Educational Workshops Research Articles

Enhancing Diabetes Management Education in Community Health Centers: Empowering Patients and Improving Health Outcomes

Background: Diabetes poses significant public health challenges globally, with South Africa experiencing high prevalence rates, particularly in underserved regions. The lack of tailored diabetes management programs in community health centers (CHCs) exacerbates poor health outcomes and increases healthcare costs. Methods and Materials: This project aimed to enhance diabetes management education at Pholela Community Health Centre in Durban, South Africa, through comprehensive educational interventions and healthcare provider training. Culturally sensitive educational materials were developed and delivered in multiple languages, targeting patient self-management and healthcare provider competence. Results : The intervention led to a 20% increase in the proportion of diabetic patients achieving target HbA1c levels within one year. Healthcare providers showed improved proficiency in delivering culturally sensitive, evidence-based diabetes care. Patient education workshops and peer support groups significantly improved patient knowledge and self-management practices. Conclusion: The project successfully addressed critical gaps in diabetes education and care at Pholela CHC, resulting in improved patient outcomes and enhanced healthcare practices. Continued community engagement and resource allocation are essential for sustaining these improvements and reducing the disease burden in underserved populations.

Community Awareness and Engagement in Bleeding Control: A Cross-Sectional Study

Background: Road traffic accidents (RTA) account for 4.7% of all deaths in the Kingdom of Saudi Arabia (KSA), with rates ranging from 17.4 to 24 per 100,000 people over the past decade. This study aims to enhance community engagement and understanding of bleeding control methods to empower effective responses to bleeding in accident scenarios. Method: This observational cross-sectional study evaluated the knowledge and willingness of the community to engage in bleeding control in the setting of medical emergencies. The study population was comprised of adults in Saudi Arabia who were over the age of 17 at the time of the research. Results: A total of 392 participants took part in the research. Of these, 66.3% (n = 260) were willing to assist a stranger bleeding as a result of a motor vehicle accident. There was no significant gender difference among those with past experiences of assisting someone after an accident. Only 15.5% (n = 61) had certified training, while the majority (77%, n = 47) held bachelor's degrees. Interest in educational workshops on bleeding control was shown by 55.1% (n = 216), with 32% (n = 126) undecided. Regarding tourniquet use, 20.1% (n = 38) believed this to be safe. Conclusion: This study highlighted the community's awareness of bleeding control and readiness to respond to bleeding situations after accidents. While more than half were likely to act, concerns about aggravating injuries, legal issues, and discomfort with blood were significant barriers, underscoring the need for public education and legal protection. Educational status, and particularly a bachelor's degree, was a stronger predictor of the likelihood to intervene than certified training. Significant knowledge gaps were noted with regard to tourniquet use, with few trusting their safety and many incorrectly applying them directly to the wound.

Brief Educational Workshops in Secondary Schools Trial (BESST): a cluster randomised controlled trial. Secondary analysis in those with elevated symptoms of depression

BackgroundDepression and anxiety are increasingly prevalent in adolescents. The Brief Educational Workshops in Secondary Schools Trial investigated the effectiveness of a brief self-referral stress workshop programme for sixth-form students aged...

Enhancing Mental Health through Strategies for the Development of Emotional Intelligence

This article investigates the relationship between emotional intelligence (EI) and mental health enhancement, proposing strategies for the development of emotional intelligence as a means to promote psychological well-being. In an era marked by increasing stressors and mental health challenges, understanding how emotional intelligence can be cultivated offers valuable insights for both individuals and professionals in the field of health sciences. The study examines existing literature on emotional intelligence and its impact on various aspects of mental health, including resilience, coping mechanisms, and interpersonal relationships. Utilizing a qualitative research approach, the article synthesizes theoretical frameworks and empirical evidence to outline effective strategies for fostering emotional intelligence in different populations. These strategies encompass educational programs, workshops, and interventions aimed at improving self-awareness, self-regulation, empathy, and social skills, all of which contribute to enhanced mental health outcomes. The results demonstrate the importance of including the development of emotional intelligence in mental health promotion programs and support a comprehensive strategy that acknowledges the interaction between emotional functioning and general psychological health. The practical consequences imply that raising emotional intelligence can help people become more resilient, have better mental health, and have more satisfying relationships—all of which can lead to healthier communities and fewer public health issues.

The mouse metabolic phenotyping center (MMPC) live consortium: an NIH resource for in vivo characterization of mouse models of diabetes and obesity.

The Mouse Metabolic Phenotyping Center (MMPC)Live Program was established in 2023 by the National Institute for Diabetes, Digestive and Kidney Diseases (NIDDK) at the National Institutes of Health (NIH) to advance biomedical research by providing the scientific community with standardized, high quality phenotyping services for mouse models of diabetes and obesity. Emerging as the next iteration of the MMPC Program which served the biomedical research community for 20 years (2001-2021), MMPCLive is designed as an outwardly-facing consortium of service cores that collaborate to provide reduced-cost consultation and metabolic, physiologic, and behavioral phenotyping tests on live mice for U.S. biomedical researchers. Four MMPCLive Centers located at universities around the country perform complex and often unique procedures in vivo on a fee for service basis, typically on mice shipped from the client or directly from a repository or vendor. Current areas of expertise include energy balance and body composition, insulin action and secretion, whole body carbohydrate and lipid metabolism, cardiovascular and renal function, food intake and behavior, microbiome and xenometabolism, and metabolic pathway kinetics. Additionally, an opportunity arose to reduce barriers to access and expand the diversity of the biomedical research workforce by establishing the VIBRANT Program. Directed at researchers historically underrepresented in the biomedical sciences, VIBRANT-eligible investigators have access to testing services, travel and career development awards, expert advice and experimental design consultation, and short internships to learn test technologies. Data derived from experiments run by the Centers belongs to the researchers submitting mice for testing which can be made publicly available and accessible from the MMPCLive database following publication. In addition to services, MMPCLive staff provide expertise and advice to researchers, develop and refine test protocols, engage in outreach activities, publish scientific and technical papers, and conduct educational workshops and training sessions to aid researchers in unraveling the heterogeneity of diabetes and obesity.

Educational Workshop on STM32 Digital Control in Buck Converters: Design, Development, and Online Resources

Educational Workshop on STM32 Digital Control in Buck Converters: Design, Development, and Online Resources

Medical record-keeping educational interventions for medical students and residents: a systematic review.

Medical records, encompassing patient histories, progress notes, and more, play a crucial role in patient care and treatment, healthcare communication, medico-legal matters, and supporting financial documentation. Despite their significance, literature suggests inconsistencies in record quality and insufficient formal medical record-keeping education for medical students and residents. The study aimed to identify and evaluate the effectiveness of educational interventions by conducting a systematic review. A literature search covering 2003-2023 and review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines was undertaken. The literature search identified 44 relevant studies for inclusion. Educational methods, including lectures, feedback, workshops and discussions, addressed different components of the clinical record. The review revealed positive impacts on participant satisfaction, skills and attitudes related to record-keeping. However, some studies reported no significant positive outcomes, emphasising the need for higher-level evidence. Most studies adopted a single-group pretest-posttest design, presenting challenges in control group implementation. The Kirkpatrick evaluation levels were primarily at level 2, with few studies reaching level 3. The absence of studies at level 4 suggested the need for more robust evidence. Studies targeted medical residents more frequently than medical students, with a lack of interventions during the first year of medical education. Despite limitations including language bias and methodological variations, the review revealed diverse educational strategies and highlighted the necessity for more randomised controlled trials and studies providing higher-level evidence to enhance clinical record-keeping skills among medical students and residents. Medical record-keeping educational interventions can significantly improve the documentation skills of medical students and residents, thereby enhancing patient care, communication and medico-legal compliance.

Phenomenological Study of English Language Teachers in Pakistan

English language education in Pakistan holds significant importance, serving as both a medium of instruction and communication. Firstly, the study seeks to identify the professional traits; secondly, to explore the opportunities for professional development, available to English language teachers; and thirdly, the research seeks by addressing these objectives, this research contributes to a deeper understanding of the complexities surrounding English language teaching in the Pakistani context and offers valuable insights for enhancing teaching effectiveness and teachers’ competency. The study was qualitative in nature. Population of the study were all teachers those are serving on post graduate level. The researcher selected 30 participants for the research study. For the collection of data researcher constructed the interview according to the objectives of the study. Researcher conducted the interview of the participants. By using thematic analysis, the researcher analyzed the data and the results of the study indicated that majority of participant reported that effective English teachers have good verbal and written communication skills, which allow them to convey complex concepts and ideas clearly and understandably. Furthermore, they used group activities, discussions, and projects that engage students and encourage them to take ownership of their learning. Majority of participants reported that technological proficiency is one of their salient features. Incorporating technology into the teaching process can enhances engagement and provides access to a wealth of online resources. It helps the students to take part in classroom activities effectively. Additionally, most of the ELTs mentioned that various educational activities such as workshops to train the teachers for curriculum development and assessment techniques can be helpful for English language teachers. Enhancement of professional skills among English teachers will play an important role to promote English Language in Pakistan. Teacher may have the discussion and exchange the ideas for better teaching in English Language Teaching Workshops, conferences, and seminars.

The effectiveness of a school-based protocol for environmental cleaning and disinfection during a pandemic: a randomized controlled pilot study

BackgroundSince no specific environmental cleaning instructions and methods have been developed for schools to tackle pandemics, and cleaning methods, this study aims to investigate the feasibility of a new effective school cleaning protocol in reducing the environmental contamination in kindergarten and primary school settings.MethodsThis study implemented a cluster randomized controlled trial with three-arms, namely two intervention arms - groups A and B, and one control arm – group C. The first intervention arm included the cleaning staff who would participate in an educational workshop and be equipped with disposable wipes, while the second arm, group B, participated in the educational workshop only. The third arm, group C, received no treatments.Results1080 sample points were collected from pre-determined sites in the study within the 6 schools. At the 2-week follow-up post-intervention assessment, all sites were found to be clean for group A that used disposable wipes, while group B, without disposable wipes, were found to have left more sites contaminated. Staphylococcus aureus was found in the sites cleaned by group C.ConclusionBased on the findings in this pilot study, a further study at a larger scale focusing on the education program with enhancement and use of the cleaning protocol can be conducted to train cleaning staff for effective environmental cleaning in a school setting.

Utilizing mentorship education to promote a culturally responsive research training environment in the biomedical sciences.

There is an urgent and compelling need for systemic change to achieve diversity and inclusion goals in the biomedical sciences. Because faculty hold great influence in shaping research training environments, faculty development is a key aspect in building institutional capacity to create climates in which persons excluded because of their ethnicity or race (PEERs) can succeed. We present a mixed methods case study of one institution's efforts to improve mentorship of PEER doctoral students through mentorship education workshops for faculty. These workshops were one strategy among others intended to improve graduate trainees' experiences, and positively affect institutional climate with respect to racial and ethnic diversity. Surveys of 108 faculty mentors revealed that about 80% overall agreed or strongly agreed with the value of culturally responsive mentoring behaviors but about 63% overall agreed or strongly agreed that they were confident in their ability to enact those behaviors. Through a series of three focus groups, PEER doctoral students reported that they noticed mentors' efforts to address cultural diversity matters and identified some guidance for how to approach such topics. We discuss future directions and implications for using mentorship education to activate systemic change toward inclusive research training environments and promoting the value of mentorship within institutions.

Surgical Aortic Valve Replacement Using a Porcine Model: A Low-Cost Simulation for Surgical Trainees.

Simulation experiences are valuable to the training of future successful surgeons. These experiences introduce trainees to operational concepts through hands-on engagement within a low-stress environment to promote skill, information retention, and increased competency for future success in real-life scenarios. The study aimed to develop a low-cost, reproducible surgical simulation for teaching aortic valve replacement using porcine models. This study employed a single-center educational workshop design to provide trainees with a comprehensive wet laboratory experience in surgical aortic valve replacement using a porcine model. The simulation involved step-by-step procedures using porcine hearts in a wet lab environment, emphasizing specific surgical techniques such as suturing, knot tying, and valve replacement. Simulated valves were created using insulation foaming and aluminum wiring. The study was conducted at a southeastern medical school's wet lab. Thirty-eight preclinical medical students participated. The simulation was designed to provide a comprehensive overview of the steps involved in aortic valve replacement using porcine models. It emphasized the importance of teamwork, fundamental surgical skills, and effective communication within a surgical setting. The low-cost surgical simulation allowed trainees to learn technical skills that could be tailored to their proficiency level. Simulation for cardiothoracic procedures is limited by monetary spending and the availability of adequate materials to create a beneficial learning experience. This low-cost simulation allows resource-limited institutions to provide their students an additional opportunity to practice fundamental surgical principles such as suturing.

Change is Possible: A Case Study of Multicultural Education in Slovenia

This study investigated the attitudes of Slovene elementary school students towards multiculturalism and the effect of educational workshops on these attitudes. This research fills a gap in the existing literature as there is a lack of studies on the impact of multicultural workshops in Slovenia. This study employed a case study approach that focused on a specific elementary school. The literature review discusses the concept of multiculturalism, approaches to multicultural education, and attitudes of teachers and the general population towards multiculturalism. These findings suggest that children's attitudes towards multiculturalism can change over time if they are exposed to multicultural workshops and learn about multiculturalism. This study also highlights the lack of knowledge and experience among Slovene teachers regarding multicultural education. The results contribute to the understanding of multicultural education in the Slovenian context and provide insights into the effectiveness of educational workshops in shaping students' attitudes towards multiculturalism. This study has implications for educators and policymakers in designing and implementing multicultural education programmes in elementary schools.

Factors Affecting Colorectal Cancer Screening in Primary Care Physician Practices in Ukraine.

This study aims to identify the factors influencing colorectal cancer (CRC) screening practices, along with the barriers and facilitators from the perspective of primary care physicians (PCPs) in Ukraine. Considering health care system challenges, including those posed by the ongoing war, this research seeks to inform improvements in CRC screening and outcomes in Ukraine and other low- and middle-income countries (LMICs). A survey was designed and distributed electronically to Ukrainian PCPs, focusing on CRC screening practices, beliefs, and barriers. The survey incorporated questions adapted from established cancer screening surveys and frameworks. Complete responses were collected from 740 PCPs. Sample statistics were computed, and population-level perceptions and associations with CRC screening practices were estimated by standardizing responses to national PCP demographics. The majority of respondents were women (91%) and specialized in family medicine (84%). Respondents believed in the effectiveness of colonoscopy for reducing CRC mortality (80%), with 75% of PCPs referring patients for this screening modality. Major barriers identified include inadequate training of PCPs in screening and lack of resources. Respondents reported high utilization of fecal occult blood test and colonoscopy for screening when these tests were said to be available in their practices. Self-reported familiarity with CRC screening guidelines and participation in educational workshops were positively associated with screening referrals. The study highlights the role of access to CRC screening tests and awareness of screening guidelines in enhancing CRC screening practices among Ukrainian PCPs. Addressing training and resource barriers, alongside public health interventions targeting patient-related barriers, is essential. These findings offer valuable insights for LMICs facing similar challenges, emphasizing the need for tailored strategies to improve cancer screening in these health care settings.

Enhancing Nursing Staff Clinical Skills of Pain Assessment: Impact of the Educational Course

Objective: To assess the impact of a newly developed educational course in terms of improvement in post-test scores in clinical skills assessment of patients with patient-controlled intravenous analgesia (PCIA) and epidural analgesia using the Likert scale among nursing staff working in a tertiary care teaching hospital. Introduction: Nurses require certain clinical skills to assess patient’s pain adequately. This can be achieved through regular on-the-job training and educational workshops. This will enhance nurses’ clinical practice regarding pain assessment and improve pain treatment and patient satisfaction. Methods: After getting approval from the Institutional Review Committee an education course was developed and implemented. A total of 86 nursing staff attended the course. Teaching methodologies included online lectures, small group tutorials, and hands-on workshops using demonstrations of locally developed videos. Pain assessment skills were assessed at the start of the workshop and the end of the session using PCIA and Epidural Likert scale assessment forms on simulated patients in this experimental, pre-and post- (single-arm) study. Results: Eighty-six participants completed the course, of which 50 (58.1%) were female. In the clinical skill assessment of patients using PCIA, the mean difference in PCIA assessment scores of participants before and after the workshop was 13.88 (90.79%), which was statistically significant (p=<0.001). In the epidural skills assessment, the mean difference in the score of participants before and after the workshop was 15.09 (79.47%), which was statistically significant (p=<0.001). Conclusion: The educational course had a significant impact on increasing the understanding of pain assessment among nursing staff with statistically significant improvement in their clinical skills.

Connecting Workshops in Digital Education

Communication, production, experiments and play in networked learning can be so much more than just having meetings on Zoom or Teams. This text sketches out some possibilities and ways of understanding this. The text is organized in three parts based on both finished research and ongoing research since 2004. The first part presents an overall pedagogical framework in the form of a media ecology of communication and production between schools or pre-schools. The second part has to do with how a group of children and teachers can understand themselves as an experimenting community in open laboratories. Finally the third part sketches out how the actual ways of communication and production can take place in different forms of common synchronous and asynchronous workshops.

Evaluation of an interactive education workshop on hospital pharmacists’ ethical reasoning: an observational study

BackgroundPharmacists are often faced with scenarios in practice that require application of ethical reasoning and decision-making skills. There is limited research on the ethical decision-making processes of hospital pharmacists. Pharmacists who are compassionate and put the interests of their patients first are thought to positively impact on patient care, but there are often complex health-care system pressures in the hospital setting that cause pharmacists to behave in ways that may conflict with professional values and behaviours. This multisite study aimed to evaluate an interactive education workshop on hospital pharmacists’ ethical reasoning skills and explore the need for ongoing training and support.MethodsThis mixed-methods study was carried out across two health services including three hospitals. It incorporated a pre-workshop survey, a feedback survey immediately post-workshop and a third survey four weeks after the workshop. Semi-structured interviews were conducted with hospital pharmacists at least four weeks after the ethics workshop.ResultsIn total, 32 participants completed the pre-workshop survey, nominating peers/colleagues as the most common source of support they would consult to inform ethical decision-making (17/118 sources of support). Almost all (n = 31/33; 94%) strongly agreed/agreed that the education session provided them with ethical reasoning skills and a process/framework which they could use when faced with an ethical issue. Pre- and post-survey responses showed increased self-confidence in identifying the regulatory frameworks applicable to pharmacy privacy requirements (p = 0.011) and ethical issues applicable to pharmacy privacy requirements (p = 0.002), as well as applying ethical reasoning to scenarios that involve pharmacy privacy dilemmas/issues (p = 0.004). Participants’ self confidence in knowing where to find support when faced with clinical and non-clinical ethics questions was improved (p = 0.002 and p = 0.003 respectively). Participants supported the introduction of quarterly ethics cafes after the workshop, compared to before the workshop (p = 0.001).ConclusionHospital pharmacists rely on discussions with colleagues to brainstorm how to address ethical issues. This study showed that a targeted interactive education workshop facilitated familiarity with ethics resources and decision-making processes. It also demonstrated that this approach could be used to enhance hospital pharmacists’ readiness, confidence, and capabilities to recognise and respond to challenging ethical issues.

Usefulness of low-cost simulation models to learning surgical techniques for placenta accreta spectrum: An observational educational study.

To evaluate the utility of low-cost simulation models to teach surgical techniques for placenta accreta spectrum (PAS), included in a multimodal education workshop for PAS. This was an observational, survey-based study. Participants were surveyed before and after the use of low-fidelity mannequins to simulate two surgical techniques for PAS (one-step conservative surgery [OSCS] and modified subtotal hysterectomy [MSTH]), within a multimodal educational workshop. The workshops included pre-course preparation, didactics, simulated practice of the techniques using low-cost models, and viewing live surgery. Six OSCS/MSTH training workshops occurred across six countries and a total of 270 participants were surveyed. The responses of 127 certified obstetricians and gynecologists (OB-GYNs) were analyzed. Participants expressed favorable impressions of all components of the simulated session. Perceived anatomical simulator fidelity, scenario realism, educational component effectiveness, and self-assessed performance improvement received ratings of 4-5 (positive end of the Likert scale) from over 90% of respondents. When asked about simulation's role in technique comprehension, comfort level in technique performance, and likelihood of recommending this workshop to others, more than 75% of participants rated these aspects with a score of 4-5 (positively) on the five-point scale. Low-cost simulation, within a multimodal education strategy, is a well-accepted intervention for teaching surgical techniques for PAS.

Assessing genomics confidence and learning needs in Australian nurses and midwives: an educational program evaluation.

Introduction: The mainstreaming of genomics across healthcare specialties necessitates that all nurses and midwives have a high literacy in genomics. Methods: We aimed to design, develop, implement and evaluate a genomics education workshop for nurses and midwives using action research principles. Results: Registered nurses and midwives completed an online survey regarding genomics confidence and learning needs (n = 274). The results of this survey were used to develop the genomics education workshop. The workshop was run three times (n = 105) with evaluation data being collected both before and after each workshop. Significant improvements in confidence across all learning domains was found following the workshops (p < 0.001). A desire for more education across all learning domains except for genetics knowledge was also identified (p < 0.001). Discussion: Genomics education workshops were found to increase the confidence of nurses and midwives across a range of specialties. Nurses and midwives also expressed a desire for further education in genomics.

Enhancing Student Motivation and Creativity through Cinematic Education Workshops

Cinematic art, as one of the most diverse art forms, underscores the importance of integrating motivation and creativity into the educational process. Since the absence of motivation can complicate even the simplest tasks, understanding how to effectively apply motivation within the educational environment is essential. Intrinsic and extrinsic motivation are not necessarily in conflict; they can coexist and interact, producing favourable outcomes in the teaching and learning process. Recognizing these facts, it becomes crucial to incorporate game-based and playful elements into cinematic educational workshops to stimulate student’s creativity. Practical exercises including such initiatives play a significant role in enhancing children’s imagination. Therefore, this study explores the realm of film pedagogy, with a specific emphasis on the power of fostering creativity and motivation.

Experiences of Teaching and Learning Pediatric Pain Management in Ghana

BackgroundThe literature has revealed gaps in knowledge and attitudes regarding pediatric pain management among Ghanaian nurses and nursing students that can be attributed to inadequate education in the area. Consequently, nursing tutors teaching pain management might not have the appropriate knowledge to transfer to their students. PurposeTo explore nursing tutors’ experiences of teaching pediatric pain management as well as their students’ learning experiences before and after the tutors’ training workshop. DesignA descriptive qualitative design was employed for the conduct of the study. MethodsData were collected via focus groups from 32 tutors and 24 students before and after an educational workshop. Data analysis drew on Braun and Clarke's thematic analysis. FindingsPre-workshop themes revealed knowledge deficits regarding pediatric pain management in both tutors and students due to learning having occurred in bits and pieces. Furthermore, lack of accessibility to books and pain scales perpetuated this bits-and-pieces approach to learning. Post-workshop findings revealed gains in tutors’ knowledge and skills. Consequently, students gained new insights into pediatric pain management. ConclusionTutors and student nurses had a knowledge deficit regarding pediatric pain management. The educational workshop and the provision of learning materials resulted in enhanced knowledge and attitudes that subsequently improved tutors’ ability to effectively teach the topic to their students, with a clear implication for improvements in clinical practice. Clinical ImplicationEducating nursing tutors about pediatric pain is imperative to enable students and thus future nurses to be equipped with the necessary evidence-based knowledge of how to manage pediatric pain.