Evaluation Of Educational Intervention Research Articles

Sustainability in (engineering) education through reclaiming and reusing electronic components from e-waste: a last decade research review

Purpose This paper aims to investigate the e-waste aspect of sustainability in education, with a specific interest in engineering education. Specifically, it focuses on recycling through reclaiming electronic components from e-waste and reusing them in repairs or in the design and construction of new devices. Design/methodology/approach A systematic literature review is performed according to the PRISMA methodology. In total, 27 articles are analysed as to publication parameters, characteristics and evaluation of educational interventions on e-waste and evaluation results across major domains of learning (cognitive, affective and 21st century skills). Findings The reviewed subject is under-research; publications are rare and mostly in conference proceedings. The majority of interventions take place at university level, in face-to-face mode, using a practical approach in hands-on labs. Educational methods draw from modern, learner-centred pedagogies such as collaborative learning and constructionism. Topics focus on innovative design and construction, while interventions tend to become embedded in engineering curricula/courses. Evaluation of learners’ gains across domains of learning is rare and follows informal procedures that shake the reliability of results. Domains other than the cognitive are scarcely and subjectively evaluated. Originality/value Contrary to other aspects of sustainability, the aspect of e-waste has not been reviewed. The applied, hands-on approach and the analytic, synthetic, collaboration and creativity skills it requires are all much valued in education. The current review, therefore, comes to inform, inspire and guide educators and researchers in planning and implementing activities on this subject.

ENGENHARIA E FORMAÇÃO DE ADULTOS PROFESSORES: NOÇÕES EM JEAN-MARIE BARBIER

ABSTRACT: This theoretical-reflective study aimed to contextualize educational engineering, based on Jean-Marie Barbier's theoretical notions, with the training of adult teachers. Thus, the text clarifies the notion of engineering training, considering the design and evaluation of educational interventions in the workplace and adults' social life aiming for learning; describes educational intervention as the articulation of two cultures that do not intercross (engineering and pedagogy), but that become interconnected by a third one, the training culture; and illustrates the engineering training cycle in four phases. In all these moments, we contextualize the author's theoretical approaches regarding the training of adult teachers. Among the identified interfaces, the training culture stands out, as it reinforces two essential aspects of the teacher training process: the conception (by themselves and by trainers) of this subject as an adult who has life and professional experiences and the perspective of school as a privileged educational space for their training and professionalization (with no distinction between them). Therefore, our reflection adds value to the current thought on adult teacher training, focusing on the culture of training and transformation, aiming at teachers' continuous development and strengthening teacher professionalization in the current social, professional, and political fights.

Evaluation of educational intervention on awareness of adverse drug reaction reporting among geriatric population in a tier II city of India

Background: Adverse drug reactions in the geriatric population are a growing concern, given their susceptibility to medication-related complications. However, underreporting of ADRs remains a significant challenge in India. This study aimed to evaluate the impact of an educational intervention on ADR reporting awareness among the geriatric population in a Tier II city of India. Methods: A pre-post intervention study was conducted in a Tier II city, involving a sample of geriatric individuals aged 60 and above. An educational intervention, consisting of workshops, pamphlets, and interactive sessions, was designed to enhance awareness of ADR reporting procedures. Pre-intervention and post-intervention assessments were conducted to measure changes in ADR reporting knowledge and willingness to report ADRs. Results: A total of 71 responses were received. All participants demonstrated an increased understanding of the importance of reporting ADRs and were more willing to report such incidents to health care authorities after the intervention. The educational intervention significantly improved awareness of ADR reporting procedures among the geriatric population Conclusions: The intention of the study was to assess the effectiveness of an educational programme on geriatric patients' awareness of the need to report adverse drug reactions to pharmacovigilance centres given that this age group is more prone to use multiple therapies. A large number of participants felt that increasing pharmacovigilance awareness and knowledge sharing will benefit society.

Measuring cyber wisdom: preliminary validation of a new four-component measure

Cyber-wisdom is the ability to know and do the right thing at the right time, when using digital technologies, and is a concept that is gaining attention from educators. Whilst the theory and practice of cyber-wisdom education is established, to date there has been no attempt to investigate how the virtue of cyber-wisdom might be measured. This is a lacuna as it limits future research in the area, including, in particular, proximal evaluations of cyber-wisdom interventions. This article introduces a new four-component measure of cyber-wisdom, which is relevant to how the virtue may be cultivated in practice via formal education and the teaching of what is generally referred to as digital citizenship education. The measure was piloted with 1,331 13–16 year-olds. The findings provide initial evidence that cyber-wisdom literacy, reasoning, reflection, and motivation can be measured. This study provides preliminary validation of cyber-wisdom sub-measures that might be used in evaluations of educational interventions that seek to help children and adolescents live with wisdom in the digital age.

An educational intervention to promote a culture of gender equity among persons with traumatic brain injury and caregivers: A pilot study.

Traumatic brain injury (TBI) outcomes are dependent on patients' biological sex (e.g., hormone levels) and sociocultural gender (e.g., norms, responsibilities). Informal caregivers additionally experience disruptions to identity and roles post-TBI. However, information on this topic remains largely unavailable to patients and caregivers. This study aimed to determine the effectiveness of a one-time educational intervention on sex and gender influences in TBI for patients and informal caregivers. We conducted a pilot pre-test/post-test randomized control-group design study. Groups (i.e., passive, active and control) consisted a total of 16 persons with TBI and caregivers (75% persons with TBI, 63% women). Individual and group learning gains, and group-average normalized gain, were computed for three learning domains: knowledge, attitude, and skill. An intervention with an average normalized gain of ≥30% was considered effective. Educational intervention evaluation and qualitative comments post-participation were summarized. The passive group demonstrated the highest average normalized gain across the three learning domains, including 100% for knowledge, 40% and 61% for attitude, and 37% for skill. The remaining groups did not reach an average normalized gain of ≥30%, except for the attitude domain of the control group (33% and 32%). Two key categories were identified qualitatively: (1) gendered self-expectations post-injury and (2) implications of gender stereotypes in rehabilitation, including the need for rehabilitation treatment to look beyond sex and gender. The post-participation educational session evaluation conveyed high appraisal of content, organization, and usability of the intervention. A one-time passive educational intervention on sex and gender in TBI may improve knowledge, attitude, and skill on the topic of sex and gender among adults with TBI and caregivers. Obtaining knowledge and skill on sex and gender effects in TBI can potentially help persons with TBI and caregivers adapt to changes in roles and behaviours post-injury.

Evaluation of educational intervention on sexually transmitted diseases in adolescents

Introduction: Insufficient knowledge about Sexually Transmitted Infections (STIs) among adolescents is a serious problem that requires attention. Sex education is essential to address this problem and promote a healthy relationship with sexuality. Adolescence is a critical stage for establishing behaviors and attitudes, and effective educational programs are critical to improve knowledge and awareness of STIs in this vulnerable population. Methods: An educational intervention study was conducted to improve STI knowledge in adolescents. The effectiveness of the intervention was evaluated by means of before and after questionnaires, being considered effective if more than 80% of the sample improved their knowledge. Results: Active sexual life increases the risk of STIs. Education is essential to prevent them, but lack of information and social taboos are obstacles. After an educational intervention, adolescents improved their knowledge, including symptoms, prevention and behavior to follow. This highlights the importance of education in promoting healthy sexuality and prevention. Conclusions: Adolescents have little knowledge about STIs before education, which improves their understanding. Lack of parental information and social taboos contribute to this lack. Adequate understanding of STIs is essential for informed sexual health decisions. Sex education should be a shared responsibility between family, school and health professionals, actively involving adolescents.

Evaluation of educational intervention on sexually transmitted diseases in adolescents

Evaluation of educational intervention on sexually transmitted diseases in adolescents

Evaluation of educational interventions on eye health for dietetic and pharmacy professions: a pre-post study

BackgroundWe piloted an educational intervention that aimed to enhance awareness about nutrition-age-related macular degeneration (AMD) links among practising and student dietitians then expanded the scope of this intervention to include general eye health, which was delivered to pharmacy students.MethodsA pilot intervention was conducted in 2019 at the Dietitians Australia Conference (Gold Coast, Australia) where practising and student dietitians underwent a 2-hour small group educational workshop on nutrition and AMD links. Pre-post questionnaires were administered to participants, with voluntary completion of both questionnaires an indicator of consent to participate in the intervention. The primary intervention outcome was a change in AMD-related nutrition knowledge pre-post intervention. A larger intervention was then conducted at the University of Sydney (Sydney, Australia) where pharmacy students underwent a 4-hour educational module to improve general eye health knowledge, as well as student perceptions and attitudes towards a pharmacists’ role in low vision care. Similarly, pre-post questionnaires were administered, with voluntary completion of both questionnaires an indicator of consent to participate in the intervention. The primary intervention outcomes were changes in total knowledge, total perception and total attitude scores pre-post intervention.Results(1) Among 10 accredited and 5 student dietitians, there was significant overall knowledge improvement (mean pre-post score: 7.07 ± 1.94 vs. 10.8 ± 1.01, p = 0.001) specifically around appropriate dietary advice, food sources of key AMD-related nutrients, and awareness of supplements. (2) Among 179 second-year pharmacy students enrolled in the ‘Pharmacy Practice’ Unit of Study (Bachelor of Pharmacy, University of Sydney), total eye health knowledge (6.25 ± 1.93 vs. 6.64 ± 2.0; p = 0.011) significantly improved, along with total perception scores (41.54 ± 5.26 vs. 42.45 ± 4.95; p = 0.004). Total attitude scores were not significantly different.ConclusionsThe pilot intervention improved relevant nutrition-AMD knowledge among practising/student dietitians. The modified intervention for pharmacy students also significantly improved general eye health knowledge as well as students’ perception of a pharmacists’ role in low vision care.

The effect of educational program based on social cognitive theory in adopting behaviors to prevent excessive consumption of Sugar-Sweetened Beverages in children; application of social network software(Shad)

Abstract Background: Excessive consumption of Sugar-Sweetened Beverages (SSBs) is a health problem in most societies today; Which has adverse consequences in the areas of: health, social and economic. The aim of this study was to investigate the effect of the application of social cognitive theory (SCT) in the design and evaluation of educational intervention in order to adopt behaviors to prevent excessive consumption of Sugar-Sweetened Beverages (SSBs) in students.Materials and Methods: The current study was a quasi-experimental study. Using multistage sampling, 100 Junior High-school students in Urmia, Iran in 2021 were selected and assigned to two groups, namely intervention (n=100) and control (n=100). To collect the study data, researchers utilized a researcher-made questionnaire including items about demographic information and SCT constructs such as awareness, outcome expectations, self-regulation, self-efficacy, social support , barriers and Preventive behaviors, which was completed in two stages before and three months after the last training session; the data were analyzed using SPSS software version 25.0.Results: The mean age of the intervention and control groups was 13.71 ± 0.71 and 13.84 ± 0.81, respectively. Before the intervention, the mean scores of social cognitive theory structures and desired behavior were not significantly different between the two groups. But three months after the intervention, the mean scores of knowledge constructs, outcome expectations, self-regulation, self-efficacy, social support, perceived barriers, and desirable student behavior showed a significant difference between the two groups(P<0.001).Conclusion: The results of the study showed that social cognitive theory can be used as a theoretical basis for designing and evaluating interventions to encourage people to follow a proper diet and reduce the consumption of SSBs.

Quality of life and vocational education service quality in students with intellectual disability

The aim of the study was to investigate the relation between subjective quality of life and quality of vocational education services from the view of students with intellectual disability who participate in public special vocational education schools in Greece. The level of quality of life and quality of special vocational education services was explored. The article presents a functional description of service quality in special vocational education and operationalizes quality of life for students with disability. Instruments were developed and adapted in line with the participatory research paradigm. Convenience sampling was used. Data was gathered from 131 students with intellectual disability. All measures showed good evidence of internal consistency and construct validity. The findings suggest relationship between quality of life and quality of special vocational education services received by students with intellectual disability. Low levels of self-determination are highlighted. Practical implications concerning the application of the instruments in special education settings as measures for the quality assessment and the evaluation of educational interventions are discussed.

Illuminating the complexities of conflict with evolution: validation of the scales of evolutionary conflict measure (SECM)

BackgroundAlthough personal, familial, and community conflict with evolution have been documented in the literature, these scales require conceptualization as a construct and operationalization as a measure. The Scales of Conflict with Evolution Measure (SECM) instrument was developed in response to these needs. Using a construct validity framework, the content, internal structure, convergent, and substantive validity of the SECM were evaluated using Rasch analysis, Structural Equation Modeling (SEM), and follow up questioning. The conceptual utility of the instrument was explored by examining whether it added explanatory insights into evolution acceptance above and beyond religiosity, evolution knowledge, and background variables.ResultsA literature review and expert consultation indicated that construct of evolutionary conflict perception should (i) encompass the hierarchical nature of human social structures (personal, family, community) and (ii) probe conflict as it relates to human values, cultures, and beliefs. A three-dimensional construct was operationalized as a nine-item rating scale measure. Using Rasch analyses of SECM responses from a diverse sample of > 1000 students studying evolution, the instrument met criteria of robust measurement, including: fit to model expectations; three-dimensional structure; high reliability; good rating scale function; measurement invariance with time; and convergence with a similar construct. SEM showed that: (i) family and community conflict had unique causal contributions to personal conflict, with family showing a stronger and modest impact, and (ii) personal conflict had a significant and modest causal impact on evolution acceptance above and beyond the contributions of religiosity, evolution knowledge, and background variables.ConclusionThe SECM is an easy-to-administer instrument to measure conflict with evolution and is supported by several forms of validity evidence. The SECM has potential for facilitating measurement of evolutionary conflict in educational settings, thereby raising instructor awareness of conflict levels in students, promoting rigorous evaluations of educational interventions designed to reduce conflict, and fostering conceptual advances in the field of evolution education. Future work is needed to gather additional forms of validity evidence and to test current validity claims in additional participant samples. SECM measures should also be incorporated into more complex SEM models that treat evolution knowledge and religiosity as part of the structural paths to evolution acceptance. Such models could provide insights into the most worthwhile targets for the development of educational interventions to mitigate conflict at multiple scales.

Implementing and Evaluating a Patient Safety Curriculum for Undergraduate Medical Students using Blackboard

Background: One of the important components of the medical school curricula is patient safety education. Aim: To introduce a WHO patient safety course in medical undergraduate curriculum College of Medicine Jouf University (COM JU) using blackboard, measuring students’ attitudes and knowledge to patient safety course pre-post intervention. Methods: A quasi-experimental Pre-program/Post-program single group design was applied in this study. A Comprehensive sample of 5th-year undergraduate medical students (COM JU) (n=56) participated in the study. The first two levels of Kirkpatrick’s evaluation of educational intervention were measured; the first level (learner satisfaction) measured using The Attitudes to Patient Safety Questionnaire (APSQ) and the second level (knowledge) where students completed locally designed multiple-choice items targeting patient safety basic information. To increase student's awareness of the course author conducted a World Health Organization (WHO) learning from errors workshop before the implementation of the course. The course was uploaded on the learning management system (Blackboard). Students' satisfaction with blackboard as a learning tool for patient safety course was measured. Results: We matched student pretest with posttest and used paired t-tests to identify mean differences.Response rate was 86.15% (n=56) of students. There was a statistically significant difference between genders regarding the importance of patient safety (p =0.004). Results of (APSQ) showed that there was a minor improvement of attitude towards patient safety after the intervention. There was a statistically significant difference between students' knowledge test pre-post intervention (pre_42.86±12.17-post_54.83 ±14.9) p 0.000. Seventy-three percent 73% (n=41) of students agreed that Blackboard provided them with a positive learning experience. Conclusion: implementing a patient safety course into undergraduate medical education improved students’ knowledge of patient safety, blackboard is an effective learning management system to teach a course online from a students' perspective.

Educating health and social care practitioners on the experiences and needs of older LGBT+ adults: Findings from a systematic review.

To report review findings into interventions used to educate the health and social care workforce on the experiences and needs of LGBT+ older adults. Research demonstrates that inequalities in outcomes on health and social well-being for LGBT+ older adults are perpetuated by the cumulative disadvantages from discrimination and social exclusion throughout the life course and a lack of culturally competent workforce. A systematic search of peer-reviewed papers published before February 2020 was conducted in electronic databases. The search resulted in a screening of 2,509 papers with nine matching the inclusion criteria, which were rated using the MERSQI quality measure. Studies demonstrated some positive outcomes of interventions, especially an increase in knowledge, but less so in skills and attitudes. More robust designs such as randomized controlled trials, the use of standardized measures and a focus more on the longitudinal impact of educational interventions could improve the quality of study designs. Diversification of intervention content and patient and public involvement in the design, delivery and evaluation of educational interventions could improve efforts and have a more sustained impact on LGBT+ ageing inequalities. Nurse managers have important roles in supporting staff education and ensuring LGBT+ inclusive practice.

An evaluation of educational interventions aimed at preparing medical students for discharge summary writing: a rapid review of the literature

Whilst discharge summaries are important for ensuring patient continuity of care, they often lack important information. Medical students and newly qualified doctors have attributed this to insufficient teaching, thereby indicating a need to improve discharge summary education within the undergraduate medical curriculum. The aim was to review educational approaches used to prepare undergraduate medical students for discharge summary writing, and their effectiveness Medline and Scopus were systematically searched using keywords, for studies published between 2009 and 2019. Narrative synthesis was used to integrate the findings of the included studies. Study quality was appraised using the Medical Education Research Study Quality Instrument. Six studies were included in this review. Allowing students to write a discharge summary following a real patient encounter and receive written feedback was the most common educational approach used (n = 4). Three of these studies improved student attitudes towards discharge summary writing. One study described the use of a mobile application, which improved discharge summary quality. Another study utilized interprofessional learning but the effect was statistically insignificant. Medical Education Research Study Quality Instrument scores were satisfactory (mean = 12, range = 8.4-15). The literature concerning this topic is limited. The results indicate that providing written feedback to students can positively influence attitudes towards discharge summary writing. Optimisation of the quality of discharge summaries written by medical students using feedback and checklists requires further investigation, as does the use of interprofessional learning. Future studies would additionally benefit from including participant baseline data and control groups, being multicentred and measuring behavioural or patient/healthcare outcomes.

Estudios de cohortes. 1ª parte. Descripción, metodología y aplicaciones

Los estudios de cohortes (EC), son estudios de carácter longitudinal, observacional y analíticos. Corresponden a uno de los diseños más utilizados en investigación clínica, aportando altos niveles de evidencia, según el tipo de escenario en los que se aplique.Los EC tienen como objetivos, determinar asociación entre un factor de exposición y el desarrollo de alguna enfermedad o evento de interés, a partir de la estimación de riesgos; conocer la historia natural o el curso clínico de una enfermedad o de un evento de interés; determinar supervivencia; estudiar factores protectores y pronósticos.Los EC tienen diversas aplicaciones, por ejemplo: investigación de brotes epidemiológicos, estudios de causalidad, evaluación de intervenciones educacionales, etc.Teóricamente, la mejor aproximación es mediante un estudio de cohortes prospectivas; sin embargo, suelen exigir largos períodos de tiempo de seguimiento para obtener resultados útiles; por lo tanto, se puede recurrir a otras estrategias, como a los estudios retrospectivos y otros, que pueden resultar más factibles respecto de recursos y tiempos de seguimiento.El objetivo de este manuscrito fue generar un documento de estudio referente a descripción, metodología y aplicaciones de los EC en ciencias de la salud.

The Authentic Athletic-Academic Model:

Over the past 50 years, the number of alternative schools for at-risk students have increased exponentially. However, the research concerning the students that attend these institutions has been, at best, unhurried. Even more wanting is the research regarding the development and critical evaluation of educational interventions that can motivate and educate these students. The purpose of this paper is to propose an original, interdisciplinary framework aimed at increasing the positive student outcomes of alternative high school students. Drawing on the insights of sociology, psychology, and athletics, the “Athedemic” (Authentic Athletic-Academic) model integrates authentic teaching of academic subjects, athletics, social and emotional learning, and health for a more comprehensive educational approach to improve the student experience and empower youth in alternative educational settings. Future directions of alternative school research are considered.

The Authentic Athletic-Academic Model

Over the past 50 years, the number of alternative schools for at-risk students have increased exponentially. However, the research concerning the students that attend these institutions has been, at best, unhurried. Even more wanting is the research regarding the development and critical evaluation of educational interventions that can motivate and educate these students. The purpose of this paper is to propose an original, interdisciplinary framework aimed at increasing the positive student outcomes of alternative high school students. Drawing on the insights of sociology, psychology, and athletics, the “Athedemic” (Authentic Athletic-Academic) model integrates authentic teaching of academic subjects, athletics, social and emotional learning, and health for a more comprehensive educational approach to improve the student experience and empower youth in alternative educational settings. Future directions of alternative school research are considered.&#x0D;

Using the Results from Rigorous Multisite Evaluations to Inform Local Policy Decisions

AbstractEvidence‐based policy at the local level requires predicting the impact of an intervention to inform whether it should be adopted. Increasingly, local policymakers have access to published research evaluating the effectiveness of policy interventions from national research clearinghouses that review and disseminate evidence from program evaluations. Through these evaluations, local policymakers have a wealth of evidence describing what works, but not necessarily where. Multisite evaluations may produce unbiased estimates of the average impact of an intervention in the study sample and still produce inaccurate predictions of the impact for localities outside the sample for two reasons: (1) the impact of the intervention may vary across localities, and (2) the evaluation estimate is subject to sampling error. Unfortunately, there is relatively little evidence on how much the impacts of policy interventions vary from one locality to another and almost no evidence on the implications of this variation for the accuracy with which the local impact of adopting an intervention can be predicted using findings from an evaluation in other localities. In this paper, we present a set of methods for quantifying the accuracy of the local predictions that can be obtained using the results of multisite randomized trials and for assessing the likelihood that prediction errors will lead to errors in local policy decisions. We demonstrate these methods using three evaluations of educational interventions, providing the first empirical evidence of the ability to use multisite evaluations to predict impacts in individual localities—i.e., the ability of “evidence‐based policy” to improve local policy.

Evaluation of Educational Intervention on Standard Precautions among Healthcare Provider Based on Health Belief Model

Evaluation of Educational Intervention on Standard Precautions among Healthcare Provider Based on Health Belief Model

Study protocol design and evaluation of a hospital-based multi-professional educational intervention: Person-Centred Psychosis Care (PCPC)

BackgroundWhile patient involvement in mental health care is repeatedly stressed in policy documents, there are actually few studies that evaluate person-centred care interventions within psychiatric services. We present here the design and planned evaluation of an educational intervention for inpatient staff involved in the care of persons with schizophrenia and similar psychoses.Methods/designThe care intervention will be assessed using a non-randomised trial with a before and after approach. The intervention involves an educational and experimental learning phase for hospital staff, followed by an implementation phase. The intervention is multi-professional; psychiatrists, psychiatric nurses, psychiatric carers, social workers, occupational therapists, and a medical secretary will be engaged in a participatory approach where they practice how to create a partnership and explore recovery-related goals together with patients. Patient-related outcomes include empowerment and satisfaction with care. Ward-level outcomes include daily ward burden, length of inpatient stay, and number of days with involuntary care. In addition, qualitative methods will be applied to capture patient, next-of-kin, and staff perspectives.DiscussionThe care intervention is expected to contribute to the improvement of inpatient care for persons with severe and complex mental health issues.Trial registrationThe trial was retrospectively registered at ClinicalTrials.gov June 9, 2017, identifier: NCT03182283.