Formal Sessions Research Articles

Coordinating Standard Procedures of Disciplinary Actions to Conflict Resolution Techniques to Facilitate Conducive Working Environment in Zamboanga Sibugay Division

Ensuring a productive and happy work environment in educational institutions requires effective management of employee discipline and conflict resolution. This study fills in the knowledge gap about how Zamboanga Sibugay school administrators handle conflicts and use disciplinary measures. It aims to provide insights into better administrative tactics by assessing the efficacy of these practices and their effects on the workplace. This study uses a mixed-methods approach to evaluate how school administrators handle disciplinary measures and resolve conflicts. Structured questionnaires were utilized to gather quantitative data, and interviews with school officials yielded qualitative insights. The data was analyzed using statistical methods such as t-tests and z-tests, which revealed significant differences and correlations in the use of these practices. Results of the study showed that formal written warnings, formal disciplinary sessions, and verbal warnings are routinely used by school administration as forms of discipline, and the most common disciplinary action is suspension or loss of privileges, whereas termination is the least common. Furthermore, the most often used conflict resolution strategies include compromise, problem-solving teamwork, and compromise. Lastly, there were minimal relationships between the two sets of data, but significant variations were observed in the implementation of disciplinary actions and dispute-resolution strategies. The study concludes that although Zamboanga Sibugay school administrators generally follow established disciplinary procedures and conflict resolution strategies, there are variances in how they implement them. The most common disciplinary measure is suspension or loss of privileges, while the most common method of resolving conflicts is compromise. The results emphasize the necessity of a more coordinated strategy to improve company culture and successfully resolve conflicts. The study thus recommends modifications to improve organizational culture and offers insights into the effectiveness of present methods.

Clinical research self-efficacy in academic veterinary clinicians in the United States.

Clinical research is a growing part of the academic clinician's job, and documenting areas of low self-efficacy can inform training initiatives. 182 US academic veterinary clinicians. A survey of academic veterinary clinicians was distributed to 31 US institutions. Self-efficacy was assessed with a modified Clinical Research Appraisal Instrument-12. The relationship between research self-efficacy and completion of formal research training and years of experience was evaluated. Respondents were predominantly junior to midcareer faculty. The lowest reported confidence was in performing advanced statistical analyses (3; 0 to 10). Other low-confidence tasks included designing a qualitative methods study (4; 0 to 10), terminating a collaboration that isn't working (5; 0 to 10), describing a funding agency's review/award process (5; 0 to 10), establishing a timeline for a grant application (5; 0 to 10), establishing collaborator and consultant agreements (5; 0 to 10), and asking staff to leave the project team (5; 0 to 10). Completion of a formal research training program was significantly associated with improved self-efficacy in many tasks. Years of experience was also associated, especially in project management and interpersonal interactions. These results highlight the need for targeted training opportunities for academic veterinary clinicians in biostatistical support, qualitative study design methods, and aspects of communication and interpersonal skills that are important for developing and leading effective research teams. Range of confidence suggests that development opportunities in all domains will improve self-efficacy for some clinicians. Future studies should focus on the impact of formal training sessions on various domains of self-efficacy and on targeted mentoring in supporting confidence in more experiential learning domains.

Effect of Feedback Provision on Improving Patient Safety Indices Based on Hospital Accreditation Model: A Study in Shahid Rahnemoon Hospital, Yazd

Background: Accreditation means systematic evaluation of health service centers with specific standards. One of the most important goals of the accreditation process is to improve patient safety. Patient safety visits are one of the most important standards for improving safety. One of the ways to increase the effectiveness of visits is holding feedback sessions. Objectives: The present study was conducted with the aim of assessing the effect of feedback provision on improving patient safety indices based on the hospital accreditation model in Shahid Rahnemoon Hospital, Yazd. Methods: The present study is a semi-experimental study with a before-and-after design that was conducted in Shahid Rahnemoon Hospital, Yazd, from September to December 2021 and January to August 2022. After each visit, formal feedback sessions were held with the attendance of patient safety team members and officials of the visited wards/units. Evaluation indicators included patient safety indicators in accreditation standards, such as error reporting, rate of unwanted events, and patient safety culture score. These were measured before and after feedback. The tools used were the patient safety standards evaluation checklist based on the accreditation model, the patient safety culture questionnaire, and other indicators extracted using documentation. The Patient Safety Culture Evaluation Questionnaire was completed by 360 nurses working in the hospital in the form of a census. Analysis was done using descriptive statistical tests and paired t-tests with STATA 14.2 software. Results: Based on the results of the study, safety feedback was provided to increase patient safety indicators in different departments and units of hospitals [t = - 4.8652, w/df = 10, P = 0.0007, (P = 0.05)]. A significant difference was observed in the amount of error reporting (P = 0.031) and patient safety (P < 0.001) before and after the intervention. The degree of compliance with the dimensions of the patient safety culture had a statistically significant difference before and after the intervention (P < 0.001). Conclusions: Providing a safety feedback program had a significant positive effect on the consumption and consequences of the patient’s safety culture. Therefore, conducting regular safety visits and setting up a direct feedback program to each department/unit after the visit, and the follow-up of corrective measures, will lead to an increase in patient safety standards.

2229 A review of CT head scans in elderly patients admitted to hospital with falls and adherence to the NICE guidelines.

Abstract Introduction Falls remain the leading reason for elderly people to attend emergency department (ED), which in 2023 led to 250,000 hospital admissions in the UK. A seemingly large number of geriatric patients undergo CT head as an initial workup in ED which might not be necessary, especially in minor head trauma. NICE (National Institute for Health and Care Excellence), recommended risk stratification to reduce unnecessary head scanning which may potentially reduce ED length of stay, hospitalisation and medical expense. Our study evaluated the current practice of adherence to NICE guidance on Head Injury: assessment and early management for performing CT head scans in elderly admitted to Basildon hospital. Methods Two cycles of retrospective data collection were undertaken across three elderly care wards. Elderly patients admitted with falls who had CT head scans were identified. Indication for scanning were evaluated to determine adherence with NICE guidelines for head injury. Between cycles, formal educational sessions were provided to Junior Doctors by departmental teaching and distributing leaflets/posters explaining NICE guidance for indication of CT head scans in head injury. Results Following the interventions implemented, patient compliance to the NICE guidance for undergoing CT head with a history of falls, rose from 77.33% to 93.99%. No significant difference in abnormal CT head findings were demonstrated between cycles. In addition, mortality observed between cycles was near equivalent, 12% and 11.67% respectively. The mean time for CT head scans performed also improved, from 13 hours to 4 hours. Conclusion We demonstrated education regarding the indication for CT head scans in elderly with falls improved the appropriateness of scans performed in accordance with NICE guidance. CT head scans performed which more robustly met NICE guidance demonstrated no difference in adverse findings or patient mortality and may have contributed to reduced mean scan time, thus improving resource allocation.

Procedures Group Chat: A Resident-Driven Approach to Increase Procedural Competency

Introduction: In 2007, the American Board of Internal Medicine (ABIM) shifted away from requiring completion of procedures during residency training and towards emphasizing common procedural indications, contraindications, and complications. As a result, many procedures are now referred to consulting services such as critical care and interventional radiology (IR). Our aim was to address this training gap through a resident-driven initiative that provided daily opportunities to collaborate on procedures in a supervised clinical setting. Methodology: In January 2023, we created a secure group chat and invited Internal Medicine (IM) residents to voluntarily join if they were interested in learning or teaching bedside procedures such as thoracenteses, paracenteses, lumbar punctures, and line placement. Residents who identified a need for a non-emergent bedside procedure would reach out in the group chat to see if a resident certified to perform and supervise that procedure would be available and could subsequently coordinate availability. A two-question survey was sent to the entire residency program asking residents whether they were a part of the group chat and whether they found the chat helpful in advancing their medical knowledge. The impact of the initiative was measured through procedures logged in to New Innovations, a website used by graduate medical education to log completed procedures. We chose five procedures (paracenteses, thoracenteses, central lines, arterial lines, and lumbar punctures) to compare changes in procedure volume performed by IM residents one year before and after the group chat was set up. Results: 64 out of 108 residents responded to the survey (59% response rate). 90% of respondents stated that they were part of the group chat and 76.6% responded they “agree/strongly agree” that the procedures group chat has been helpful. Objective measures of the group chat’s impact revealed a 93% increase in the number of procedures performed by residents. IM Residents logged 122 procedures in 2022, the year prior to the initiation of the group chat, compared to 235 procedures logged in 2023, the year after. There was a 96% increase in paracentesis and 387% change in thoracenteses completed after the group chat was established. Conclusions: The procedures group chat nearly doubled the number of procedures completed and logged by residents. This group chat has fostered enthusiasm for patient care by helping us overcome some of the barriers and delays in health care due to factors out of our control, such as limited resources or staffing. Due to the inexpensive nature of this initiative, it can be easily replicated at other IM programs across the country, especially those without resources such as simulation centers. Future goals include creating formal teaching sessions including cadaver lab simulations and a proceduralist elective for procedures to be taught and supervised by certified residents, attendings, and subspeciality services for a multidisciplinary education.

Development of Tailored Teaching Model for Beginning Piano Level Among Visually Impaired Students

Music education for visually impaired individuals faces significant challenges due to traditional methods relying heavily on visual cues. This study addresses this gap by developing a tailored teaching model for beginning piano instruction among visually impaired students. Through a multi-phase methodology, including pilot teaching, expert interviews, and formal teaching sessions, the study integrates innovative pedagogical strategies and adaptive technologies to create an inclusive learning environment. The pilot teaching phase was conducted at a specialized school for the blind and deaf in Jiangsu, China, involving six visually impaired students with varying levels of piano learning experience. Expert interviews were conducted with three individuals with expertise in music education for visually impaired individuals. The formal teaching phase comprised six new visually impaired students and spanned three months, with assessments conducted after the 5th and 10th lessons to evaluate learning progress. Results demonstrate the effectiveness of the tailored teaching model in fostering meaningful musical experiences and promoting musical proficiency among visually impaired students. Suggestions for further research and implementation of tailored teaching models are provided to enhance access to music education for visually impaired individuals.

Pathways for provider initiated genetic testing to bridge the gap in germline genetic testing for metastatic breast cancer.

e23239 Background: Genetic testing for BRCA 1/2 in breast cancer patients have important implications on systemic therapy options, particularly for qualification of PARP inhibitor therapy. NCCN guidelines currently recommend genetic testing for all patients with metastatic or recurrent breast cancer, triple negative breast cancer, as well as high-risk HER2-negative breast cancer. Despite these recommendations, germline genetic testing in these populations remain suboptimal in part due to limited access to genetic counselors. Introducing pathways to identify patients who qualify for genetic testing through nurse navigator screening and increasing provider ordered testing can help bridge the gap to expedite genetic testing. Methods: A retrospective review of metastatic breast cancer patients who were seen at MD Anderson Cancer Center (MDA) between 01/01/2021 and 12/31/2021 was performed to determine a baseline rate at which this population met with genetic counselors. A new protocol was established to aid nurse navigators in identifying patients establishing care at MDA who qualify for testing and guide providers on ordering genetic testing at initial appointment. Nurse navigators and providers underwent a formal training session on protocol with guidelines on patient qualification. Additionally, a best practice advisory (BPA) was implemented into the electronic medical record to alert providers to patients who should be tested. Results: At baseline, 29.6% of patients with metastatic breast cancer had met with genetic counselors at our institution in 2021. Based on this finding, the provider initiated genetic testing process was implemented, where providers order genetic testing at the initial appointment. Initial uptake of this process was low with less than 10 tests ordered in the first three months of intervention. Therefore, a nurse navigator pathway was implemented as well as a BPA within our electronic medical records to alert providers on patients who qualify for testing. This BPA flags patients with stage IV breast cancer that have not seen genetic counselors at our institution and guides providers to either order genetic testing, place a referral for genetic counseling, or dismiss the BPA due to specified reasons. Conclusions: It is imperative that patients with metastatic breast cancer have access to genetic testing at diagnosis to determine optimal therapy. With the expansion of genetic testing recommendations, moving toward a provider driven testing model may expedite and increase access to genetic testing. By implementing additional screening through our nurse navigators and BPA advisories, we hope to increase provider driven testing at our institution. Additionally, we aim to expand these interventions to other subgroups of breast cancer who would qualify for adjuvant PARP therapy in the next phase of intervention.

Knowledge, attitudes, and perceptions of healthcare students and professionals on the use of artificial intelligence in healthcare in Pakistan.

The advent of artificial intelligence (AI) technologies has emerged as a promising solution to enhance healthcare efficiency and improve patient outcomes. The objective of this study is to analyse the knowledge, attitudes, and perceptions of healthcare professionals in Pakistan about AI in healthcare. We conducted a cross-sectional study using a questionnaire distributed via Google Forms. This was distributed to healthcare professionals (e.g., doctors, nurses, medical students, and allied healthcare workers) working or studying in Pakistan. Consent was taken from all participants before initiating the questionnaire. The questions were related to participant demographics, basic understanding of AI, AI in education and practice, AI applications in healthcare systems, AI's impact on healthcare professions and the socio-ethical consequences of the use of AI. We analyzed the data using Statistical Package for Social Sciences (SPSS) statistical software, version 26.0. Overall, 616 individuals responded to the survey while n = 610 (99.0%) of respondents consented to participate. The mean age of participants was 32.2 ± 12.5 years. Most of the participants (78.7%, n = 480) had never received any formal sessions or training in AI during their studies/employment. A majority of participants, 70.3% (n = 429), believed that AI would raise more ethical challenges in healthcare. In all, 66.4% (n = 405) of participants believed that AI should be taught at the undergraduate level. The survey suggests that there is insufficient training about AI in healthcare in Pakistan despite the interest of many in this area. Future work in developing a tailored curriculum regarding AI in healthcare will help bridge the gap between the interest in use of AI and training.

Reducing Improper and Missed Peri-Procedure Antibiotics Prescriptions in a Regional Oncology Centre.

Background In the realm of oncology care, patients undergoing invasive procedures are particularly vulnerable to infections due to their compromised immune systems. Antibiotics play a pivotal role in preventing such infections. However, inappropriate or missed administration of peri-procedure antibiotics poses a significant risk in the form of treatment complications, contributing to antibiotic resistanceand increased healthcare costs. Methods The study was a two-cycle, closed-loop quality improvement project utilizing both retrospective and prospective data analysis of peri-procedure antibiotics prescription in a regional oncology centre. Two audit cycles were carried out in total; the first cycle was carried out in November 2023 where six-week data were collected retrospectively. As a result, formal and informal teaching sessions about the importance of correct peri-procedure antibiotics and the availability of complete institutional peri-procedure antibiotics guidelines in clinical areas were ensured. The second cycle was carried out prospectively for two weeks in January 2024. Patients were included if they underwent selected procedures performed by interventional radiology or gastroenterology while the patients operated on by the general surgeons and any day case procedures were excluded. Results We identified a total of 82 interventional procedures during the first cycle that fulfilled the inclusion criteria. Six out of 82 patients (7.3%) did not receive the correct peri-procedural antibiotics as per hospital antibiotics guidelines. A prospective two-week data after implementing the change revealed that 25 patients had documented interventional procedures done during this period using electronic patient records. Out of 25 patients, only one patient (4%) did not receive the peri-procedural antibiotics as per guidelines. We were able to demonstrate increased adherence to the peri-procedural guidelines (from 93% to 96%) during the two cycles. However, this change was not statistically significant (p = 0.50). Conclusion By educating and engaging healthcare professionals in adhering to evidence-based guidelines and best practices, we have observed notable, although statistically significant improvement in peri-procedure antibiotics prescription practices. Continued educational efforts and reinforcement strategies will be vital in further improvements over time. By providing ongoing support and resources, healthcare providers can be empowered to consistently make informed decisions regarding peri-procedure antibiotic administration. This commitment to maintaining high standards of antibiotic prescribing practices is expected to result in improved patient outcomes, including reduced rates of surgical site infections and antibiotic resistance. It is imperative to recognize the critical role that accurate peri-procedure antibiotic prescriptions play in patient safety and overall healthcare quality. By fostering a culture of continuous improvement and adherence to established guidelines, we can ensure that patients receive optimal care while minimizing the risks associated with antibiotic overuse or misuse.

An Interprofessional Faculty Development Program for Workplace-Based Learning.

Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial. Utilizing the 'ADDIE' instructional design framework we developed, implemented and evaluated an interprofessional faculty development program for workplace-based learning. This program, encompassing seven formal training sessions each with a different theme and five individual workplace-based assignments, aimed to support clinical teachers in recognizing and optimizing informal learning. The pilot program (n = 10) and first two regular courses (n = 13 each) were evaluated using questionnaires containing Likert scale items and open textboxes for narrative comments. The quality and relevance of the program to the clinical work-place were highly appreciated. Additional valued elements included practical knowledge provided and tools for informal workplace-based teaching, the interprofessional aspect of the program and the workplace-based assignments. Since its development, the program has undergone minor revisions twice and has now become a successful interprofessional workplace-based alternative to existing faculty development programs. This faculty development program addresses the specific needs of healthcare professionals teaching in clinical settings. It stands out by prioritizing informal learning, fostering collaboration, and supporting integration of formal training into daily practice, ensuring practical application of learned knowledge and skills. Furthermore, it emphasizes interprofessional teaching and learning, enhancing workplace environments.

“Below 58 BPM,” involving real-time monitoring and self-medication practices in music performance through IoT technology

The project presented in this paper illustrates the design process for the development of an IoT system that monitors a specific bio-metric parameter (heart rate) in real time and provides feedback for an opera singer, as well as adding effects that manipulate the sounds emitted by the body during a self-healing practice. This allows the singer to rest and alternate opera singing techniques (which is very demanding) with other less demanding singing techniques and even a self-healing session in case of necessity during a performance. The case study presented in this paper has been developed with and for Eleonora Amianto, an opera singer who suffered from a carotid aneurysm. We performed an idiographic design process, closely collaborating with Eleonora, and developed a wearable IoT that suited her health and artistic needs. In the design of the system, we explore the intersection between self-healthcare and performative arts, focusing on the use of an Internet of Musical Things (IoMusT) system to implement medical prevention and treatment practices in an art performance. The system is developed using open-source tools, allowing for easy replication and improvement, as well as reducing risks of obsolescence and costs of updating. We complement a formal evaluation session with field notes collected during the design phase. We could observe a positive effect of the system on Eleonora's practice and its potential applications within different performative scenarios.

Informal peer-assisted learning amongst medical students: A qualitative perspective.

Peer-assisted learning (PAL) can occur informally as part of a medical programme and complements the formal curriculum. However, little is known about the mechanisms and processes of how informal peer-assisted learning (IPAL) is enacted. This paper presents data from an ethnographic and semi-structured interview study with Year 1 and 2 undergraduate medical students at a UK university. Peers were observed assisting each other informally: a process that developed as part of the integrated, group-based approach to undergraduate medical education at a UK university. IPAL took place both within and outside of formal teaching sessions and included explanation/clarification of particular points, sharing resources, guiding pronunciation and demonstrating skills. Students placed a high value on IPAL and believed that it was beneficial. When IPAL broke down, this led to negative emotions that presented obstacles to learning, such as resentment. IPAL is an important part of academic support for medical students, and this work shows both its scope, extending from formal to informal teaching, and how it is enacted. This understanding can help educators situate IPAL within student education.

1957 Brushing up on oral health: Improving oral health practices in geriatric inpatients

Abstract Introduction Poor oral health is linked to multiple health conditions, for example pneumonia, cardiovascular and cerebrovascular disease, cancer and diabetes. Older people are particularly vulnerable to developing poor oral health due to comorbidities, medications used, and access to dental services, an effect magnified during hospital admissions. The aim of this project is to improve oral health and care received by inpatients on Healthcare for Older People (HfOP) wards. Methods A baseline audit of patient-response surveys on oral health access and behaviours, and care during hospital admissions was performed. HfOP inpatients aged >75 with capacity to consent were included. Plan-Do-Study-Act cycles informed interventions, focusing on education of multidisciplinary staff. First round interventions included presenting/discussing initial audit findings at a regional HfOP meeting, and working with Oral Health Practitioners to do ward-based micro-teaching and develop/distribute posters raising awareness. Second round interventions included a more in-depth certified educational session available to all HfOP staff on oral health care and promotion, and posters on how to document oral health aspects on the electronic patient record. Results 82% (82/100) patients reported being registered with a dentist, 50% attending a dentist in the last 12 months. Initially, only 17% (17/100) reported ward staff taking measures to ensure/help support their oral health, rising to 46% (46/50) in the second audit. Conclusions Though patient surveys may under-represent oral health access/issues by excluding people unable to consent, and may under-represent staff support offered/provided by recall bias, our audit did highlight gaps in staff awareness/practice. Our interventions were designed to benefit all inpatients, via opportunistic ward-based education through the audit process and formal educational sessions. Limitations included logistics of ensuring access to all staff groups. Our goal is to formalise oral health training in core MDT teaching to generate systemic lasting improvement. Other information Registered with local trust audit programme.

A Comprehensive Descriptive Analysis of Out-of-Session Meditation in a Residential Treatment Setting: Duration, Frequency, and Type of Practice

ObjectivesA nuanced examination of human behavior can yield valuable insights into whether a mindfulness-based intervention (MBI) promotes meditation practices and to what degree in various populations. This study aimed to offer a comprehensive analysis of meditation behaviors exhibited by individuals in response to a MBI in the context of an intensive residential treatment program for addiction recovery.MethodA total of 100 participants enrolled in a residential treatment program participated in an added MBI component to their routine care. We quantified the type, frequency, and duration of meditation practices outside of scheduled MBI sessions and conducted a descriptive analysis to investigate how these practices during the intervention predicted meditation behaviors 7 months later.ResultsAll seven common types of mindfulness meditation assessed, except the body scan, were performed an average of once per day during the MBI. The longest average duration of meditation practice was observed in the case of walking meditation, during both the MBI (M=20.30, SD=16.66 min) and 7-month follow-up (M=25.43, SD=20.85 min). Out-of-session meditation frequency (unstandardized beta, B=0.56, p<0.001) and duration (B=0.45, p=0.02) during the MBI significantly predicted subsequent meditation behaviors 7 months later, even after adjusting for treatment site discharge status and other clinical variables.ConclusionsMost participants in this addiction recovery sample consistently engaged in a variety of meditation practices outside of formal MBI class sessions while in residential living, performing them approximately once a day, with a particularly robust response to walking meditation. The persistence of meditation practice 7 months later suggests that the learned behaviors endure throughout addiction recovery.PreregistrationThis original trial is registered with clinicaltrials.gov (NCT02977988)

Entrenching the enterprise message through innovative incubators

Enterprise Education (EE) continues to inspire institutions and champion creativity amongst staff and students. As the taught and researched fields advance, EE activity is now increasingly facilitated and developed within central university-based incubators, where expertise and knowledge meet ambitious ideas and aspirations across subject disciplines. With this combining of expertise and knowledge from within the university environment, key skills and outcomes are evident which move typical forms of EE within classroom contexts beyond pedagogical considerations of content and assessment strategy. This paper investigates the role of incubators with a case study of recently developed incubation spaces at a Scottish university, involving 10 academics, 3 departments, and over 500 students across all academic levels. Reflecting on an academic year of activity, ranging from formal sessions, mentoring and student-focussed events, to engaging with external partners through national programmes, this case study highlights several key themes. Themes of realised attributes, encountered behaviours, and contexts (A-B-C), which appreciate immediate and responsive qualities within the HE sector result in outlined principles. These principles encourage the duties and responsibilities conducive to innovative incubator-specific Assisted Academic Practice (AAP). This marks differences between EE educators and AAP individuals within active incubation spaces. Emphasising the need for consistent enterprising engagement with regional and national partners, seeking alignment with best practice frameworks, and confirming industry recognition, AAP individuals and groups entrench the enterprise message from the university through phases of design, development, and destination. This paper outlines fresh understandings for university educators and incubator professionals, in centralising EE within staff development and ongoing academic practices.

Association Between Educational Resources and Pediatric Fellows' Mental Health Attitudes and Self-Reported Competence.

Children with chronic medical conditions (CCMC) have high rates of mental health (MH) conditions. This study examines associations between MH educational resources during fellowship and 3 dependent variables: fellows' interest, perceived responsibility, and self-reported competence in assessing MH concerns of CCMC. Subspecialty fellows taking the American Board of Pediatrics in-training examinations in February 2020 were invited to participate in a survey inquiring about MH educational resources. Logistic regression examined associations between MH educational resources and the 3 dependent variables, adjusting for demographics and program-level characteristics. Of the 97.7% (4216) fellows who responded, 3870 were included in analyses. About 37.5% reported formal MH teaching sessions; 36.7% reported on-site MH professionals engaged in teaching; 41.6% reported co-assessing patients with MH specialists; and 28.3% reported performance evaluation of their MH skills. All 4 resources were significantly and positively associated with self-reported competence in adjusted analyses, with odds ratios (OR) ranging from 1.28 (95% confidence interval (95% CI): 1.03-1.58) for formal teaching sessions to 2.14 (95% CI: 1.73-2.65) for performance evaluation. Resources were positively associated with the dependent variables in a "dose-response" pattern. Respondents who reported having all 4 educational resources compared to zero resources had an OR of 2.20 (95% CI: 1.74-2.78)for high MH interest, 3.18 (95% CI: 2.45-4.12)for high perceived responsibility, and 4.38 (95% CI: 3.43-5.60)for high self-reported competence CONCLUSIONS: Access to mental health educational resources was associated with higher interest, perceived responsibility, and self-reported competence; investing in these resources may improve fellows' skills in addressing the emotional needs of CCMC.

Influence of Knowledge Acquisition Practices on the Performance of County Development Projects in Meru County Government

Public infrastructure projects have progressed at a moderate rate since independence. The information provided by the Kenyan government in 2014 regarding their vision for 2030, aiming to make Kenya an internationally competitive and prosperous nation, shows that the slow progress in implementing public infrastructure projects has resulted in inadequate road networks, underdeveloped public facilities, a lack of connectivity between rural areas and industrial hubs, insufficient measures to mitigate challenges in agricultural regions, and a decline in formerly thriving industries. County governments face a significant challenge in effectively utilizing knowledge management within project management to maximize their outcomes. This research aimed to ascertain whether knowledge acquisition practices influences performance of county development projects in Meru County Government. The research was conducted in a descriptive manner. It targeted a total of 139 respondents from nine Sub-counties in Meru County, including members of county assemblies (MCAs), sub-county departmental heads, project management committee members, and county chief officers. A sample of 103 individuals was selected from the population to participate in the survey. Structured questionnaires were used as the primary research tool to collect data from the population. The responses were coded and categorized accordingly. The data collected was inputted into SPSS 27.0 and MS Excel for further computational analysis. The study revealed a strong correlation coefficient, with an R value of 0.897, indicating a high level of correlation between the variables. The adjusted R-squared value, which was 0.801, suggested that variations in county development projects were significantly influenced by the independent variable. The study's findings suggest that knowledge acquisition had a positive impact on the performance of the county development projects in Meru County. To enhance this positive influence, the study recommends that the public service engage with technical experts in specific fields for knowledge creation, emphasize the value of employees, organize formal training sessions for new knowledge creation, plan seminars for knowledge sharing, and ensure that staff members are trained in diverse tasks to facilitate information exchange. Furthermore, it is recommended that training programs encompass a wide range of tasks and duties to promote knowledge sharing among staff.

SVEČANA PROSLAVA PRVE DECENIJE RADA FILOZOFSKOG FAKULTETA U SKOPLjU

Not long after the end of the First World War and the formation of the Kingdom of Serbs, Croats and Slovenes, the Minister of Education Pavle Marinković started an initiative to establish a Faculty of Philosophy in Skopje. In December 1919. he sent a letter to the, then rector of Belgrade University, Jovan Cvijić, in which he requested that the institution headed by Jovan express its opinion on the mentioned initiative. The very next day, the Council of the University of Belgrade met and supported the proposal of minister Marinković, pointing out that the establishment of the Faculty of Philosophy in Skopje will be of great national and cultural importance. On February 2, 1920, the Decree was passed on the establishment of the Faculty of Philosophy in Skopje, which officially “gave birth” to this institution. During the first decade of its existence, the Faculty of Philosophy in Skopje built the image of an institution to be respected, despite objective difficulties and considerable problems it has faced since its inception. It was the only high school institution of the Yugoslav monarchy in the area between Belgrade and the border with Albania, Greece and Bulgaria. Faced with post-war poverty, the material, infrastructural and technological backwardness of the southern regions, as well as various socio-political crises and turmoil, it nevertheless became a lively center of educational, scientific and cultural life of the Yugoslav south part.On February 1, 1931, a solemn celebration of the tenth anniversary of the work of this institution was organized. As part of the aforementioned event, the day of Saint Sava was also celebrated. A formal session of the council of this faculty was held, greeting speeches by high dignitaries were heard, the consecration of the foundation of the student dormitory was performed, an exhibition of old printed and handwritten books, ancient frescoes, archaeological and ethnographic collections in the Museum of Southern Serbia was held. The celebration ended with a performance in the Skopje National Theater. The main organizer and host of the meeting was a prominent theologian and historian Radoslav Grujić, then dean of the Faculty of Philosophy in Skopje. It was a dignified, well-organized manifestation with an appropriate program and with the participation of distinguished people not only from Skopje and the Vardar region, but also from the wider area of the Yugoslav state.

Preparing drivers for the future: Evaluating the effects of training on drivers’ performance in an autonomous vehicle landscape

The rapid development of Advanced Driver Assistance Systems (ADAS) and Autonomous Vehicle (AV) technology has raised concerns about the ability of ordinary drivers to safely interact with these systems without formal training or practice sessions. This study investigates the impact of training on drivers' ability to interact with ADAS functions, aiming to enhance road safety and prepare drivers for future autonomous driving. To do so the study compared novice and experienced drivers' performance across various driving training sessions separated by different time intervals. Using a simulation-based driving scenario, a diverse group of participants with different ages, genders, driving experience, and ADAS usage frequencies was recruited. Participants were instructed to drive a virtual subject vehicle (SV) multiple times with different time intervals and various ADAS functions being activated and/or deactivated. Data on steering wheel input, acceleration, braking, event triggering time, response time, and vehicle lateral position were collected and analysed. Participants' performance, measured in terms of accuracy, reaction time in interacting with ADAS functions, and vehicle control when they are interacting with those functions, was assessed after each training session. Results revealed significant improvements in accuracy, reaction time, and vehicle control for both novice and experienced drivers' performance following training. The results highlight the importance of appropriate training for drivers to safely operate ADAS and autonomous functions, providing valuable insights for policymakers, vehicle manufacturers, and driver education institutions. Furthermore, the findings emphasise the need for further investigations on the effectiveness of various training modalities and the potential benefits of integrating real-time feedback systems or Artificial Intelligence (AI)-assisted coaching. This study has important ramifications for the future design and implementation of driver training programs, as well as the development of policies and regulations to promote the safe use of ADAS and AV technology in the future.

Sexual and gender minority health-related content in geriatric fellowships.

Despite a growing number of older lesbian, gay, bisexual transgender, and queer (LGBTQ) adults in the United States, education on care for this vulnerable population has historically been inadequate across all levels of training. This research assessed the extent of LGBTQ education in geriatric medicine fellowship curricula across the United States. We designed a survey to anonymously collect information from geriatric medicine fellowship programs on LGBTQ curricular content. Eligible participants included all 160 fellowship directors on record with the American Geriatrics Society. The survey addressed demographics of the fellowship program, current state of inclusion of LGBTQ content in didactic curricula and in clinical settings, and other available training opportunities. Out of those contacted, 80 (50%) completed the survey. Of the programs surveyed, 60 (75%) were housed in internal medicine, 19 (24%) were in family medicine, and one was in their own department. Forty-seven fellowships (59%) reported some formal didactic session (e.g., lecture or case based), with the majority of these programs (72%) featuring 1-2 h of formal instruction. Forty-five programs (56%) reported offering no formal clinical experiences. There was less than 50% coverage for all surveyed topics in the required curriculum (range 46% for discrimination to 9% for gender affirming care). Time and lack of expertise were cited as the main barriers to content inclusion. Curricular content regarding care for LGBTQ older adults is inadequate in geriatric medicine fellowships. Faculty development of current educators and providing standardized guidelines and curricula are steps toward addressing this deficit.