Content Of Sessions Research Articles

Deficit to development: rethinking centralised workshops

Centralised academic skills provision has been criticised for being ‘generic’, ‘remedial’, or ‘bolt on’ (Wingate, 2006). Critics argue it takes a deficit approach towards student learning, simplifying academic processes and failing to meet students’ discipline-specific needs. Embedded provision is often seen as the solution. However, embedded does not necessarily mean non-deficit. Indeed, Schneider (2023) highlights that academic tutors can perceive students in relation to skills they are lacking. Subsequently, Learning Developers can be brought in to ‘fix’ students, and as such, embedded sessions may still be disconnected from the curriculum and designed to offer pre-prescribed solutions, reflecting deficit approaches. As Webster (2023) asserts, the Learning Developer’s role is not ‘to give students academic skills’ but rather to help them make sense of the skills and literacies that are hidden in the curriculum. In this workshop, we discussed how we redesigned our entire skills programme using a non-deficit pedagogic approach that aims to help students ‘uncover their curriculum’. Inspired by the University of Manchester’s constructive and collective approach (Blake and Illingworth, 2015), we see our co-curricular offer as providing a unique opportunity to create empowering and developmental learning spaces which sit alongside embedded provision. To meet these aims, our redesign was informed by four principles: Reflection: centring students’ prior knowledge and experience. Collaboration: harnessing knowledge from a community of learners, rather than a ‘sage on the stage’. Choice: students customise their own learning experience, tailoring sessions to meet their own needs. Application: students relate session content to their own discipline and apply learning to their own work. Workshop participants considered debates around deficit thinking in relation to centralised training, working together to redesign learning activities and reflect on the opportunities and challenges of such an approach.

Addressing deficits in malnutrition care in northern Sierra Leone; an educational intervention

Abstract The 2017 Sierra Leone National Nutrition Survey reported poor practice regarding the medical management of severe acute malnutrition and the provision of emergency food to patients, particularly in the northern city of Makeni. We developed a training package for paediatric nurses, aiming to design an easily reproducible format which could be utilised nationally. Our aims were to empower and educate staff to provide more consistent care by challenging the negative cultural perception of malnourished patients and increasing knowledge of key guidelines. A two-day course based around UNICEF guidance on malnutrition was developed with the financial support of the Sierra Leonean office of the World Health Organisation. We sought the advice of local staff on issues impacting the quality of malnutrition care, including cultural barriers, educational limitations and supply issues. Lectures and practical sessions were devised covering recognition, assessment and management. Communication skills were taught using role play, focussing on the key role of nurses in parental education, and nursing skills were reinforced using practical tasks. Local staff identified for their strong teaching and leadership were recruited as instructors and to provide feedback on session design and content. 21 candidates attended from across the region, with the majority based in inpatient feeding units. Candidates completed a pre- and post-course written examination and a qualitative feedback form. Pre-course exam results ranged from 35%-85% with an average of 65%; post-course results showed improvement with a range of 55%-100% and an average of 88%. Candidates rated the course on average 9.7 out of 10 and the written feedback was positive. We subsequently observed positive changes in clinical practice in the inpatient feeding units across the region. Based on these assessments the course achieved its aims. Further study is needed to know if noted clinical improvements were sustained. Key messages • Challenging local cultural perceptions of malnourished patients is crucial to establishing improvement in medical care for this group. • Sustainable educational intervention requires local instructors who can independently deliver teaching, and establishing this cohort at the course inception is critical to its ongoing success.

A novel approach to peer support for academic researchers.

Academic researchers experience high levels of stress, isolation and loneliness, which compromise their well-being. There is a particular need to address these issues amongst early career and postgraduate research staff. 'Spaces for Listening' is an initiative to increase active listening and provide peer support. To assess the feasibility, acceptability and potential impacts of Spaces for Listening in an academic setting. Early career and postgraduate researchers from a large university in the UK were invited to attend 'Academic Spaces for Listening' (ASfL). Five ASfL sessions (including in-person and Chinese language) were held. A mixed-methods study using online survey and in-depth interviews was conducted. Quantitative data were analysed using descriptive statistics, and qualitative data were analysed using principles of thematic analysis. The qualitative and quantitative findings were integrated at the interpretation phase. A total of 25 participants attended an ASfL session, 22 of them completed the survey and 6 participants participated in semi-structured interviews. Participants were very satisfied with the session content (68%, n = 15), organization (68%, n = 15) and delivery (68%, n = 15). Four themes were identified from qualitative analysis: (i) the 'Academic Spaces for Listening' (ASfL) experience; (2) impact of ASfL; (3) potential challenges of ASfL and (4) ASfL in the future. Interpersonal connectedness was an important outcome for participants during the session. Participants showed interest in the future of ASfL. Implementing Spaces for Listening in an academic setting is feasible and was well received by participants. The initiative may fill a gap in the social interactions amongst academic researchers.

Abstract B032: Advancing the science of cancer in Latinos conference

Abstract Cancer is the leading cause of mortality within the Latino population. Projections suggest a 142% increase in cancer incidence among Latinos over the next two decades. This trend is concerning given that Latinos, the largest minority group in the United States, are expected to constitute at least 28% of the nation's populace by 2060. To address the need for enhanced comprehension of these trends and to identify equitable interventions targeting Latino health disparities, the Institute of Health Promotion Research and the Mays Cancer Center jointly established the biennial Advancing the Science of Cancer in Latinos (ASCL) Conference. The fourth ASCL Conference convened in San Antonio, TX from February 21-23, 2024. The conference objectives were twofold: 1) Examine the intersection of health equity and biological underpinnings in cancer control, prevention, and treatment; and 2) Foster collaborative initiatives among attendees aimed at addressing cancer-related health disparities within the Latino community. The 2024 conference attracted 286 participants compared to 251 attendees in 2022, encompassing guest speakers, researchers, physicians, healthcare professionals, patient advocates, researchers, and students. It comprised 23 sessions (3 keynotes, 6 plenaries, 6 breakouts, 3 general sessions, 1 special session, 1 lunch panel session) featuring insights from 51 speakers, alongside a poster session highlighting 80 research abstracts and a rapid-fire session tailored for early-career investigators. Sessions encompassed multiple topics relevant to Latino cancer research, spanning health disparities, clinical trials, survivorship, patient advocacy, climate change impacts on cancer, precision medicine, health policy and social determinants of health. A post-conference survey from a cohort of 48 respondents underscored high levels of satisfaction, with 90% expressing pronounced contentment regarding the conference experience, compared to 85% in 2022. Moreover, nearly all respondents (98%) rated the relevance of conference content to Latino cancer science as excellent, with 93% regarding the conference as an exceptional platform for information exchange, compared to 79% in 2022. Impressions regarding session quality were overwhelmingly positive, with 90% of respondents indicating a high level of satisfaction, and all survey respondents acknowledging the objectivity, balance, and absence of commercial bias in the session content. Our results showed that the resounding positivity in attendee feedback reflects the conference's success in fostering meaningful engagement among researchers committed to alleviating Latino cancer health disparities. The ASCL conference facilitated an understanding of cultural nuances and barriers specific to the Latino community, stimulating collaborative efforts aimed at enhancing Latino health outcomes. Overall, this retrospective analysis affirms the conference's success in achieving its stipulated objectives and underscores the need of having consistently coordinated research endeavors to reduce Latino health disparities. Citation Format: Amelie G. Ramirez, Rebecca T. Jones, Matthew P. Banegas, Maria C Camargo, Gerardo Colon-Otero, Cliff Despres, Laura Fejerman, Filipa Lynce, Martin Mendoza, Patricia I. Moreno, Alejandro Recio-Boiles, Barbara Segarra-Vazquez, Sandi Stanford, Mariana Stern, Katherine Y. Tossas, Edward J. Trapido, Nicolette M Orozco. Advancing the science of cancer in Latinos conference [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B032.

‘Teaching should always be a little bit interesting for the teachers, too’: Preceptor experiences of co-teaching ultrasound in a clinical skills course

Purpose Medical schools increasingly incorporate ultrasound into preclinical curricula but face barriers including financial constraints, shortages of qualified instructors, and limited curricular space. This study explored how integrating ultrasound co-teaching into an existing first-year clinical skills course influenced preceptors’ teaching experiences and characterized areas for curricular improvement. Methods Ultrasound instructors rotated through classrooms during small-group physical examination skills sessions with 110 medical students, joining physical examination preceptors who taught remaining session content. Twelve ultrasound and traditional preceptors’ experiences were characterized through focus group interviews paired with inductive thematic analysis. Results Four themes were identified. First, the shared classroom fostered vicarious learning and novel instruction techniques but could feel disruptive to teaching. Second, ultrasound integration prompted physical examination preceptors to adopt a learner role. Third, students appeared to associate ultrasound with anatomy and physiology more than physical examination. Finally, ultrasound integration carries multiple logistical considerations. Conclusions Co-teaching ultrasound within clinical skills courses can promote learning and was associated with multiple effects on faculty preceptors and the teaching process. Those planning similar initiatives should consider strategies to optimize preceptor experiences, minimize disruptive potential, and promote connections between ultrasound and physical examination content.

Camp-style lifestyle modification program (CAMP) for diabetes prevention among rural women with prior GDM: study protocol for a three-arm cluster hybrid type 2 randomized controlled trial

BackgroundIntensive lifestyle interventions were effective to reduce the risk of type 2 diabetes mellitus (T2DM) for women with gestational diabetes mellitus (GDM) history. However, reaching these mothers and maintaining participation in lifestyle interventions is suboptimal in real-world settings. Effective, feasible and sustainable new lifestyle interventions are needed. The objectives of this three-arm trial are to (1) compare diabetes risk outcomes of an evidence-based intensive lifestyle modification (ILSM) intervention, a camp-style lifestyle modification program (CAMP) intervention, and usual care among women with GDM history; and (2) evaluate the comparative efficacy of the CAMP versus ILSM intervention on implementation outcomes.MethodsA three-arm cluster randomized clinical trial (RCT) using a hybrid type 2 implementation design will be conducted in two counties in Hunan province in China. Six towns from each county will be randomly selected and assigned to CAMP, ILSM, and the usual care group (25 women from each of 12 towns, 100 women in each arm). The ILSM includes six biweekly in-person sessions and 3-month telephone health consultations, while the CAMP consists of a 2-day camp-based session and 3-month health consultations via a popular social media platform. Both interventions share the same session content, including six lifestyle skills. Efficacy (T2DM risk score and behavioral, anthropometric, psychosocial, and glycemic variables) and implementation outcomes (recruitment, acceptability, feasibility, fidelity, and cost-effectiveness) will be collected at baseline, 6-month, and 12-month. Pre-planned ANOVA F-test and generalized estimating equations will be included to test time-by-arm interactions.DiscussionThe CAMP intervention is expected to have better reach, better attendance, and comparable effectiveness in reducing the risk of T2DM, thus improving postpartum care for GDM in China. The delivery of a concentrated format supplemented with technology-based support may provide an efficient and effective delivery model for implementing maternal health promotion programs in primary care settings.Trial registrationRegistered in the Chinese Clinical Trial Registry (ChiCTR2200058150) on 31st March 2022.

Perceived benefits and challenges of a work skills training workshop after stroke: a qualitative study with stroke survivors and caregivers

Purpose Stroke is a leading cause of disability, significantly impacting survivors’ ability to return-to-work (RTW). This study aims to explore the qualitative experiences of stroke survivors and caregivers participating in a work skills training programme. The research objectives are to understand participants’ (i) perceived benefits of the programme, (ii) perceived challenges and drawbacks of the programme, and (iii) suggestions for improvement and future recommendations. Methods Thirteen participants (seven stroke survivors and six caregivers) completed the four-week programme. Data were collected through post-workshop focus group discussions, which was analyzed using thematic analysis. Results Key perceived benefits identified included communication tools, platform for sharing and support, reflections and shifts in mindset, and goal setting and values exploration. Perceived challenges and drawbacks highlighted were difficulty understanding certain workshop content, technical difficulties, and length of workshop sessions. Suggestions for improvement and future recommendations included assessing capacity and readiness to RTW and customizing content to participant needs. Conclusions This study provides valuable insights into the experiences of stroke survivors and caregivers in a work skills training programme. While significant benefits were identified, areas for improvement remain. These insights will guide the development of more effective and tailored interventions grounded in participants’ needs and perspectives.

Integration of a smartphone app with posttraumatic stress disorder treatment for frontline workers: a pilot study

ABSTRACT Objective Treatment of posttraumatic stress disorder (PTSD) is hindered by limited uptake, early drop-out and non-response. This pilot study aimed to explore the feasibility, acceptability, and usability of a mobile app as part of a blended approach to treating frontline workers experiencing PTSD. Method A single-group pre-post study was conducted with 10 adult frontline workers (firefighters, police, correctional workers) receiving trauma-focused cognitive-behavioural therapy for PTSD. Participants used an app (Support Base) designed to consolidate session content and encourage independent skills practice. At post-treatment, feasibility was assessed via app usage data and participant feedback, usability via the mHealth App Usability Questionnaire, and acceptability via items from the Mobile Application Rating Scale: user version. Results Usability ratings were above average and the app received an overall mean rating of 3.4/5. Despite generally positive attitudes towards using technology in therapy, participants had low levels of confidence/experience with wellbeing apps and almost half preferred using the standard treatment workbook. Clinicians highlighted a range of client barriers to app use, including difficulties in clinician/client collaboration. Overall, there was significant pre- to post-treatment improvement in clinical measures of PTSD and depression, but this change cannot be tied to app use. Conclusions Although Support Base was viewed by participants as usable and acceptable, there were feasibility issues which must be further considered in delivering this form of care. Due to the uncontrolled study design, any additive effects of the app beyond standard clinical treatment could not be assessed. The development of a more integrated blended care model is a potential avenue for future research.

The effectiveness and sustainability of health outcomes from a holistic digital weight-loss service with concomitant initiation of tirzepatide: A pragmatic randomized controlled trial in the UK.

To measure the effectiveness and sustainability of the Juniper UK digital weight-loss service (DWLS), which delivers 6 months of personalized, proactive lifestyle coaching supplemented with tirzepatide to patients through a multidisciplinary team (MDT). An observer-blinded randomized controlled trial (RCT) will be conducted on a cohort of non-diabetic patients of the Juniper DWLS in the UK. Participants in both the intervention and control groups will receive weekly subcutaneous injections of 2.5 mg tirzepatide for 4 weeks, uptitrating the dose to 5.0 mg from weeks 5 to 8, and by 2.5 mg every 4 weeks until reaching 15 mg in week 21, which they will maintain until the end of the intervention period at 6 months, when participants will be taken off the medication. The intervention group will receive personalized weeklylifestyle coaching with a focus on protein intake and resistance training for 6 months. Participants in the control group will attend a diet and exercise group counselling session at programme inception and will be sent a summary of the session's content at months 2 and 4. Aside from these events, health coaches will only interact with control group participants on a reactive basis. From month 6 to month 12, participants from both groups will no longer have access to their MDTs. The trial's co-primary endpoints include weight loss, fat-free to fat-mass ratio and composite strength measures at 12 months (6 months following the end of treatment), compared with baseline. Secondary endpoints include percentage change in weight, fat-free to fat-mass ratio, and composite strength from baseline to 6 months, side effect incidence, and change in cardiometabolic risk factors at 12 months. Quality of life and programme engagement represent the study's exploratory endpoints. A total of 688 participants enrolled in the study, with a mean age of 44.6 (± 11.4) years and a mean body mass index of 34.8 (± 7.5) kg/m2; 81.0% of participants are women, and 72.8% are of White ethnicity. More than three-quarters of participants have at least one co-morbidity, with dyslipidaemia (42.4%), hypertension (35.3%) and high cholesterol (31.8%) being the most prevalent conditions. This RCT will be the first to assess the effectiveness and sustainability of a real-world intensive, multidisciplinary DWLS, and it should highlight the potential of such a service for long-term obesity treatment compared with programmes that deliver standard health counselling.

ARFID Parent Training Protocol ("ARFID-PTP"): Results of a Randomized Pilot Trial Evaluating a Brief, Parent-TrainingProgram for Avoidant/Restrictive Food Intake Disorder.

Accessible treatment options for avoidant/restrictive food intake disorder (ARFID) in children are limited. The current study sought to assess acceptability, feasibility, and preliminary efficacy of a brief, virtual intervention for ARFID in children ("ARFID-PTP"). Families of children ages 5-12 with ARFID (n = 30) were randomized to immediate or waitlist treatment groups, with both groups ultimately receiving ARFID-PTP. ARFID-PTP consists of two, 2-h individual treatment sessions with an optional booster session at 4-week follow-up. Families completed acceptability and feasibility measures at end-of-treatment, as well as preliminary efficacy measures at 4-week, 3-month, and 6-month follow-up. Of 30 families who completed an intake session, 27 (90%) completed treatment. Families rated acceptability as high (MCEQ-C = 7.75). Treatment was feasible by participant retention. Exposure adherence was lower than expected, and booster session requests were higher than expected, indicating that achieving feasibility across measures may require treatment modifications. Regarding preliminary efficacy, children in the immediate treatment group had a decrease in ARFID symptoms compared to those on the waitlist. Overall, at 6-month follow-up linear mixed models showed participants had significantly reduced ARFID symptoms by presentation (p < 0.05) and in follow-up completers, children incorporated eight new foods on average. ARFID-PTP is acceptable and preliminarily efficacious. The protocol may benefit from modifications to increase feasibility; however, booster session content and treatment outcomes suggest a priori feasibility markers may not accurately capture the utility of ARFID-PTP. Further work should continue to examine the efficacy ARFID-PTP, particularly in diverse samples where treatment accessibility is urgently needed. ClinicalTrials.gov identifier: NCT04913194.

Facilitators and Barriers to Shared Decision-Making Communication Between Latina Mothers and Pediatric Mental Healthcare Providers

ABSTRACT This study assessed communication factors influencing shared decision-making (SDM) between language-congruent clinicians and Latina mothers of pediatric mental health patients. The sample comprised Latinx youth up to 22 years old who were enrolled in mental healthcare and attended mental health-related sessions with their parent. One hundred transcripts depicting mental health visits were coded using the Conversation Analysis framework. Coding included inductive coding that came from analyzing the structure, or orderliness, of the visits and content discussed that affects SDM. Thematic qualitative analysis revealed that facilitators to SDM included collaborative engagement, parents being active in tailoring session content, and integrating the preferences, roles, and next steps for treatment among all participants. Barriers included unskilled interpersonal interactions undermining rapport, off-topic conversations becoming the session’s focus, poor time management, and irregularly integrating parent/patient preferences into the clinician’s decisions regarding the child’s treatment. Additionally, visit content, structure, tone, and interpersonal engagement were factors that variably facilitated or served as barriers to patient participation in SDM and were integral to collaborative, family-centered care. These findings delineated characteristics of pediatric mental health conversations and identified areas to strengthen communication between parents, patients, and clinicians to shift toward more effective SDM and improve patient outcomes among Latinx families.

Theoretical prerequisites for planning the content and focus of training sessions in the pre-season preparation of hockey players

Importance. The rapid growth in the number of student sports teams in recent years has predetermined the issue of combining sports and academic activities. In this regard, the considered aspects of the processes of fatigue and recovery in amateur sports become relevant and require analysis and systematization of the views of domestic and foreign scientists on the issues of localization and mechanisms of development of fatigue, as well as the patterns and time of recovery of the athlete’s body in the process of training activities. The study purpose: analysis and systematization of scientific articles on the problem of fatigue and recovery of the athlete’s body after physical activity, determination of the fundamental scheme for the formation of the content and focus of training sessions based on the analysis of the theoretical component of the problem of fatigue and recovery during physical activity of various nature, direction and magnitude in different types of sports.Materials and Methods. The study is conducted on the basis of studies concerning the problem of interaction of the body’s life-supporting systems in the development of fatigue mechanisms, published in scientific journals, monographs of famous physiologists covering a large time period. The study is based on a systemic-structural approach, which allows, during the analysis of scientific publications, to identify the main patterns of the development of mechanisms and localization of fatigue, to put forward hypotheses regarding the prospects for developing an appropriate scheme for the formation of the content and focus of training sessions, to determine the range of issues that require instrumental confirmation of the recovery time of the athlete’s body during combining various characteristic aspects of loads in the training process. Within the framework of this study, the following research methods are used: scientific and methodological literature analysis, systematization, pedagogical observation, generalization.Results and Discussion. In the course of the study, the main factors are identified that influence the mechanisms of the development of fatigue during work of various sizes and directions, in different intensity zones; The interrelationships of various localization systems and mechanisms of fatigue development, as well as energy supply to support the athlete’s vital activity during physical activity, are revealed. An attempt is made to substantiate the strategy of expediently combining types of training activities, the content and focus of training sessions in the preparatory period of pre-season training for students involved in hockey at Hockey club “Derzhava”.Conclusion. Research prospects include issues of experimental substantiation of the construction of a system of training sessions, taking into account the registration of the main indicators of lifesupport systems, allowing the trainer to expediently distribute and quickly regulate training loads and ensure the effectiveness of recovery processes in the period under study.

Improving Safety through a Virtual Learning Collaborative.

Frontline healthcare safety leaders require expertise and confidence to manage local safety programs effectively yet are confronted with substantial challenges in identifying risk and reducing harm. We convened a multidisciplinary safety learning collaborative in a children's hospital pediatric department and used the Institute for Healthcare Improvement's Breakthrough Series model. Participants attended four virtual education sessions over 13 months (September 2020-September 2021) focused on identifying harm and using tools to improve safety. We analyzed departmental safety data monthly throughout the collaborative. The primary outcome was the development of improvement projects using direct application of the session content. The secondary outcome was participant confidence in improving safety via pre- and postsurveys. Seventy clinicians and quality consultants participated. Fifteen divisional safety improvement projects were initiated. The percentage of survey respondents who reported feeling "completely confident" in their ability to improve safety increased from 26% (n = 39) to 58% (n = 26) from September 2020 to September 2021 (P = 0.01) and maintained at 65% 1 year after the end of the collaborative. We observed a decrease in the mean rate of reported inpatient preventable and possibly preventable moderate/serious/catastrophic events per 1000 bedded days from 1.10 (baseline) to 0.71 (intervention period). Through a collaborative effort in a virtual learning environment, we facilitated the development of fifteen safety projects, increased leaders' confidence in improving safety, and saw improved inpatient safety. This approach, which involves healthcare professionals from various disciplines, may be effectively adapted to other settings.

Developing a Cognitive Behavioral Intervention for Gynecologic Cancer Survivors Undergoing Pelvic Exams

Regular pelvic exams after completing cancer treatment are critical for detecting endometrial and cervical cancer recurrence. Patients report high levels of distress and pain during exams. We conducted in-depth individual interviews with patients (N = 13) and providers (N = 10) to explore patients’ pelvic exam experiences and intervention preferences. Findings suggested that most patients experience exam-related distress and pain, and a telemedicine cognitive behavioral intervention targeting anxiety and pain would be acceptable and feasible for most patients. Findings informed PEACE (Pelvic Examination and Anxiety Coping skills for Empowerment) intervention development. Formative work is described, including a conceptual model, qualitative data collection and analysis, and session content.

Designing personalized mental health interventions for anxiety: CBT therapists’ perspective

Anxiety disorders are the most common mental health problem, and cognitive-behavioral therapy is one of the most widely used, evidence-based treatments. While several mobile apps for anxiety that integrate cognitive-behavioral therapy (CBT) techniques exist, major challenges remain concerning uptake and engagement. Personalization is one strategy that can be used to improve client engagement, and integrating therapist input is one mechanism for such personalization. This study aims to understand therapist practices and identify new possibilities for delivering intervention content between face-to-face CBT therapy sessions. It comprised semi-structured interviews, followed by a series of ideation activities, and thematic analysis of the data. The results showed the central role of clients in shaping the content of therapy sessions, their challenges with homework practice, and therapists’ diverse practices. Analysis of the ideation activities elaborated the potential role of therapists in the personalization of apps for anxiety. We conclude with takeaways for designers of personalized mental health mobile applications.

Design of a nursing psychoeducation program to reduce preoperative anxiety in adults.

IntroductionPreoperative anxiety, with its multifactorial origins, affects a wide range of surgical patients, leading to adverse physiological and psychological effects in the perioperative period. Customized, autonomous nursing interventions are needed to address individual person needs. The shift toward outpatient surgery emphasizes the need for restructured nursing approaches. Existing literature suggests that preoperative nursing consultations offer opportunities for assessing needs, providing information, and prescribing anxiety-reduction strategies. Psychoeducation, a specialized skill within mental health and psychiatric nursing, has proven effective in alleviating preoperative anxiety and reducing postoperative complications. The aim is to obtain and analyze the information reflecting nurses’ understanding of the design, structure, and operationalization of a psychoeducation program to reduce preoperative anxiety in adults.MethodsA qualitative, exploratory, descriptive study was conducted. Data were collected through a 90-min focus group session held online via Zoom Meetings videoconferencing platform. Inclusion criteria for the participant’s selection were established. The focus group was guided to deliberate on potential strategies for crafting effective psychoeducational interventions. Data collection ceased upon reaching theoretical saturation and gathered information was submitted for content analysis. Ethical procedures were ensured.ResultsOf the participants, 10 were specialist nurses (7 working in mental health and psychiatric nursing and the remaining in medical-surgical nursing), with an average age of 41 and an average of 15 years working in surgical services. The nurses selected the target population, the structure and content of the psychoeducation sessions, and the resources and addressed the perceived importance, effectiveness, and feasibility of the designed psychoeducation program.DiscussionThe study revealed the nurses’ understanding of the design of a psychoeducation program potentially effective in reducing preoperative anxiety in adults, in an outpatient surgery context. This result will allow the transfer of the produced knowledge to nurses’ professional practice reflecting lower levels of anxiety and promoting a better surgical recovery. This is an unprecedented study conducted in Portugal, adding substantial knowledge to the nursing discipline. However, further research into implementing psychoeducation in a surgical context is suggested aiming to consolidate the results of research already carried out internationally.

Bichronous Online Learning: Perspectives, Best Practices, Benefits, and Challenges from Award-Winning Online Instructors

Bichronous online learning is the intentional blending of asynchronous and synchronous online learning experiences. Twelve award-winning online instructors participated in interviews to discuss best practices they use, and benefits and challenges in bichronous online courses. When sharing best practices for bichronous online courses, award-winning online instructors explained how they combined best practices in asynchronous and synchronous online learning. Asynchronous online best practices included course design and structure, resources, and instructor presence; and synchronous online best practices focused on formats, activities, and content of synchronous sessions, and community-building. The best practices, benefits and challenges discussed in this paper have implications for instructors who currently teach in a bichronous online format or may be considering it in the future, and for instructional designers and administrators who work with faculty on offering courses in this modality. Based on the data, the intentional blending of synchronous and asynchronous components has a lot of potential to enhance students’ online learning experiences.

Методика учебных занятий по силовому фитнесу в элективных дисциплинах по физической культуре и спорту

The article describes the original teaching methodology for the elective course “Strength Fitness” at the Presidential Academy. It has been determined that in the educational process it is desirable to teach students squats with a barbell on their shoulders, bench press on a horizontal bench, and deadlifts. The educational process during the semester has a 3-stage sequence of content of training sessions with students in the gym, i.e. preparatory, teaching, evaluating. The methodology of strength fitness training sessions will be effective if the recommendations are followed: the lesson aim is general physical training; strict planning by the teacher of students’ physical activity; exclusion of training principles for muscle hypertrophy; constant monitoring of the current physical condition of students, etc. The developed teaching methodology for the elective course “Strength Fitness” presented by the authors was practically tested in the educational process. The introduction of methodology for training sessions on strength fitness exercises will allow students to increase their motivational orientation to classes, increase their involvement in the process of developing strength qualities, and allow the teacher to purposefully plan the content of the subject.

Team-based rehabilitation after mild traumatic brain injury – description of the clinical pathway

ABSTRACT Purpose Describe clinical practice, inter-disciplinary clinical pathway and core principles of care within a mild traumatic brain injury (mTBI) rehabilitation team. Methods An observational study examined inter-disciplinary practice, nested within an observational trial investigating team-based mTBI rehabilitation. Data were collected to describe clinical service over 12 months. Activity data quantified clinical sessions per participant, mode of service delivery and content of sessions using custom-designed codes. The clinical team gathered narrative data to confirm the inter-disciplinary clinical pathway and individual discipline practice. Results 168 participants entered the rehabilitation program during the 12 months. A single Allied Health Screening Assessment identified patient priorities. Occupational Therapy (OT) and Physiotherapy (PT) provided the majority of clinical sessions; the team also comprised Social Work, Rehabilitation Medicine, Speech Pathology and Clinical Psychology. Telehealth was the most common service delivery mode (54%). Median session numbers per participant ranged 1–4 for all disciplines; mean/maximum occasions of service were highest for PT (6.9/44) and OT (6.8/39). Conclusion A small proportion of participants received much higher number of sessions, consistent with intractable issues after mTBI. High attendance rates indicate the predominantly telehealth-delivered model was feasible. The clinical approach included early prioritizing of discipline input and follow-up after discharge.

Micro-Integration: A Process for Integrating Multiple Discipline-Specific Learning Objectives for Enhanced Co-Teaching of Medical Education Sessions

Introduction: Integrating subject matter in organ-systems-based courses is now the norm in medical education. This is valuable at the course level and organ-system level. However, at the session level, many basic scientists have observed essential content from their disciplines being discarded when solo-taught by faculty from other disciplines. This has had the effect of content experts re-siloing their content in sessions that were intended to cover integrative content. Such siloing forces students to integrate the separated components themselves. Even when designated for co-teaching, many sessions created by only one faculty member effectively sideline the other instructors attending the sessions. Hypothesis: A deliberative process for improving the incorporation of discipline-based learning objectives and content into the material for multidisciplinary co-taught sessions improves both co-teaching opportunities and student learning. Methodology: The authors offer the term “micro-integration” as a deliberative, 4-step process for converting an individually created session into an effective multidisciplinary session. (1) Once a session on a topic is identified for co-teaching as part of a larger curricular plan, a session lead is identified. This person often teaches most of the session’s content. (2) In creating a multidisciplinary, integrated session, topics from other disciplines (in both basic and clinical sciences) that complement or complete the integration are identified. Each content expert creates learning objectives that correspond best to their discipline. (3) Each expert creates discipline-specific content that covers their individual learning objectives for that session. (4) The group collaboratively creates the final product. As an example, in one first-semester session on “Action Potentials and the Neuromuscular Junction,” most of the material—learning objectives and the content of the session—was prepared by a physiologist. Two learning objectives on the microbiology of botulism and tetanus were also incorporated. Finally, another learning objective and related content on the clinical presentation of these two disorders was included. Together, these highlighted the importance and relevance of physiology, microbiology, and clinical medicine on the same topic, presenting medical students with an integrated, clinically relevant understanding of action potentials and synaptic transmission. Data and summary of results: At a medical school that has an integrated pre-clinical curriculum, micro-integration was the norm for many sessions. Reaction from students to these micro-integrated sessions has been generally positive. Faculty also reported feeling empowered by micro-integration. An unexpected but welcome result of this process involved item writing. Because each content expert was aware of specific knowledge each of their peers were contributing, they were better able to write integrated formative and summative examination items that prioritized their learning objectives while also tying into others’ learning objectives. These learning objectives and related examination items were tracked all the way up to the course level to match content taught with overall learning objectives for each organ system. In general, micro-integration was used in three types of sessions: (1) Basic scientists from different disciplines (e.g., anatomy and physiology) coordinating their learning objectives and content across a common topic; (2) Basic science sessions incorporating clinical relevance to the original material (e.g., biochemistry and clinical medicine); and (3) Clinical sessions incorporating basic science material (e.g., clinical medicine and pharmacology). Conclusion: Micro-integration is a new, deliberate approach to creating contextualized, just-in-time educational materials at the session level that may improve the content and quality of co-teaching to undergraduate medical students. This process of session-specific curriculum development could be helpful, both for overcoming faculty resistance to integration of their learning objectives and content in undergraduate medical education, and for improving the quality of examination items. None. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.