Audiovisual Presentation Research Articles

Computer-Based Tutorial to Enhance the Informed Consent Process for Cataract Surgery in Serbian- or Turkish-Speaking Patients

Introduction: This study analyses if a translated version of the CatInfo tool increases the knowledge of Serbian- and Turkish-speaking patients about cataract surgery. Methods: In total, 61 cataract patients, literate in Serbian or Turkish, were randomly allocated into two groups. Via an interactive computer-based tool (“CatInfo”), patients either saw a detailed audio-visual presentation about cataract surgery (study group) or a “placebo” video (control group). Afterwards, all participants had a face-to-face discussion with an ophthalmologist. Immediately after the interview and on the day of surgery, all patients had to fill out a questionnaire including knowledge and demographic questions. Patients in the study group were further asked about their satisfaction with the CatInfo tool and the usefulness of such a device before other interventions. Results: Patients in the study group answered significantly more questions correctly compared to the control group, and this information gain remained stable over a 1-week period. There was a significant low negative correlation between educational level and the test results, whereas age and computer habits of the participants did not have an influence on correct answers. Satisfaction with the CatInfo tool was high in the Serbian and the Turkish group (96% and 84%, respectively), and 92% of Serbian patients as well as 62% of the Turkish patients rated that they could imagine to use such a device before any other surgery. Discussion/Conclusion: The translated version of the CatInfo tool improved patients’ knowledge, and this information gain remained stable until the day of the surgery.

FILM DOKUMENTER SEBAGAI MEDIA INFORMASI KOMPETENSI KEAHLIAN SMK NEGERI 11 SEMARANG

SMK Negeri 11 Semarang is a school that has four competency skills, namely Graphic Preparation, Graphic Production, Multimedia, and Animation. Every time they enter the beginning of the school year, school socialization and skills competencies are carried out to new students through the Student Orientation Period, using the lecture method from each of the Head of Skills Competencies. Researchers have created an attractive and informative audio-visual presentation media, packed with docudrama stories, namely documentary films. The results of validation tests conducted by expert experts and users show that the documentary films that have been developed by researchers fall into the very good criteria with a percentage of 93.75%. In addition, through the use of the 228 new students as respondents, it can be concluded that the documentary film developed by the author falls into the good criteria with a percentage of 61%.

Probing Phonological Processing Differences in Nonword Repetition for Children with Separate or Co-Occurring Dyslexia and Developmental Language Disorder

ABSTRACT We assessed nonword repetition (NWR) skills in 7–9 year-old children with dyslexia (dyslexia-only), developmental language disorder (DLD-only), co-occurring DLD+dyslexia, and typical development (TD) with a norm-referenced and an experimental task. The experimental task manipulated phonemic variability (dissimilarity among consonant phonemes within the nonword) and presentation modality (audio-only versus audiovisual) to probe potential phonological processing differences among the groups. Across tasks, the dyslexia-only and DLD-only groups performed similarly to each other and intermediately to the TD and DLD+dyslexia groups. In the experimental task, nonwords with low phonemic variability were produced less accurately in both modalities, and audiovisual presentation facilitated accurate repetition of low phonemic variability nonwords. A lack of a group interaction with phonemic variability or presentation modality suggests similarities, despite group differences, in how underlying phonological representations influence task performance. Overall, results suggest that poor NWR is associated with both dyslexia and DLD, and that co-occurrence compounds this difficulty.

A virtual simulation-based educational application about complementary and alternative medicine: A pilot study of nurses' attitudes and communication competency

BackgroundConventional healthcare professionals have insufficient knowledge about complementary/alternative medicine (CAM) and often lack competencies to overcome attitudinal barriers to communicate effectively with patients about CAM. Interacting with a virtual simulation-based educational application program may help nurses learn current evidence and acquire communication skills when consulting with patients. ObjectivesThe aim of this pilot study was to evaluate nurses' attitudes towards patients' CAM use and their competency in communicating with patients about CAM after interacting with a virtual simulation-based educational app. DesignA quasi-experimental study with one-group, pretest-posttest design. MethodsA total of 49 nurses volunteered to participate in the study. Participants interacted with a virtual simulation software app on a smartphone that included audiovisual presentations about CAM, 13 exercises, and a risk-benefit decision assessment. Data about nurses' attitudes and communication competency were collected at baseline and after completing the 13 exercises. Descriptive and comparative statistics were analyzed using the IBM® SPSS® version 22.0. ResultsBoth the nurses' attitudes about patients' CAM use and communication competency improved significantly following the completion of the 13 exercises. The risk-benefit decision scores correlated significantly with the increase in nurses' attitudes and their communication competency. ConclusionsUsing a virtual simulation-based educational app may help nurses not only increase their attitudes towards CAM but also increase their communication competency in consulting with patients about CAM use.

SMART INTEGRATION OF EVALUATION ACTIVITIES IN THE FRAMEWORK OF PHYSICAL OPTICS MOOC (MOOC UCA-002) OF THE MUN PLATFORM

Abstract. The MOOC of physical optics of the Morocco Digital University platform is intended mainly for students of the Moroccan universities and engineering schools. The first session took place during the period March-June 2019. This MOOC includes the physical optics program of the license in physical sciences. It contains pedagogically scripted videos, documents for integrated reading or download, audiovisual presentations of practical experiences, links to digital simulations, exercises, and evaluations. The proposed assessment is carried out in three stages. A reflexive self-assessment at the end of each video capsule. A formative/summative evaluation at the end of the week. A summative evaluation covering the entire content. Students of the Faculty of Sciences Semlalia, who followed the MOOC completely or in part, were able to improve their results of the final face-to-face exam. Learners, who have obtained an overall grade higher than 60%, can obtain a certificate of success of this MOOC issued by a national entity.

Increasing Mathematics Performance of Grade 8 Learners through Computer-Based Interactive Learning Activities

This study aims to determine the effectiveness of Computer-Based Interactive Learning Activities (CBILA) in Increasing Mathematics Performance of Grade 8 Learners. The pretest-posttest quasi-experimental design and purposive sampling technique were used. There were 80 heterogeneous learners involved in this study, 40 students in the CBILA group and 40 students in the Traditional Methods of Teaching (TMT) group. The experimental group was exposed to CBILA with guided learning materials that include activities and exercises in audio-visual presentations and interactive multimedia format. The scores were taken from the pretest-posttest of Quarter 4 Math 8 subject. Students’ performance in mathematics was described from the mean scores. A t-test analysis was conducted to determine the significant difference between the pretest and posttest scores of the two groups. Findings showed that before the conduct of the study, the two groups have the same performance at the beginning of the experiment. The posttest scores in the CBILA group were noted to be significantly better compared with those in the TMT group. The performance in Mathematics of the learners taught using CBILA was better than those students taught using TMT. The results of this study showed that technology-based teaching and learning when introduced to and utilized by learners were effective in increasing the mean percentage score. Hence, it is recommended to use CBILA in other learning areas to confirm the result of the experiment. Furthermore, CBILA can be implemented in other schools to supplement its effectiveness and to maximize its use in the future.
 Keywords: Computer-Based Interactive Learning, Traditional Method of Teaching, Mathematics Performance, Comparative Study

Design and feasibility of a novel program of cervical screening in Nigeria: self-sampled HPV testing paired with visual triage

BackgroundAccelerated global control of cervical cancer would require primary prevention with human papillomavirus (HPV) vaccination in addition to novel screening program strategies that are simple, inexpensive, and effective. We present the feasibility and outcome of a community-based HPV self-sampled screening program.MethodsIn Ile Ife, Nigeria, 9406 women aged 30–49 years collected vaginal self-samples, which were tested for HPV in the local study laboratory using Hybrid Capture-2 (HC2) (Qiagen). HPV-positive women were referred to the colposcopy clinic. Gynecologist colposcopic impression dictated immediate management; biopsies were taken when definite acetowhitening was present to produce a histopathologic reference standard of precancer (and to determine final clinical management). Retrospective linkage to the medical records identified 442 of 9406 women living with HIV (WLWH).ResultsWith self-sampling, it was possible to screen more than 100 women per day per clinic. Following an audio-visual presentation and in-person instructions, overall acceptability of self-sampling was very high (81.2% women preferring self-sampling over clinician collection). HPV positivity was found in 17.3% of women. Intensive follow-up contributed to 85.9% attendance at the colposcopy clinic. Of those referred, 8.2% were initially treated with thermal ablation and 5.6% with large loop excision of transformation zone (LLETZ). Full visibility of the squamocolumnar junction, necessary for optimal visual triage and ablation, declined from 68.5% at age 30 to 35.4% at age 49. CIN2+ and CIN3+ (CIN- Cervical intraepithelial neoplasia), including five cancers, were identified by histology in 5.9 and 3.2% of the HPV-positive women, respectively (0.9 and 0.5% of the total screening population), leading to additional treatment as indicated. The prevalences of HPV infection and CIN2+ were substantially higher (40.5 and 2.5%, respectively) among WLWH. Colposcopic impression led to over- and under-treatment compared to the histopathology reference standard.ConclusionA cervical cancer screening program using self-sampled HPV testing, with colposcopic immediate management of women positive for HPV, proved feasible in Nigeria. Based on the collected specimens and images, we are now evaluating the use of a combination of partial HPV typing and automated visual evaluation (AVE) of cervical images to improve the accuracy of the screening program.

Rhythm pattern discrimination by primary school students

Ascertaining the most effective modes of presenting rhythmic information to students is extremely important in order to facilitate rhythm training. This study examines the effects of different bimodal presentations of rhythmic information on the discrimination of rhythm patterns by primary school students. A 2 × 2 factorial design was conducted with two variables – audiovisual and audio-textual – each using two levels (static and dynamic). Four experimental conditions were designed: (1) static audiovisual, (2) dynamic audiovisual, (3) static audio-textual and (4) dynamic audio-textual. Data were collected by administering a rhythmic discrimination test to intact classes in second grade ( N = 83; 40 boys and 43 girls; 7–8 years old; medium socio-economic level) at two public primary schools from Comunitat Valenciana, Spain. Fourteen rhythmic patterns were presented to each group in each condition. Each pattern was played three consecutive times. The test consisted of comparing the third presentation of each pattern to the first two presentations – thereby exposing the sample pattern – and deciding whether the third was the same or not. The following covariates were measured: age, previous rhythmic skills, musicians in the family environment, out-of-school music studies and grades earned in music school classes during the previous year. The test scores show significant statistical differences between dynamic audiovisual and static audio-textual ( g = 1.25), as well as between dynamic audio-textual and static audio-textual ( g = .90). Furthermore, the audiovisual presentation mode was superior to its audio-textual counterpart ( g = .46) and the findings showed that the dynamic presentations were more effective than the static ones ( g = .69). The implications for teaching and learning rhythm are discussed.

Gender Differences in the Emotional Response and Subjective Sexual Arousal Toward Non-Consensual Sexual Intercourse: A Pupillometric Study

BackgroundGender differences in sexual response have targeted individuals' emotional appraisal of mainstream erotica. Yet, evidence reveals that men and women commonly endorse non-normative sexual interests, and no evidence has been collected on their emotional responses toward deviant sexual stimuli. AimThis study was aimed at evaluating gender differences in the emotional responses toward non-consensual sexual intercourse, thus revealing individuals' appraisal of non-normative sexual contents. In order to provide an initial background to interpret findings, this study further tested the association between individuals' emotional responses and sexual self-schemas (SSSs). Methods29 men and 45 women (all heterosexual) were voluntarily exposed to audiovisual presentations of non-consensual/physically forced sexual intercourse in a laboratory context. Markers of emotional response were collected by psychophysiological and self-report means. OutcomesPupil activation, namely pupil diameter ratio, during exposure to the video clips was captured with an eye tracker. Positive and negative emotions and subjective sexual arousal toward the clips were also collected. In addition, participants responded to the SSS scale assessing individuals' sexual self-perceptions. ResultsFindings revealed a small degree of gender differences. While men reported significantly more positive emotions toward the clip displaying a woman as recipient to non-consensual sex, no further differences were found. Also, participants revealed an increased pupil diameter ratio only in the first moments of the video clips. SSSs, including themes of aggression and power, were associated with men's emotional responses toward the clips, while no associations were found in women. Clinical TranslationDespite its preliminary nature, the current study provides evidence on the emotional mechanisms underpinning human sexual response, and may eventually translate to conceptualizing models with a focus on non-normative sexual behavior. Strengths & LimitationsTo our best knowledge, this is the first study researching gender specificities in the emotional appraisal of non-consented sex. Current findings may help to understand individuals' deviant sexual interests and establish a framework for future research in this area. However, it is worth noting that lack of previous research prevents the generalization of findings and limits our interpretation of data. ConclusionFindings revealed a small degree of gender differences in the emotional appraisal of non-consensual sexual intercourse, and suggested partial evidence in the relationship between sexual self-perceptions and emotional responses to forced sex.Carvalho J, Rosa PJ. Gender Differences in the Emotional Response and Subjective Sexual Arousal Toward Non-Consensual Sexual Intercourse: A Pupillometric Study. J Sex Med 2020;17:1865–1874.

The Judas Iscariot Syndrome and Its Implication for Accounting Educators

The study is qualitative and applied the appreciative inquiry approach to address the "Judas Iscariot syndrome" of misappropriation and wrong assumptions among accountants and treasurers. It is believed that Seventh-day Adventist universities integrate faith and learning in their educational curriculum to cause a behavioral change. There seems to be a gap between knowledge, values, and the practice of accounting and financial management. From the biblical perspective, Judas Iscariot was the treasurer among the twelve disciples of Jesus Christ, but he was said to be a thief (see John 12:4-6). This study utilized a semi-structured, self-developed, open-ended questions in interviewing ten accounting educators at Valley View University, Ghana from the Oyibi and Techiman campuses and based on the triangulation method and the 5-D cycle approach of appreciative inquiry (Define, Discover, Dream, Design, and Delivery). The study revealed that in order to generate positive change, self-discipline, truthfulness, and conscience to duty must be inculcated into the current accounting education to make the student dream to have contentment. The achievement of contentment is based on a design of biblical and ethical discussion, sharing of examples and personal experiences, truth writing and telling, and audiovisual presentation. The study recommends that accounting educators must live an exemplary life, mentor students, use ethical simulations and debates to instill self-discipline, truthfulness, and conscience to duty. A roadmap of Christian Behavior Change for Accounting Educators is developed.

Assessment of Prevalence and Psychosocial behaviour of Tobacco Addictive School going Children with Awareness for Deaddiction

Background: Tobacco addiction is an emerging as a big threat among children in developing countries and it is increasing day by day. Tobacco use is the world’s leading cause of death, accounting for 4.9 million deaths per year. Tobacco is addictive in all forms and causes behavioural changes and it increases the risk of cancer, heart attack, stroke, peripheral vascular disease, osteoporosis, chronic obstructive pulmonary disease, diabetes and adverse reproductive outcomes. So, it is necessary to find out addiction prevalence, problems and highlights possible role of Ayurvedic principles. Aim: To assess the prevalence and psychosocial behaviour of tobacco addictive school going children with awareness for deaddiction. Method: Study was conducted on 300 school students of age group 6 years to 16 years of Z.P. schools of Sawangi and Salod, Wardha, Maharashtra. Study was grounded on WHO Questionnaire Based Survey. Observation: Out of the 300 students, all 109 children-36% were taking smokeless tobacco in different forms and no one was taking smoke tobacco in the form of Bidi or Cigarettes. They were educated with hazardous effects of tobacco and counselled for deaddiction. Stopping sales of tobacco to children would be an important step. Conclusion: Prevalence of tobacco addiction-36% with 67% impact on psycho-social behavioral was observed which is much higher. They were fell apart from non-addictive students due to strong aroma of these products, also not actively taking part in other school activities due to lack of interest. The habit- forming impact was so aggravated that 82 % students were tried to give-up this habit but not succeeded, therefore, anti-tobacco educational sessions for parents, teachers and students were taken by audio-visual power point presentation.

P1082Validation of cardiologist-created, audiovisual education delivered via smart devices while awaiting outpatient consultation: optimising atrial fibrillation management through shared decision making

Abstract Background Atrial fibrillation (AF) is the most common cardiac arrhythmia worldwide and its management requires numerous complex decisions shared between patients and their treating cardiologist. However, apart from the restricted time within each consultation, there is limited opportunity to educate patients for optimising the shared decision making that can subsequently impact the effectiveness of their management. A relatively untested opportunity for education is while patients are awaiting cardiology outpatient consultation. This could be in part due to the lack of availability of educational material that is suitable for both patient management and satisfaction, or that the development process is often too time or resource-heavy for the respective cardiologist. Audiovisual educational material created by the cardiologist could potentially be better received by patients while awaiting outpatient consultation. Purpose To evaluate the effectiveness and efficiency of a cardiologist-created, audiovisual educational module in facilitating shared decision making for the management of AF. Methods The cardiologist developed 4 educational videos on AF that aimed to enhance patient knowledge for the following topics: (1) What is AF?, (2) AF Management, (3) Stroke risk and anticoagulation, and (4) Lifestyle modification. The videos were then combined into a web-based audiovisual module where they were viewed sequentially and accompanied by questions gauging patient experience. The module was delivered using Quick Response (QR) code scanning on smart devices to 115 patients with AF in the waiting room prior to cardiologist consultation. Feedback was recorded on 5-point Likert Scales or Visual Analogue Scales (VAS). Results Each video took an average of 3 minutes and 42 seconds for the cardiologist to record using minimal resources comprising of a smart device and a desktop computer for the cardiologist-narrated audiovisual presentation. On the Likert scales, 96.4% of responders were "very satisfied" with the individual videos, with only 0.8% of responses conveying dissatisfaction. The VAS ratings (0-100) were: Improving peri-consultation anxiety 89.93 +/- 9.62; Improving the patient’s decision making 85.86 +/- 16.71; Improving likelihood of long-term treatment adherence 87.30 +/- 12.27; Beneficial effect on patient experience from the cardiologist’s narration in the educational module 86.51 +/- 14.86. Conclusions The audiovisual educational module was created by the cardiologist in a time and resource-efficient manner. Patients responded positively to both the cardiologist’s narration and the content of the AF-specific videos. This approach was not only a beneficial utilisation of the patient’s waiting time prior to outpatient consultation, but also a simple, time and resource-efficient way that cardiologists themselves can provide patient education, and by extension optimise shared decision making in the management of AF.

4195 “Learning Shots” are an Innovative, Versatile Educational Tool for Clinical and Translational Science

OBJECTIVES/GOALS: To demonstrate how brief online audiovisual presentations, “learning shots”, informed by evaluation, can be used to quickly and effectively provide essential just-in-time research-related education in the complex and evolving world of clinical and translational science. METHODS/STUDY POPULATION: “Learning shots” are an educational tool, originally developed by the University of Virginia IRB for Health Sciences Research, that cover a broad spectrum of methodological, regulatory, and ethical topics in research. They are designed to be responsive to adult learners, a rapidly changing research environment, and the need for flexible offerings. Learning shots target different groups involved in research including clinical research coordinators, investigators, and trainees. A survey was used to assess the role of learning shots in meeting learning needs. Moving forward, continuous evaluation will occur through the addition of tracking and a short evaluation survey to each learning shot. RESULTS/ANTICIPATED RESULTS: The University of Virginia has an online library of over 30 learning shots. Learning shots are used to cover foundational topics (e.g. GCP) as well as more specialized topics (e.g. comparative effectiveness research). They can also be used to quickly respond to breaking issues (e.g. single IRB review). In an initial survey targeting University of Virginia clinical research coordinators, 54 (68%) of 79 respondents reported having viewed a learning shot. Among those who had, 41 (84%) of 49 respondents reported that learning shots were helpful to their learning needs. Continuous evaluation is expected to further inform how learning shots meet clinical and translational science education needs. DISCUSSION/SIGNIFICANCE OF IMPACT: Learning shots are an innovative and versatile educational tool for clinical and translational science that can be used to quickly and effectively convey important research information in response to an increasingly complex research environment and diverse learner needs.

The Power of Gaze in Music. Leonard Bernstein’s Conducting Eyes

The paper argues for the importance and richness of gaze communication during orchestra and choir conduction, and presents three studies on this issue. First, an interview with five choir and orchestra conductors reveals that they are not so deeply aware of the potentialities of gaze to convey indications in music performance. A conductor who was utterly conscious of the importance of gaze communication, however, is Leonard Bernstein, who conducted a performance of Haydn’s Symphony No. 88 using his face and gaze only. Therefore, a fragment of this performance is analyzed in an observational study, where a qualitative analysis singles out the items of gaze exploited by Bernstein and their corresponding meanings. Finally, a perception study is presented in which three of these items are submitted to expert, non-expert, and amateur participants. The results show that while the signal for “start” is fairly recognized, the other two, “pay attention” and “crescendo and accelerando” are more difficult to interpret. Furthermore, significant differences in gaze item recognition emerge among participants: experts not only recognize them more, but they also take advantage of viewing the items with audio-visual vs. video-only presentation, while non-experts do not take advantage of audio in their recognition.

A randomized controlled trial of a tablet-based intervention to address predonation fears among high school donors.

Prior studies have shown donation-related fear to be associated with decreased donor confidence and an increased risk for vasovagal reactions. This study examined the effects of a predonation intervention that provided fearful donors with suggestions for coping. Using a tablet-based application, high school donors (49.4% female) answered a question regarding their fear of having blood drawn. Those who reported fear were randomly assigned to either a control (n = 930) or an intervention (n = 911) group. Donors in the control group rated their confidence in dealing with their fear and then donated as usual. Donors in the intervention group received a brief audiovisual presentation on coping strategies, rated their confidence, and then donated as usual. A higher proportion of fearful versus nonfearful donors experienced a vasovagal reaction, even after controlling for other demographic and health predictors (OR, 2.3; 95% CI, 1.655-3.185, p < 0.001). Fearful donors who received the intervention reported greater confidence than controls, but the proportion of vasovagal reactions did not differ significantly between the intervention (6.1%) and control (6.8%) groups. Although the current tablet-based intervention may have some psychological benefit in that it was associated with greater donor confidence, the observed effect was small and did not translate into a lower risk for vasovagal reactions. However, greater confidence among young donors may lead to an increased willingness to donate again-a potential outcome that we will revisit among these donors as part of a planned 2-year follow-up.

Contributions of Voice and Nonverbal Communication to Perceived Masculinity-Femininity for Cisgender and Transgender Communicators.

Purpose The purpose of this study was twofold: (a) to identify a set of communication-based predictors (including both acoustic and gestural variables) of masculinity-femininity ratings and (b) to explore differences in ratings between audio and audiovisual presentation modes for transgender and cisgender communicators. Method The voices and gestures of a group of cisgender men and women (n = 10 of each) and transgender women (n = 20) communicators were recorded while they recounted the story of a cartoon using acoustic and motion capture recording systems. A total of 17 acoustic and gestural variables were measured from these recordings. A group of observers (n = 20) rated each communicator's masculinity-femininity based on 30- to 45-s samples of the cartoon description presented in three modes: audio, visual, and audio visual. Visual and audiovisual stimuli contained point light displays standardized for size. Ratings were made using a direct magnitude estimation scale without modulus. Communication-based predictors of masculinity-femininity ratings were identified using multiple regression, and analysis of variance was used to determine the effect of presentation mode on perceptual ratings. Results Fundamental frequency, average vowel formant, and sound pressure level were identified as significant predictors of masculinity-femininity ratings for these communicators. Communicators were rated significantly more feminine in the audio than the audiovisual mode and unreliably in the visual-only mode. Conclusions Both study purposes were met. Results support continued emphasis on fundamental frequency and vocal tract resonance in voice and communication modification training with transgender individuals and provide evidence for the potential benefit of modifying sound pressure level, especially when a masculine presentation is desired.

Traumatic Brain Injury and Sexuality: User Experience Study of an Information Toolkit.

BackgroundAfter having sustained a traumatic brain injury (TBI), individuals are at risk of functional impairments in information processing, abstract reasoning, executive functioning, attention, and memory. This affects different aspects of communicative functioning. Specific strategies can be adopted to improve the provision of health information to individuals with TBI, including the development of written materials and nonwritten media.ObjectiveA user-centered design was adopted to codevelop four audiovisual presentations, a double-sided information sheet, and a checklist aimed at informing individuals about post-TBI sexuality. The last phase of the project was the assessment of the user experience of the information toolkit, based on the User Experience Honeycomb model.MethodsOverall, two small group discussions and one individual semistructured interview were conducted with individuals with moderate to severe TBI.ResultsThe participants mentioned that the toolkit was easily usable and would have fulfilled a need for information on post-TBI sexuality during or after rehabilitation. They mostly agreed that the minimalist visual content was well-organized, attractive, and relevant. The information was easily located, the tools were accessible in terms of reading and visibility, and the content was also considered credible.ConclusionsAspects such as usability, usefulness, desirability, accessibility, credibility, and findability of information were viewed positively by the participants. Further piloting of the toolkit is recommended to explore its effects on the awareness of the potential sexual repercussions of TBI in individuals and partners.

Computer games as distraction from PAIN: Effects of hardware and difficulty on pain tolerance and subjective IMMERSION

Technology, such as computer games and virtual reality (VR), can be used to distract attention from pain. This type of non-pharmacological intervention is cost-effective, efficient and avoids complications arising from medication. However, the capacity of technology to capture attention and effectively distract from painful stimulation is determined by different factors related to the experience of immersion, such as: sensory immersion, i.e. the audio-visual presentation of the digital world, and challenge-based immersion, i.e. effortful engagement with goals in the digital world. Four studies were performed to explore the influence of both sensory and challenge-based immersion on pain tolerance using computer games in combination with the cold pressor test. Study One (N = 30) explored sensory immersion by contrasting pain tolerance during gameplay using VR display, 2D head-mounted micro-display and flatscreen TV, but no significant effect of display type on pain tolerance was observed. Study Two (N = 70) manipulated challenge-based immersion and reported a significant increase of pain tolerance when participants played a highly-demanding game compared to a game with low demand. Study Three (N = 60) simultaneously manipulated sensory immersion via screen display size (40″ vs 9″) and challenge-based immersion (game demand); pain tolerance increased in a linear fashion with demand but no significant effect of display size was reported. The fourth study (N = 40) also manipulated both forms of immersion via systematic manipulation of game music/sound volume (11.6 vs. 57.8 dB) and game demand, no effect for audio volume was observed but pain tolerance increased when the game was highly demanding. All studies included measures of cardiovascular psychophysiology and a subjective index of immersion. Analyses of the relationship between measures revealed that greater autonomic activation exerted a direct, positive effect on pain tolerance, i.e. higher activation = greater pain tolerance. It is concluded that challenge-based immersion is the primary means by which technology can distracts attention from pain.

Improving orthodontic patients' and parents' information recall with use of audio-visual presentation and mind mapping exercises.

Design Randomised controlled trial, with blinding of operators and outcome assessors.Study population English-speaking patients aged 10 or older and parents with capacity to consent were given a 45-minute audio-visual presentation and written information on orthodontic treatment in one of three formats, either leaflets from British Orthodontic Society, generic mind map or blank mind maps.Data analysis A 30-item closed-ended questionnaire was used to test knowledge of patients and parents before (T0), at 30 minutes (T1) and 6 weeks (T2) after provision of presentation and written information. Questionnaire scores at T0, T1 and T2 were analysed using box plot, histogram and Shapiro-Wilk test.Results Ninety-three patients and 89 parents were eligible for the study, of which 88 patients (94.6%) and 77 parents (86.5%) have completed questionnaires at T0, T1 and T2. There were no significant differences in scores at T0 between the three groups. After presentation and written information were given, all three participant groups scored higher at T1 and T2. The increase in score was higher in mind map groups.Conclusions Use of audio-visual presentation and written information has improved information recall of patients and parents. The study suggests that mind maps are a superior format of written information than leaflets.

Audience Response System Technology for Pediatric Postgraduate Training

We report our experience of using Audience Response System among 21 pediatric postgraduate residents in pediatrics as a mode of teaching. Apart from significant improvement in test scores, three-fourth of the participants felt it was an interesting way to learn actively and was better than the traditional audio-visual presentation during lectures.