Education-based Intervention Research Articles

Physical education-based intervention with activity wristbands to promote students’ weekly physical activity

The purpose was to examine the effect of an intermittent teaching unit based on the use of an activity wristband combined with other behavior modification techniques on secondary students’ weekly objectively-measured physical activity (PA). 176 secondary students (12-16 years) were cluster-randomly assigned into the activity wristband (AWG) and control groups. The AWG performed an eight-week intermittent teaching unit (last 15 min of each session) twice a week. The teaching unit consisted in the following strategies: activity wristband (24 h), adaptative step goals, and educational counseling, among others. Results showed that the AWG students improved activity wristband-measured weekly steps from baseline to the last week of the intervention (p < 0.001). Furthermore, the percentage of AWG students that did at least an average of 10,000 steps per day increased (p = 0.026). The studied intermittent teaching unit increased studentsʼ weekly PA, and the proportion of students that achieved the PA.

Examining the effectiveness of an education-based road safety intervention and the design and delivery mechanisms that promote road safety in young people

BackgroundRoad traffic collisions (RTCs) are the leading cause of deaths for young people worldwide. Whilst educational interventions that adopt fear-based messaging are commonly used to improve road safety in young people, limited focus has been directed to examining how they are delivered. Accordingly, this mixed-method study aims to i) measure the effectiveness of a UK intervention called Safe Drive Stay Alive (SDSA) for improving road safety knowledge, attitudes and intentional behaviors, and ii) what design and delivery mechanisms are important for achieving this. MethodsIn study one, participants completed online questionnaires that measured road safety knowledge, attitudes, and behavioural intentions pre- (n = 1304) and post-intervention (n = 407), and two months later (n = 72). In study two, focus groups were conducted with 10 young people post-intervention to understand what mechanisms were important for promoting road safety. ResultsStatistical analysis of questionnaires showed that road safety knowledge, attitudes, and intentional behaviours significantly improved post-intervention. However, descriptive comparisons of the smaller number of two-month follow-up questionnaires indicated that ratings returned to pre-intervention levels. Thematic analysis of focus groups highlighted that having emotive, realistic, and relatable content was important for encouraging young people to attend to the message. However, more focus was needed on how to address peer pressure. ConclusionSDSA improves road safety knowledge, attitudes, and behavioural intentions. However, there are indications that benefits may be short lived, requiring ‘top up’ interventions. Whilst young people also perceive SDSA to be useful, engaging, and delivering an important message, support is needed for addressing peer pressure.

Sustainable improvement in upstream and downstream outcomes for intubated patients three years after an airway-based educational intervention in a low-resource pediatric intensive care unit

ObjectiveTo determine whether implementation of an education-based intervention can sustainably improve upstream and downstream outcomes in intubated patients in a pediatric intensive care unit (PICU) in a low-resource country. DesignQuality improvement study comparing airway-related morbidity in two previously studied patient cohorts pre-intervention (Epoch 1) and immediately post-intervention (Epoch 2) with a third cohort thirty-six months post-intervention (Epoch 3). SettingPICU of the largest public children's hospital in El Salvador. Patients147 patients under 18 years requiring intubation and mechanical ventilation (MV) met inclusion criteria in the long-term follow-up period and were consecutively sampled without exclusion (Epoch 3) (compared to 98 previously studied patients in the short-term follow-up period (Epoch 2)). InterventionA low-cost, education-based intervention to close knowledge gaps, improve communication among PICU doctors, nurses, and respiratory therapists, and optimize patient outcomes. Measurements and main resultsThe primary outcome measure was change in unplanned extubation (UE) between Epochs 2 and 3. Other outcomes included use of cuffed endotracheal tubes (ETT), rate of elective ETT change and days of MV. The 17 % decrease in UE previously reported for Epoch 2 was sustained in Epoch 3. There was a statistically significant increase in use of cuffed ETT from 35.7 % in Epoch 2–55.1 % in Epoch 3 (p = 0.003, z-score −2.99). There was also a statistically significant mean difference in rate of elective ETT change per 100 MV days from Epoch 2 to Epoch 3 of 1.7 (p = 0.007; 95 % CI 0.15–0.84). There was no change in MV days from Epoch 2 to Epoch 3 (p-value 0.764; 95 % CI -1.48–2.02). Beyond these quantifiable results, many unanticipated practice changes were observed three years after the initial intervention. ConclusionsSustained improvement in upstream and downstream outcomes (UE, cuffed ETT use, elective ETT change) for intubated patients in a low-resource PICU were observed three years after a low-cost, low-touch, education-based intervention.

ASAP: A pharmacy-level intervention to increase nonprescription syringe sales to reduce bloodborne illnesses

BackgroundPharmacy syringe sales are effective structural interventions to reduce bloodborne illnesses in populations, and are legal in all but two states. Yet evidence indicates reduced syringe sales in recent years. This study was designed as a feasibility test of an intervention to promote syringe sales by pharmacies in Arizona. MethodsA four-month pilot among three Arizona pharmacies measured feasibility and acceptability through monthly surveys to 18 enrolled pharmacy staff members. ResultsPharmacy staff reported increased ease of dispensing syringes across the study. Rankings of syringe dispensing as ‘easiest’ among 6 measured pharmacy practices increased from 38.9 % at baseline to 50.1 % post intervention module training, and to 83.3 % at pilot conclusion. The majority (72.2 %) of pharmacy staff agreed that intervention materials were easy to use. Over 70 % indicated that the intervention was influential in their “being more open to selling syringes without a prescription to someone who might use them for illicit drug use,” and 61.1 % reported that in the future, they were highly likely to dispense syringes to customers who would use them to inject drugs. A vast majority (92 %) reported being likely to dispense subsidized naloxone if available to their pharmacy at no cost. ConclusionsAn education-based intervention was found to be feasible and acceptable to pharmacy staff and had an observed impact on perceptions of ease and likelihood of dispensing syringes without a prescription to people who may use them to inject drugs.

Effects of an Educational Intervention Program on Positional Cranial Deformity in Premature Infants.

Positional cranial deformities are associated with prematurity evolving during the first 2 years of life due to the malleable characteristics of the skull, the first year being the main/primary therapeutic window for intervention. The objectives were (a) to describe health characteristics, peri- and postnatal pathologies, and positional cranial deformities in infants enrolled in an early intervention program and (b) to analyze the effects of a parent education-based intervention program on positional cranial deformity in premature infants. A quantitative, analytical, longitudinal study was conducted. It included 103 premature infants enrolled in an early intervention program (EIP) during the year 2017, all under 4 months of corrected age, to whom a parent education-based intervention program was applied. Cranial circumference, cranial width, diagonals, and anteroposterior diameter were measured, and the cranial asymmetry index (CAI) and cephalic index (CI) were calculated at baseline and during two subsequent evaluations separated by a 3-month period. The main results showed that 75.7% of the infants belonged to a very premature gestational age category, and 57.3% had an adequate weight for gestational age. The most frequent pathologies were premature jaundice, premature anemia, and hyaline membrane disease. The most frequent positional cranial deformity was plagiocephaly. The parent education-based intervention program resulted in (1) a significant decrease in the CAI and a significant increase in the IC, (2) plagiocephalies: an increase in the mild category and a decrease in the moderate + severe categories, (3) brachycephalies: a decrease in the absence category and an increase in the moderate + severe category, and (4) dolichocephalies: an increase in the absence category and a decrease in the mild category. In conclusion, the recommended first line of intervention was not enough for this population, and future studies should support the development of national clinical guidelines, where education is complemented with other therapeutic measures.

Sustaining Quality of Life with Education-Based Treatment for Hypertension Patients During COVID-19 Adaptation.

Purpose: Determine the impact of education-based treatment on sustaining quality of life during COVID-19 adaptation. Designs: A randomized, 2-group, structured, holistic education-based intervention within eight weeks in preserving total quality of life (QoL) for hypertension patients with conventional care. Methods: Utilizing randomized controlled trials, 380 patients with hypertension are separated into two groups and evaluated. The patients are separated into two groups totaling 190 individuals each group. The intervention group is treated with a holistic education-based intervention. After two months, the EQ-5D-5L is used to evaluate the quality of life. Findings: The QoL pretest for the intervention group revealed that 25 (13.2%) patients had good QoL (Score = 1), while the QoL posttest revealed that the number of patients with good QoL had grown to 48 (25.3%). Using Kolmogorov-Smirnov for data analysis yielded non-normally distributed data. The p-value for the Wilcoxon signed ranks test is .001. Conclusions: The intervention group is better equipped to deal with COVID-19 and has a higher quality of life. Education-based hypertension treatment can sustain a high quality of life.

What keeps FLAME lit? Comparing two modes of implementation of a physical education-based intervention to improve motor competence among Irish adolescents

ABSTRACT Background Adequate levels of motor competence (MC) have been associated with multiple health outcomes. Despite the preponderance of effective MC interventions, globally, levels of MC in children and adolescents are low. There is a gap in understanding what leads to effective implementation of MC interventions into routine practice, to benefit the wider population. Purpose This study aims to compare implementation outcomes of two versions of Project FLAME: one group of teachers implementing Project FLAME as per the original efficacy trial (‘Original FLAME’), a second group of teachers implementing Project FLAME incorporating three additional implementation strategies (‘Modified FLAME’). Methods A mixed method, two-group pre-and-post design, lasting six weeks during the period of September to November 2021. Three implementation evaluation outcomes were assessed: (i) PE teacher’s self-efficacy in delivering Project FLAME; (ii) Fidelity and adaptation to the project protocol; and (iii) Teachers’ and students’ responsiveness to the project. Data were collected at student and teacher levels using online survey and interviews. Nine PE teachers and their classes from eight schools consented to participate. Descriptives were reported for quantitative online survey data, and qualitative data were analysed thematically. Results The final analytical sample included data from 9 teachers and 127 students pre- and post-study. Irrespective of implementation group, teachers with low levels of self-efficacy at the baseline improved after the six-week intervention. Teachers’ fidelity to the use of pedagogical external cues and error identification were high in both groups, with more adaptations made in the Modified FLAME group. Students’ satisfaction towards the intervention was high in both groups, with the use of pedagogical external cues reported as highly preferable. Conclusion Findings provide evidence on the ‘non-negotiable’ features of Project FLAME that have the potential to be implemented for a longer-term in Physical Education settings (e.g. external teaching cues). The documented implementation of Project FLAME provide knowledge on what adaptations may be needed to translate an effective MC intervention into real-world practice. The study reaffirms that documenting the implementation (especially fidelity and adaptation) of MC interventions is beneficial.

Precision education via timely intervention in K-12 computer programming course to enhance programming skill and affective-domain learning objectives

BackgroundIn the realm of Science, Technology, Engineering, and Mathematic (STEM) education, computer programming stands as a vital discipline, amalgamating cross-disciplinary knowledge and fostering the capacity to solve real-world problems via fundamental concepts and logical methodologies inherent to computer science. Recognizing the important of computer programming, numerous countries have mandated it as a compulsory course to augment the competitiveness of K-12 learners. Nevertheless, the inherent complexity of computer programming for K-12 learners often goes unacknowledged. Constraints imposed by the course format, coupled with a low instructor–learner ratio, frequently inhibit learners’ ability to resolve course-related issues promptly, thereby creating difficulties in the affective domain. While precision education tools do exist to ascertain learners’ needs, they are largely research-oriented, thereby constraining their suitability for deployment in pragmatic educational settings. Addressing this issue, our study introduces the precision education-based timely intervention system (PETIS), an innovative tool conceived to enhance both programming skills and affective learning in K-12 learners. Our research investigates the influence of PETIS on learners’ performance and evaluate its efficacy in facilitating computer programming education in K-12 environments.ResultsQuantitative results demonstrate that the application of the precision education-based timely intervention system (PETIS) proposed by this research significantly improves programming skills and affective-domain learning objectives for K-12 learners. Similarly, qualitative results indicate that PETIS is beneficial for both teaching and learning in K-12 computer programming courses.ConclusionsThese results not only confirm that timely intervention and feedback improve K-12 learners’ programming skills and affective-domain learning objectives in computer programming courses, but also yield implications as to the feasibility of applying precision education in real-world STEM scenarios.

A Questionnaire Study to Assess the Belief and Barrier to Blood Donation and the Influence of Educational Intervention on Urban and Rural Patients.

Blood transfusion services are an essential part of any healthcare delivery system in today's clinical world with advanced medicines because blood is in high demand during various medical emergencies. Improving knowledge and hastening the development of a positive attitude toward blood donation in society should be the goal of developing an efficient strategy for sustaining a safe and adequate blood supply. The study aims to explore the knowledge, attitude, and motivation toward blood donation among urban and rural patients attending the outreach program. Patients who attended the outreach program held by the Dental College of Uttar Pradesh were subjected to a questionnaire survey to determine their level of knowledge regarding blood donation. Further, an education-based intervention was done among the camp patients to assess the change in their learning after the intervention. The difference between the individual responses prior to and following the intervention was analyzed using the chi-square test. p≤0.05 was considered statistically significant. Urban patients comprise 186 males (44.28%) and 234 females (55.72%). Among the rural patients, 205 (45.55%) were males and 245 were females (54.45%). About 48.80% of the urban patients and 48.88% of the rural patients were Hindus while the remaining were Muslims. Only 22.14% of urban patients and 16.88% of rural patients had donated blood till now. The comparison after the intervention for rural patients showed a significant improvement in the level of knowledge and awareness. Although it is quite common knowledge that rural people require more awareness and education related to health, after the conduction of our study, we have resolute evidence that demands thorough IEC and health information activities for the welfare of rural people and to diminish the divide.

The effect of nutritional and lifestyle education intervention program on nutrition knowledge, diet quality, lifestyle, and nutritional status of Croatian school children

IntroductionNutrition education during adolescence has proven effective in increasing knowledge, attitudes, and practices in the diet. The Mediterranean diet has proven health benefits and is proposed as a model of a sustainable diet that is beneficial for health and the environment. Its promotion with the educational program can have a significant effect on improvements in nutrition knowledge, diet quality, and nutritive status of adolescents for their healthy adulthood.ObjectiveThis study aimed to investigate the effect of the educational program on the nutrition knowledge, diet quality, lifestyle, and nutritional status of school children from the littoral part of Croatia.MethodsAn education-based intervention study was carried out on 2,709 schoolchildren aged 10–12 years (educated/control group: 2617/92). The questionnaire about sociodemographic, anthropometric, dietary, physical activity, screen time, sleep habits, and nutrition knowledge was assessed at the baseline and after a 6- to 9-month follow-up for the medium-term effect of education. Nutrition knowledge was provided after 3 weeks for the short-term education effect assessment.ResultsEducated schoolchildren achieved a significant increase in nutrition knowledge (+75.5%), expressed as a short-term effect of the education and maintained at the 6- to 9-month follow-up (+66.8%, p &amp;lt; 0.001). Follow-up of children significantly improved their nutritional status (underweight −56.6%, normal weight 24.8%, overweight −22.1%, and obesity −57.5%) and physical activity engagement (+13.2%). The proportion of children with a diet highly adhering to the Mediterranean diet significantly doubled (+105.0). Those children with the highest nutrition knowledge at the follow-up significantly improved their nutritional status (+218.9%), participated in organized sports (+204.7%), and had a diet that highly adhered to the MD (+291.8%).ConclusionA significantly good medium-term effect of education-based nutrition and lifestyle intervention program on nutrition knowledge, diet quality, lifestyle, and nutritional status of schoolchildren aged 10–12 years was shown. The educational program promoted a Mediterranean diet and lifestyle as a healthy and sustainable way of living, important for children's future health and wellbeing. New research-based approaches are needed for making children more aware and capable of handling the complexity of sustainable living.

1-2-3! Catch-Up for HPV: A Theoretically Informed Pilot Intervention to Increase HPV Vaccine Uptake among Young Adults

ABSTRACT Background Human Papillomavirus (HPV) is the most common sexually transmitted infection. Current guidelines recommend HPV vaccination during adolescence, but vaccination rates remain suboptimal. Efforts are needed to increase vaccination among the catch-up group (individuals aged 18–26 years). Interventions have primarily focused on education, with minimal success. Purpose This study enhanced an education-based intervention to directly target Theory of Planned Behavior (TPB) variables and increase catch-up group HPV vaccination. Methods Using a randomized control design, a TPB-informed psychosocial intervention (n = 41) was compared to education-only (n = 35) and no-intervention control groups (n = 35). Results HPV knowledge, HPV Vaccine knowledge, attitudes, subjective norms, vaccination intention, and vaccination uptake were all more profoundly improved in the TPB-informed intervention. Further, regression models including knowledge and TPB variables predicted intention 1 week later (F(6, 110) = 17.13, p < .001) and uptake 6 months later (χ2 = (7, N = 46) = 25.12, p = .001), accounting for 42–67% of the variance. Discussion These outcomes provide support for disseminating TPB-informed interventions to the catch-up group on college campuses. Translation to Health Education Practice: Interventions for HPV vaccination uptake should include both education and TPB factors to address barriers. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars

Effectiveness of education-based diabetes intervention on diabetes-related knowledge among persons over 60 years: An experimental study

Worldwide, diabetes mellitus (DM) is a major health challenge to the elderly population. This study evaluated the effectiveness of education-based diabetes intervention (EBDI) on diabetes-related knowledge (DRK) among persons over 60 years. It also determined the significant differences within study groups and demographic variables of the participants. An experimental research design employing pre- and post-test measures involving intervention (n = 410) and control (n = 410) groups was adopted. A sample size of 820 eligible participants were investigated. The content of EBDI was taught to the participants in the intervention group. Data collection was done using a “Diabetes-Related Knowledge Questionnaire (DRKQ)” demonstrating a reliability index of 0.82. Using frequency counts, percentage scores and independent chi-square statistics, all data were analyzed at a significance level of 0.05. It was found that EBDI has a significant effect on DRK of the participants (81%). Additionally, there was a significant difference in demographic variables of alcohol consumption, tobacco intake, and marital status (pvalue &lt; 0.05) while none was found in gender, age, and education (p-value &gt; 0.05). Also, a significant difference was recorded in the study groups on DRK pretest measures (p &lt; 0.001) while none existed in the groups on DRK post-test scores (p &gt; 0.870). The study concluded that EBDI is significantly effective on DRK among persons over 60 years in Nigeria. Therefore, the need for educational institutions and care providers to adopt reliable education-based intervention such as EBDI, to maximize diabetes care to the elderly population particularly in Nigeria becomes paramount.

Impact of health education-based intervention on community’s awareness on dengue and its prevention in Chidambaram during COVID-19 pandemic

Background: Dengue fever is a global public health issue. It is acknowledged that vast, repeated, intense, and persistent health education programs for community mobilization are essential to achieving the aforementioned goals. The main objective of the study was to increase the dengue-related awareness and behavioral change through health education-based intervention among the selected urban communities in Chidambaram.Methods: A quasi experimental, community-based interventional study conducted among 150 residents of urban area of Annamalai Nagar, Chidambaram district consisting of both males and females of age groups between 18-75 years who were selected using stratified random sampling technique. Data was collected using semi structured questionnaire before and after intervention using flipchart, entered in Microsoft Excel and analysed using SPSS software. Descriptive and analytical statistics were applied.Results: Most of the study participants (32.7%) were in the age group of 30-39 years. More women (68.7%) participated in the survey among which 50.7% were educated up to secondary and higher secondary class. On comparing the results of mean values of knowledge, attitude and practice between pre-test and post-test, reflected significant improvement upon after health education by flipchart intervention. It was found very highly significant (p&lt;0.001) between mean knowledge scores and significant (p&lt;0.05) between mean practice scores.Conclusions: Health education could contribute to changes in perceptions, social capital, and a healthy house condition. It is very important to increase the awareness and participation of the community in controlling dengue prevalence.

A scoping review of community-based mental health intervention for children and adolescents in South Asia.

Abstract Children and adolescents in South Asia are exposed to significant mental health risks. Yet, policy to prevent or treat youth mental health problems in this context is underdeveloped, and services are difficult to access. Community-based mental health treatment may offer a potential solution, by increasing resource capacity in deprived settings. However, little is known about the current community-based mental health provision for South Asian youth. A scoping review was conducted across six scientific databases and hand searching of reference lists to identify relevant studies. Study selection and data extraction were performed by three independent reviewers using predefined criteria, an adapted version of the template for intervention description and replication checklist and the Cochrane Risk of Bias Tool. The search identified 19 relevant studies published from January 2000 to March 2020. Studies most frequently addressed PTSD and autism, were conducted in India and Sri Lanka, used education-based intervention and were based in urban school settings. Community-based mental health provision for the South Asian youth is in its infancy, but holds promise for providing essential resources to treat or prevent mental health disorder. New insights on approaches are discussed, which are valuable for South Asian settings, primarily task-shifting and stigma reduction, with implications for policy, practice and research.

Intervensi Berbasis Edukasi pada Ibu terhadap Feeding Practice Ibu dalam Upaya Peningkatan Status Gizi Anak Stunting pada Usia 6-24 Bulan

Stunting increases in Indonesia because the practice of complementary feeding has not met the UNICEF program standards. Nutrition education is one of the recommendations to overcome mothers’ feeding practices. This study aims to influence the educational-based interventions on maternal eating practices in Paga Village. This study was quasi-experimental research designed with one pre-test and post-test group and without a control group. The sample of this study involved 45 respondents selected by a total sampling technique. The feeding practices were measured through a questionnaire. The intervention was given three times. The data were analyzed by employing paired sample t-test. There is an effect of education-based intervention interventions on the feeding practice of companion breast milk (p-value 0.00; T-5.223). Changes in better feeding practice occur by fulfilling points of the feeding practice program. This intervention can be an alternative for health workers to continue to promote and for the mothers to apply for feeding practice programs.

The Effect of Participatory Heat Education on Agricultural Worker Knowledge

ABSTRACT Objectives: Farmworkers disproportionately experience preventable adverse health effects from heat exposure. We sought to evaluate the effect of participatory heat education on farmworker knowledge. Methods: We conducted a parallel, comparison group intervention study to investigate the effectiveness of a Spanish/English participatory, culturally-tailored, heat education-based intervention on farmworker heat knowledge in the Summer 2019. We used convenience sampling to recruit adult outdoor farmworkers from Central/Eastern Washington State, USA. Crews were randomized to receive the intervention (n = 40 participants) versus not receive the intervention (n = 43 participants). We assessed changes in heat knowledge, scored on a scale from 0 to 11, between baseline, immediate post-intervention, and post-season, which was approximately three months after baseline, using the Wilcoxon signed-rank test. We compared differences in knowledge scores from baseline to post-season between groups using analysis of variance. Results: Average knowledge scores improved from 4.6 (standard deviation [sd] 1.5) to 6.3 (sd 2.0) pre to post season in the intervention group (p < 0.001). There was a greater improvement in pre-post knowledge scores in the intervention (average difference 1.6, sd 2.0) versus the comparison group (average difference 0.41, sd 1.7) (p = 0.04). Conclusions: Participatory heat training was effective in improving farmworker heat knowledge over the course of a summer season. Results of this study will be used to guide heat prevention efforts for farmworkers. Trial registration: ClinicalTrials.gov Registration Number: NCT04234802

An Effective Mental Health Literacy Program for Farm Financial Service Providers

ABSTRACT Objectives Mental health literacy programs related to agriculture can help enhance skills among agricultural community members and service providers to assist farmers and producers who are experiencing distress. The aim of the current article is to describe an agricultural mental health literacy education-based intervention program offered to USDA Farm Service Agency farm financial service providers. The program was implemented as a self-paced, online training through USDA’s AgLearn platform to N = 500 FSA staff Methods Pre-/post-evaluations were used to measure objective and self-rated knowledge and skills. Correlations, paired-samples t-tests, ANOVA, and content analysis were used to analyze data. Results The training resulted in significant improvements in objective and self-rated knowledge. While there were no gender differences in objective knowledge, men’s self-rated knowledge and skills were significantly higher than that of women at pre-test; at post-test, there were no significant gender differences in self-rated knowledge and skills. Conclusion Evaluations of this agricultural mental health literacy program demonstrate its effectiveness for farm financial service providers. Expanding access to such trainings among agricultural service providers who interact with producers regularly can help improve agricultural communities’ skills to initiate and engage in critical conversations about mental health.

The Prevalence of Eating Disorders in Female Aesthetic Athletes

Eating disorders, a spectrum of psychological diseases (e.g., anorexia nervosa, bulimia nervosa, binge eating disorders) that can cause adverse impacts on health, are prevalent in athletes. Female athletes in aesthetic sports, where the thin-ideal body figure is highly valued by judges and audiences, are at highest risk of developing eating disorders. This review paper examines current research on major risk factors, diagnosis, and interventions regarding aesthetic athletes’ abnormal eating behaviors and eating disorders. The interconnected influence of social and sport pressures, including parents &amp; coaches’ influences, body dissatisfaction, and achievement goals have been found to be the major risk factors. Culture can also exert influence on the development of eating disorders. This paper reviews the screening tools, which primarily consist of self-reported questionnaires, used to identify eating disorders as well as education-based preventions and intervention programs. Finally, the limitations of current research in the field majorly lies in the validation of screening tools and interventions.

Implementing Perioperative Cardiac Risk Assessment in an Internal Medicine Residency Program: Experience from a Community Hospital

BackgroundACGME requires all Internal Medicine training programs to structure the curriculum to optimize resident educational experiences, including perioperative medicine. Teaching residents about perioperative risk management is challenging in a community hospital with limited resources and low surgical volume.ObjectiveOur goal was to introduce an interactive educational module on perioperative cardiac risk assessment and management in a community residency training program.MethodsThe study was a single-center online education-based intervention from September 2020 to January 2021. 24 categorical internal medicine residents at MetroWest Medical center were included. A self-paced online education program followed by two sessions of a 30-minute, group modulated review and discussion were provided monthly. The pre- and post-evaluation with 20 questions were conducted to assess perioperative cardiac risk assessment and peri-operative cardiac risk management before and after education.Results20 out of 24 residents (83%) were included in the analysis. Medicine residents performed significantly better after involvement with the educational module by comparing the pre- and post-evaluation score (10.7 ± 2.7 vs. 13.8 ± 1.8, p < 0.001, respectively). The most significant improvement was noticed in postgraduate year PGY-1 residents (5.1 ± 2.5, p < 0.001), followed by PGY-2 (2.7 ± 1.6, p = 0.004), but not significant in PGY-3 residents (1.6 ± 2.3, p > 0.05).ConclusionImplementing an interactive multi-modular curriculum in a community hospital increased residents’ awareness and knowledge of perioperative cardiac risk assessment and management. We are confident that this will result in improved performance on the consult services.

A cluster-randomized trial study on effectiveness of health education based intervention (HEBI) in improving flood disaster preparedness among community in Selangor, Malaysia: a study protocol

BackgroundFlood disaster preparedness among the community seldom received attention. Necessary intervention must be taken to prevent the problem. Health Education Based Intervention (HEBI) was developed following the Health Belief Model, particularly in improving flood disaster preparedness among the community. The main objective of this study is to assess the effect of HEBI on improving flood disaster preparedness among the community in Selangor. This study aims to develop, implement, and evaluate the impact of health education-based intervention (HEBI) based on knowledge, skills, and preparedness to improve flood disaster preparedness among the community in Selangor.MethodA single-blind cluster randomized controlled trial will conduct at six districts in Selangor. Randomly selected respondents who fulfilled the inclusion criteria will be invited to participate in the study. Health education module based on Health Believed Theory will be delivered via health talks and videos coordinated by liaison officers. Data at three-time points at baseline, immediate, and 3 months post-intervention will be collected. A validated questionnaire will assess participants’ background characteristics, knowledge, skill, and preparedness on disaster preparedness and perception towards disaster. Descriptive and inferential statistics will be applied for data analysis using IBM Statistical Package for Social Sciences version 25. Longitudinal correlated data on knowledge, skills, preparedness, and perception score at baseline, immediate post-intervention, and 6 months post-intervention will be analyzed using Generalized Estimating Equations (GEE).DiscussionIt is expected that knowledge, skills, preparedness, and flood disaster perception score are more significant in the intervention group than the control group, indicating the Health Education Based Intervention (HEBI).Trial registrationThai Clinical Trial TCTR20200202002.