had the strongest influence on responses to perception and engagement questions, while teaching method minimally influenced responses to perception and engagement questions. Furthermore, students with the largest odds of expressing potentially less positive perceptions – in this case sophomores – also had the largest odds of performing poorly in the course. These results suggest that FC and OL are viable options which can extend university resources, impact, and accessibility, and that student perceptions of college courses, which in this study varied by class standing, can influence their performance. Supplemental data for this article is available online at https://doi.org/10.1080/10899995.2021.1965419

Preliminary Assessment of Outcomes From Restructuring an Undergraduate Animal Physiology Course to Adapt to the COVID‐19 Pandemic

In the Fall 2020 semester, faculty at colleges and universities across the United States changed course structures in many ways to adapt to the COVID‐19 pandemic. At our institution, a regional comprehensive open‐access university in the Midwest, campus was open for in‐person courses with specific COVID precautions in place. Faculty were given substantial flexibility in how they restructured their courses, within constraints of socially distanced classrooms and accessibility for students. In prior semesters, our upper‐division undergraduate animal physiology course met fully in‐person for three 50‐minute lecture periods and one 3‐hour lab period per week. In fall 2020, a previously planned shift to a 4‐day class week had led to a change to two 80‐minute lecture periods and one 3‐hour lab period per week. To align with COVID mitigation policies, the class was further restructured to a hybrid format as follows: For lecture, half of the students attended the first in‐person class meeting of the week, and the other half attended the second in‐person class meeting of the week. The same topics were covered in both in‐person sessions in a given week and all in‐person classes were recorded for asynchronous viewing by students who did not attend in person that week. The remaining lecture content was posted online via instructor‐produced video lectures, outside videos or animations, and online homework. For lab sessions, half of the students attended in‐person each week, and the other half were assigned activities to complete remotely, such as PhysioEx lab simulations, online documentary videos, or low‐tech hands‐on activities that could be completed at home. In the 8th week of the semester, students were surveyed about use of course resources and attitudes about the course and the fall semester in general. A high percentage of survey respondents reported that they “frequently” accessed recordings of live class sessions (14/20 respondents) and online‐only video lectures (17/21 respondents). Technology issues such as slow internet or device incompatibility were reported by 57% of respondents. In response to open‐ended questions about positives and negatives of the course structure, examples of positives included accessibility of class recordings and other materials, flexibility, and “COVID‐friendly”. The majority of negative comments about the course structure involved a general dislike of online learning. The course grade distribution was within the range of grade distributions from prior offerings of the course by the same instructor, suggesting that student learning was not significantly impaired by the change in course structure, although negative impacts on individual students cannot be ruled out. Course structure‐related comments on university student evaluation forms included “easy to maintain studies during quarantine” and “I actually really enjoyed the format”. In conclusion, the hybrid format for this course was generally well‐received by this group of upper‐division biology majors and represents a viable strategy for adapting a biology majors course to the COVID‐19 pandemic.

188 Teaching animal handling through classrooms and hands-on experiences

Abstract The dairy industry’s Farmers Assuring Responsible Management (F.A.R.M.) program expects annual employee training in cattle handling. Offering meaningful, accessible educational courses should be a priority of the industry as consumers demand quality care for cattle from farm to table when they make purchasing decisions. In response to this industry expectation, SDSU Extension offered multiple formats for cattle handling trainings. Methods used with University students and dairy employees to teach skills of proper cattle handling as it relates to quality products and animal well-being will be discussed. The objective is to evaluate knowledge gained and present outcomes learned from the trainings. In 2018, cattle handling and a brief introduction to the F.A.R.M. program was taught in an upperclassman Physiology of Lactation course (n=25 students) through two 50-minute lectures and one 2-hour hands-on cattle lab. Students were evaluated using multiple-choice questions as part of an exam. In 2019, one 50-minute lecture introducing the F.A.R.M. program and one 2-hour lecture/hands-on cattle lab on basic stockmanship skills was presented to the underclassman Introduction to Dairy Science course (n=27 students). Students were evaluated using a 10-question lab worksheet with multiple-choice, true-false, and short answer questions plus seven questions on a later exam. The same year, a pre and post evaluation quiz was implemented with farm employees for cattle handling trainings on a commercial dairy (n=19 employees). Students in 2018 had an average score of 79.43%, while students in 2019 had an average score of 93.60% on the lab worksheet and 84.26% on the exam questions. The employee average score on the pre-test was 78.95% and 87.89% on the post-test. Students scored well overall. Despite improvement in the post-test scores, employees scored high on the pre-test. Further evaluation of cattle handling teaching methods using strategic assessments is needed to better understand whether implementation of proper skills is occurring from the knowledge learned. Adding follow-up accountability may enhance implementation of consistent proper care and maintain consumer confidence in dairy products.

Developing a Telemedicine Curriculum for a Family Medicine Residency.

Telemedicine has rapidly become an essential part of primary care due to the COVID-19 pandemic. However, formal training in telemedicine during residency is lacking. We developed and implemented a telemedicine curriculum for a family medicine residency program and investigated its effect on resident confidence levels in practicing telemedicine. We designed a process map of the telemedicine visit workflow at the residency clinic to identify key topics to cover in the curriculum. We created a live 50-minute didactic lecture on best practices in telemedicine, along with a quick-reference handout. We distributed pre- and postintervention surveys to current residents (N=24) to assess the effect of the educational intervention on their confidence in practicing telemedicine. Fourteen residents (58% response rate) completed all aspects of the study including both surveys and participation in the educational intervention. Confidence levels in conducting telemedicine visits increased in three of five domains: (1) virtual physical exam ( P=.04), (2) visit documentation (P=.03), and (3) virtually staffing with an attending ( P=.04). Resident interest in using telemedicine after residency also increased following the educational intervention. Telemedicine requires a unique skill set. Formal education on best practices improves resident confidence levels and interest in practicing telemedicine. Primary care residency programs should incorporate telemedicine training to adequately prepare their graduates for clinical practice.

Eating to save the planet: Evidence from a randomized controlled trial using individual-level food purchase data

Meat consumption is a major driver of climate change. Interventions that reduce meat consumption may improve public health and promote environmental sustainability. We conducted a randomized controlled trial to examine the effects of an awareness-raising intervention on meat consumption. We randomized undergraduate classes into treatment and control groups. Treatment groups received a 50-minute lecture on how food choices affect climate change, along with information about the health benefits of reduced meat consumption. Control classrooms received a lecture on a placebo topic. We analyzed 49,301 students’ meal purchases in the college dining halls before and after the intervention. We merged food purchase data with survey data to study heterogenous treatment effects and disentangle mechanisms. Participants in the treatment group reduced their purchases of meat and increased their purchases of plant-based alternatives after the intervention. The probability of purchasing a meat-based meal fell by 4.6 percentage points (p < 0.01), whereas the probability of purchasing a plant-based meal increased by 4.2 percentage points (p = 0.04). While the effects were stronger during the semester of the intervention, dietary shifts persisted and remained statistically significant through the full academic year. Our study provides evidence that an intervention based on informing consumers and encouraging voluntary shifts can effectively reduce the demand for meat. Our findings help to inform the international food policy debate on how to counter rising global levels of meat consumption to achieve climate change goals. To our knowledge, our study is the first to assess the effectiveness of an educational intervention to reduce meat consumption using such high-quality data (i.e. individual-level food purchases) over a prolonged period.

The Desire To Move And Rest: Assessing Reliability And Validity Of The CRAVE Scale

PURPOSE: The CRAVE (Cravings for Rest and Volitional Energy Expenditure) Scale measures the intrinsic desire for movement and sedentary behaviors as assessed “right now”. The purpose of this investigation was to evaluate reliability and construct validity of the CRAVE scale before, during and after a university lecture. METHODS: The CRAVE Scale and Thayer Activation-Deactivation (AD) Checklist were administered to 41 students (mean age 22.5±5.1 years; 26.8% non-Caucasian; 24.4% female) around a 50-minute lecture. CRAVE: 13 items (7-Rest & 6-Move), 1-10 Likert scale, given pre-, mid- and post-lecture. AD Checklist: 20 items, 1-10 Likert Scale, measures perceived energy, tiredness, tension and calmness, only assessed pre-lecture. Lectures were at either 9AM, 12PM or 3PM. A linear mixed effects model was used to compare pre-, mid- and post-lecture CRAVE Scores across the day. Correlations were calculated to evaluate CRAVE and AD Checklist relationships. RESULTS: Desire to Move: significantly higher post-lecture compared to pre (32.2±2.0 vs. 27.5±2.0, p=0.007) and higher than mid (28.5±2.0, p=0.034). Desire to Rest: lower post-lecture compared to pre (28.3±2.8 vs. 33.4±2.8, p=0.016) and lower than mid (33.1±2.8, p=0.019). Cronbach alpha coefficients for pre-, mid- and post-lecture (desire to Move: 0.90, 0.94, 0.93, respectively; Rest: 0.89, 0.94, 0.93). Inter-class correlations: Move=.85; Rest=.90. The desire to move pre- and mid-lecture were similar at different times of the day. The post-class desire to move was significantly higher at 3PM compared to 9AM (44.0±16.6 vs. 28.11±12.2, p=0.019). There were no differences in desire to rest based on time of day. Desire to move at baseline was significantly associated with energy (r=0.38, p=0.018) and calmness (r= -0.47, p=0.003). Desire to rest at baseline was significantly associated with energy (r= -0.38, p=0.026), tiredness (r= 0.48. p=0.003). Tension was unrelated to either move or rest. CONCLUSION: The desire to move significantly increased while the desire to rest significantly decreased across a lecture period. Desires to move/rest were correlated with energy (positively and negatively), but move was most strongly associated with calmness and rest with tiredness. Finally, the CRAVE Scale showed high internal consistency.

O28 Utilization of a Teaching Kitchen Within a Nutrition Course to Reduce Food Insecurity Among College Students

Background Food insecurity among college students in the United States is high. Inclusion of teaching kitchens at the college level may enhance food security, but evidence of its potential impact is limited. Objective To evaluate whether a college course utilizing a teaching kitchen to teach basic nutrition concepts and cooking skills affected students’ food security. Study Design, Setting, Participants We used a pre-post pilot study design to assess whether participation in a semester-long nutrition course for undergraduate students at a public university reduced food insecurity. Course content included basic nutrition and cooking concepts, meal planning, food safety, and food budgeting. Students attended a faculty-led weekly 50-minute lecture followed by a 2-hour cooking class in a 9-station teaching kitchen on campus. This pilot study was implemented for 5 semesters. Measurable Outcome/Analysis Students completed an online questionnaire before and after taking the class. Past-month food security was assessed using the USDA six-item module where higher scores indicate food insecurity. We also measured attitudes and perceived self-efficacy in cooking abilities and eating more fruits, vegetables, and whole grains, and self-reported intake of these food groups. Descriptive statistics were used to describe the sample and outcome variables. The McNemmar's test (categorical variables) and paired t-test (continuous variables) were used to compare pre- and post-test data. Results A total of 216 students enrolled in the course, and 161 completed the pre and post questionnaire. Before the class, 48% were food secure and 52% were food insecure. After the class, food security increased to 70%, while food insecurity decreased to 30% (P Conclusion Including a teaching kitchen within a nutrition college class may enhance food security among students. Future research including a comparison group could ascertain causality. Funding None.

Development and Validation of a Bovine Castration Model and Rubric.

Veterinary students require deliberate practice to reach competence in surgical bovine castration, but animal availability limits opportunities for practice. We sought to create and validate a surgical bovine castration model consisting of a molded silicone scrotum and testicles to allow students to practice this skill without the use of live animals. We sought to validate the model and associated scoring rubric for use in a veterinary clinical skills course. A convenience sample of third-year veterinary students (n = 19) who had never castrated a bovine were randomized into two groups. The traditionally trained (T) group performed castration on a live bull calf after a 50-minute instructional lecture. The model-trained (M) group received the same lecture and a 2-hour clinical skills session practicing bovine castration using the model. All students were subsequently digitally recorded while castrating a live bull calf. Performance recordings were scored by an investigator blinded to group. Survey data were collected from the students and from expert veterinarians testing the model (n = 8). Feedback from both groups was positive. The M group had higher performance scores than the T group (M group, M = 80.6; T group, M = 68.2; p = .005). Reliability of rubric scores was adequate at .74. No difference was found in surgical time (M group, M = 4.5 min; T group, M = 5.5 min; p = .12). Survey feedback indicated that experts and students considered the model useful. Model training improved students' performance scores and provided evidence for validation of the model and rubric.

Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course.

Integration of active-learning approaches into increased-structure postsecondary classrooms significantly improves student academic outcomes. We describe here two parallel sections of Introductory Biology that shared learning objectives and content but varied in course structure. The large-enrollment traditional course consisted of four 50-minute lectures coupled with minimal active-learning techniques, while an increased-structure intervention course integrated multiple active-learning approaches, had limited enrollment, and comprised three 50-minute lectures combined with a fourth peer-led team-learning discussion section. Additionally, the intervention course employed weekly review quizzes and multiple in-class formative assessments. The academic impact of these two course formats was evaluated by use of common exam questions, final grade, and student retention. We showed that academic achievement and retention of participants enrolled in the intervention course was significantly improved when compared with the traditional section. Further, we explored whether promoting in-class student–student/student–instructor interactions and peer-led discussion sections fostered a greater sense of belonging. At the end of the course, participants in the intervention course reported greater perceptions of classroom belonging. Therefore, this study begins to characterize the importance of combining pedagogical methods that promote both academic success and belonging to effectively improve retention in science, technology, engineering, and mathematics majors.

Effectiveness of a brief information, motivation and behavioral skills program on stage transitions and lapse for individuals who use ketamine

ObjectiveChronic ketamine use is a significant public health and social problem in East and South East Asia and may lead to impairments in health and cognitive functioning. The study evaluated effects of an information, motivation and behavior skills (IMB) program on changes in motivational stage and ketamine use. MethodsKetamine using individuals residing in the City of Taipei were recruited (N = 395): 279 selected an IMB program consisting of a 1-day workshop of six 50-minute interactive sessions provided in small groups. The remaining 116 participants selected an education-as-usual (EAU) program consisting of a 1-day workshop of six 50-minute didactic lectures provided in a large group format. Motivational stage of change and ketamine knowledge were assessed before and after the interventions. Participants were followed one year later to assess their ketamine use status. ResultsNo significant difference in knowledge increase between the IMB and EAU groups (p = .59). The proportion of participants who transitioned from the contemplation to preparation motivational stages was greater in the IMB group than in the EAU group (p < .01). A significant difference in the rates of ketamine lapse during a one-year post intervention follow up was observed between the IMB (50%) and EAU (75%) groups (p < .01). ConclusionsInterventions based on IMB principles may be more effective in supporting motivational stage transition and in prevention of lapses to ketamine use as compared to currently offered standard drug education programs. Policy makers should consider including IMB interventions in their rehabilitation programs addressing ketamine use problems.

Knowledge and awareness of nonpharmacist salespersons regarding over-the-counter drug use in patients with chronic kidney disease in Japan.

IntroductionPatients with chronic kidney disease (CKD) depend on advice from healthcare professionals to avoid using unsuitable over-the-counter (OTC) drugs. Recently, qualified, registered nonpharmacist salespersons became licensed to sell OTC drugs in Japan. However, registered salespersons’ knowledge and awareness of precautions regarding unsuitable OTC drugs for use in patients with CKD are unclear.ObjectivesThis study aimed to clarify the awareness, knowledge, and implementation of precautions by registered salespersons regarding OTC drugs used by patients with CKD. Additionally, we evaluated the change of registered salespersons’ knowledge and awareness of this topic generated by a pharmacist intervention.MethodsA questionnaire survey and pharmacist intervention were applied to 175 registered salespersons. The intervention comprised a 50-minute lecture imparted by a pharmacist who was trained in nephrology. The knowledge, awareness, and implementation of precautions by participants with respect to nonsteroidal anti-inflammatory drugs (NSAIDs) and antacids were evaluated before and after the intervention.ResultsApproximately half of the registered salespersons reported previous experience with selling OTC drugs that were inappropriate for patients with CKD (NSAIDs, 48.0%; antacids, 39.7%). Few participants recognized the need to check renal function when selling those drugs to such patients (NSAIDs, 25.7%; antacids, 47.5%). The registered salespersons’ awareness and knowledge were significantly higher after the intervention than before it.ConclusionThe results indicate that before the intervention, the registered salespersons had low levels of awareness and knowledge regarding OTC drug use in patients with CKD despite having prior experience selling unsuitable OTC drugs. However, the pharmacist intervention improved the registered salespersons’ awareness and knowledge. The educational program for registered salespersons might be necessary to prevent inappropriate OTC drug use by patients with CKD.

A video game to supplement a hybrid principles of microeconomics course

In this article, the author describes the structure and content of a video game that she developed for a hybrid principles of microeconomics course that consists of two 50-minute lectures and a 50-minute online portion per week. The game comprises seven modules, each of which was assigned to be played during the course of the semester for the online portion of the class. The concepts covered in the game include the circular flow model, demand and supply, externalities, comparative advantage, types of market structure, sunk costs, and game theory, and the article explains in detail how the gameplay was related to these concepts. The game can be downloaded for either Windows or Mac computers, or played online at https://sites.google.com/site/gamesforecon/.