Hands-on Demonstrations Research Articles

Mental Health Innovation Zone Returns to San Francisco

Back to table of contents Previous article Next article APA & MeetingsFull AccessMental Health Innovation Zone Returns to San FranciscoNick ZagorskiNick ZagorskiSearch for more papers by this authorPublished Online:28 Mar 2023https://doi.org/10.1176/appi.pn.2023.04.4.10AbstractFor the first time, MindGames—APA’s national residency team competition—will be featured in the Mental Health Innovation Zone in the Moscone Center.After a three-year hiatus, APA’s Mental Health Innovation Zone (MHIZ) will return as an in-person component of the Annual Meeting this year. Fittingly, the grand return will be in San Francisco, the northern tip of Silicon Valley and the host of APA’s last in-person MHIZ, in 2019.The Mental Health Innovation Zone, APA’s showcase and catalyst for the advancement of technologies in psychiatry, is dedicated to answering the question “What’s next in mental health technology?”Oscar & AssociatesThe MHIZ—a lounge-like space adjacent to the Exhibit Hall—will bring together innovators and entrepreneurs to explore the future of mental health care. The centerpiece will be the main stage, which will host 8 to 10 hours of panel sessions from experts in both academia and industry over the course of the meeting. Though final details are being hashed out, past presentations that took place in the MHIZ have included hands-on demonstrations of virtual reality programs and discussions on how social media is impacting mental health care.There will also be two competitions at this year’s event. In addition to the Psychiatry Innovation Lab, where up and coming entrepreneurs pitch their ideas for improving or disrupting mental health care, the MHIZ will host APA’s MindGames. This Jeopardy-style trivia contest will feature three teams of psychiatry residents vying for bragging rights. Here are this year’s finalists:SUNY Downstate Health Sciences University: Patrick Arthur, M.D., Hagar Kandel, M.D., and Amanda Wildstein, M.D.Nova Southeastern University Orlando: Michael Delgado, M.D., M.P.H., Eytan Hirsch, D.O., and Lucy Liu, M.D.The University of Texas Health Science Center at Houston: Caroline McCool, M.D., Hunter Hinman, M.D., and Daniel Liaou, M.D.Between the planned sessions, attendees can strike up a conversation with some of their fellow tech enthusiasts, visit the SMI Adviser station to learn more about educational opportunities offered through this program, or just relax. (Attendees are also encouraged to check out the Exhibit Hall, which will feature a Mind & Body Pavilion with a massage therapist, painting, and board games.)Updates on the MHIZ’s programming and information about past events can be found at https://www.psychiatry.org/psychiatrists/education/mental-health-innovation-zone. ■ResourceMindGames will be held on Sunday, May 21, from 5:30 p.m. to 7 p.m. The Psychiatry Innovation Lab will be held on Monday, May 22, from 2 p.m. to 4 p.m. ISSUES NewArchived

Local sections participate in National Chemistry Week 2022

From Oct. 16 to 22, American Chemical Society members from 108 local sections and two international chemical science chapters engaged the public in hands-on activities and demonstrations as part of National Chemistry Week (NCW). The 2022 theme was “Fabulous Fibers: The Chemistry of Fabrics.” Thousands of people participated in these events in schools, universities, malls, museums, libraries, zoos, and other public spaces. “Chemists celebrated National Chemistry Week last fall in so many different ways, with people of all ages,” says Lori Stepan, chair of the ACS Committee on Community Activities. “It was so exciting to see people coming together to learn more about chemistry and to share a love of science.” Free NCW resources provided by ACS included the magazine Celebrating Chemistry : 64,750 print copies in English and 9,800 in Spanish were distributed at last year’s NCW events. The NCW illustrated poem contest received 80 entries from local sections,

Information, involvement, self-care and support-The needs of caregivers of people with stroke: A grounded theory approach.

Globally, stroke is a leading cause of death and disability, with most care undertaken by caregivers who are generally family and friends without prior experience of care. The lack of experience or unpreparedness results in feelings of uncertainty, burnout, anxiety, burden, etc. Hence, it is necessary to identify the needs of caregivers to better support them in their caregiving journey and improve the quality of care delivered. The study employed a grounded theory methodology that utilizes information gathered from literature reviews and social media to represent the needs and create a storyline visually. The storyline is further refined and evaluated using an online survey of 72 participants recruited through online stroke caregiving communities. The study identified four core categories of needs: (i) Information: sufficient information delivered in layman's terms based on the individual situation of the caregiver and survivor through oral and hands-on demonstrations, (ii) Involvement: inclusion in the decision-making processes at different stages of recovery through face-to-face communication at the hospital, (iii) Self-care: ability to engage in work and leisure activities, (iv) Support: receive support in the form of resources, services and finances from different other stakeholders. There is a need to create a caregiver-centered approach in stroke recovery to ensure limited obstruction to care and reduced uncertainty in stroke recovery. Moreover, through the inclusion of caregivers in stroke recovery, it may be possible to reduce the burden of care to the caregiver and ensure the satisfaction of the healthcare system throughout stroke recovery.

Experimental study on effect of interventions on practices of hand washing among primary school teachers in Kware, Sokoto, Nigeria

With the emergence of corona virus disease in 2019, handwashing has gotten more attention (COVID-19). It is the most efficient preventative measure against infectious infections. Especially in primary schools, when youngsters spend time close together and may be less concerned with personal hygiene. Through health education regarding hygiene, teachers play a crucial role in ensuring the students’ health at school. Therefore, the focus of this interventional research is the hand washing practices of elementary school instructors. This study investigated the impact of health education and hands-on demonstrations on the handwashing practices of primary school teachers in Kware town, LGA, Sokoto State. The design of the study was non-randomized and quasi-experimental. Using a semi-structured self-administered questionnaire, data were obtained. Fifty-five people were enlisted in the study and participated in the pre-experimental phase, whereas 50 participants participated in the post-experimental phase. The data was analyzed using version 23 of SPSS. Initial instructor expertise was quite limited, particularly at the school entry and during after-school activities. The intervention produced a statistically significant improvement in knowledge from 40.0% to 96.0% and 54.5% to 94.0%, respectively. For other timings, the increase in handwashing habit was minimal. Teachers of elementary schools lacked awareness about handwashing in important areas of daily school life. The health education intervention and practical demonstration resulted in a high level of knowledge and practice. It is essential for the success of infectious disease prevention in schools that teachers participate in training sessions for health education programs.

The Utility of Simulation-Based Training in Teaching Frontline Providers Modified Sarnat Encephalopathy Examination: A Randomized Controlled Pilot Trial

BackgroundLimited training in targeted neurological examination makes it challenging for frontline providers to identify newborns with perinatal asphyxia eligible for therapeutic hypothermia. This training is important in the era of telemedicine, where the experts can remotely guide further care of these newborns. MethodsThis randomized controlled pilot study was conducted in a South Indian tertiary hospital. Neonatal nurses, who had no previous hands-on experience in MSEE, were trained in modified Sarnat staging by a didactic teaching session using online teaching module. The nurses were then randomized into two groups for hands-on demonstration by the same trainer (low-fidelity mannequin versus a healthy term newly born infant). After the training period, MSEEs of a normal newborn were performed independently by nurses and were video recorded and assessed by three blinded neonatologists with expertise in neonatal neurology. A follow-up examination was performed by the same nurses after three months to assess skill retention. ResultsThe 10 global ratings of the components of the MSEE were comparable among both groups in both initial and follow-up assessments. The overall diagnostic value was comparable between the simulation and traditional groups (93.75%, 94.11%, respectively). Follow-up examination after three months showed better skill retention in the simulation group (84%) compared with the traditional group (66.7%). ConclusionsOnline-based and low-fidelity mannequin training was equally effective as the traditional method of teaching MSEE in term neonates.

Design and Development of Savonius Turbine for STEM Education

There are very few initiatives to engage students in learning about the sustainability of wind energy through Science, Technology, Engineering, and Mathematics education, also known as STEM. This awareness is essential for future generations to instill interest and understanding in the significance of sustainable energy. Therefore, a practical, hands-on Savonius turbine demonstration kit has been designed for Science, Technology, Engineering, and Mathematics (STEM) education. Two models of drag-driven vertical axis 2-bladed and 3-bladed Savonius turbines were built to generate electricity and integrated with a model house as part of the STEM turbine kit. It was fabricated in-house and could display power using LED lights and actuating a few mechanical devices. The experimental study in this project aims to investigate and analyze the influence of the number of blades on turbine power performance in terms of power coefficient and torque coefficient with respect to tip speed ratio. The results revealed that the 3-bladed Savonius turbine has a higher power coefficient than the 2-bladed at a tip speed ratio of 0.109. However, the torque coefficient decreased as the tip speed ratio increased due to an increase in the number of blades that eventually created a reverse torque. It is also observed that the 3-bladed turbine generated the highest power output of 1.28 Watt at a speed of 38.8 m/s. The results also discovered that all the components could run more efficiently using the 3-bladed Savonius turbine. This kit demonstrates the ability to contribute to the education system in developing countries, such as Malaysia by supporting the construction of an engaging educational process with practical integration and low production costs.

Development of an Educational Workshop on the Practical Application of Respiratory Motion Management Techniques for Radiation Oncology Trainees

<h3>Background</h3> Respiratory motion management (RMM) is an important tool that is increasingly utilized in the era of image-guided radiation therapy. There are several different techniques available to limit tumor motion during respiration with the goal of allowing for effective dose escalation to the target, while limiting toxicity to nearby organs at risk. Selection of the appropriate RMM tool depends on the clinical scenario and requires input from the treating physician and/or residents and medical physics staff, however, there is a paucity in trainee education on the various RMM methods. The purpose of this initiative was to develop a formal didactic and hands on experience for our trainees that described the RMM tools available and the appropriate clinical scenarios in which to best implement these specific techniques. <h3>Methods</h3> Trainees (medical and physics residents as well as medical students) participated in a two-phase educational workshop: a 45 minute didactic session followed by a hands-on demonstration of RMM modalities and pertinent software for motion evaluation. Each participant completed pre- and post-workshop surveys assessing their confidence on RMM (based on a 5-point Likert scale) and knowledge based quizzes to assess their understanding of the various RMM techniques. Participant scores were paired for statistical analysis using Wilcoxon-Rank Sum and student T-tests. <h3>Results</h3> This educational workshop was held annually in 2021 and 2022. There were 7 participants (5 medical and 2 physics residents) in 2021 and 9 (2 medical students, 6 medical, and 1 physics resident) that participated in 2022. For all participants, there was a significant increase in self-reported post-workshop confidence in RMM techniques (median 3.625 pre- vs 4.634 post-workshop, p=0.018 in 2021 and median 1.125 vs 3.750, p=0.008 in 2022). There was also a significant increase in the participants' scores in the post-workshop knowledge based quizzes (mean 85.71% vs 92.86%, p=0.03 in 2021 and mean 48.60% vs 87.50%, p=0.008 in 2022). <h3>Discussion</h3> In order to optimize patient care, it is essential that RO trainees understand and are able to implement RMM techniques appropriately when treating intrathoracic and abdominal cavity tumors. This initiative showed that a dedicated educational workshop on RMM techniques significantly improved RO trainee's knowledge and confidence on the use of these important tools. Future aims of this project include continuing to offers this workshop annually to trainees to assess information retention and creation of a shared resource for trainees at other institutions.

Altered Airway Anatomy Course Using 3D-Printed Models for Medical Students.

Many non-airway-trained personnel are uncomfortable managing altered airway anatomy (AAA), including tracheostomy and total laryngectomy (TL) patients. Significant morbidity and mortality have resulted from first responders' inability to stabilize the airway until expert airway providers arrive. All medical school graduates should demonstrate competency of this life-saving skill. Our hypothesis was hands-on interactive simulation using 3-dimensional (3D)-printed models would improve AAA knowledge and confidence. Blinded, prospective cohort study. The Ohio State University College of Medicine. A novel curriculum was designed to teach all third-year medical students AAA fundamentals via case-based discussions, surgical videos, and hands-on student demonstration of competency by inserting a tracheostomy and endotracheal tube through 3D-printed tracheostoma models. Pre- and postcourse 5-item Likert scale surveys and AAA knowledge assessments were administered. Students (n = 258) felt more comfortable with knowledge of AAA equipment (3.99 vs 1.38, P < .0001), ability to stabilize AAA patients until expert airway providers arrive (3.67 vs 1.37, P < .0001), and AAA overall (3.75 vs 1.49, P < .0001) postcourse vs precourse. AAA knowledge assessment scores improved from 34.3% precourse to 75.6% postcourse (P < .0001). Interestingly, 30.7% chose bag-mask ventilation over mouth and nose and/or transoral/transnasal intubation for a total laryngectomy patient precourse vs 5.5% postcourse (P < .0001). In total, 86.7% reported inadequate exposure to AAA in medical school and 98.4% found the course to be a valuable experience. This hands-on course significantly increases medical student knowledge and comfort managing AAA patients. The course can be expanded to various trainees and providers to further promote AAA education and ultimately improve patient safety.

Technical College Students’ Practical Performance Anxiety during Online Learning: Difference in Gender and Average Time of Online Learning

The person-artifact-task model provided us with a method to consider the practical performance anxiety (PPA) of technical college students who were working on a computer-related task via online learning. This study investigated 474 technical college students’ PPA in online courses without hands-on demonstration (PPAOC-without-HD) and with hands-on demonstration (PPAOC-with-HD), and it explored whether their PPA varied according to gender and average time spent on online learning. The results indicated that the students’ two types of PPA (PPAOC-without-HD and PPAOC-with-HD) varied significantly by gender and across the different online learning time groups. The average levels of participants’ two types of PPA were both high, and their PPAOC-without-HD was higher than their PPAOC-with-HD. Both types of PPA for females were significantly higher than those for males. Participants’ PPAOC-with-HD showed a significant difference for the average time of online learning. The findings of this study will be of value to educators who need to design and carry out online learning courses for technical college students.

Exploring the Status of Preference, Utilization Practices, and Challenges to Consumption of Amaranth in Kenya and Tanzania.

African leafy vegetables such as amaranth have been utilized since time immemorial both as food and as medicine. These vegetables grew naturally in most rural environments, but currently most of them are cultivated both for home consumption and for sale. The aim of this study was to identify the most preferred amaranth species and cooking and utilization practices, as well as the beliefs and attitudes that encourage or discourage use of this vegetable. The study was carried out in seven counties of Kenya and in three regions in Tanzania. Twenty Focus Group Discussions (FGDs) with members of the community and twenty Key Informant Interviews (KIIs) with agricultural and nutrition officers were conducted in the study areas to obtain information on preferred varieties, sources of amaranth vegetables, common cooking methods, alternative uses, beliefs and taboos surrounding amaranth consumption, and the challenges experienced in production and consumption. The findings of the study showed that amaranth is one of the most commonly consumed indigenous vegetables in Kenya and Tanzania. The preference for varieties and cooking habits differs depending on the community and individuals. Amaranthus dubius and Amaranthus blitum were most common in Kenya, while Amaranthus dubius and Amaranthus hypochondriacus were most common in Tanzania. Most people consumed these vegetables because they were affordable and available or because of circumstance of lacking other foods. Regarding cooking, final taste was mostly considered rather than nutritional attribute. Several alternative uses of amaranth such as uses as medicine and livestock feed were also reported, as well as some beliefs and taboos surrounding the vegetable. Training on nutritional attributes and promotion of food preparation practices that ensure maximum nutrient benefits from amaranth is needed at the community level to realize the nutritional importance of the vegetables. Hands-on training and demonstrations were the most preferred modes of passing information.

Acceleration Measurement Using Arduino and a Smartphone for the Motion of Objects on an Inclined Plane

In conventional physics teaching, acceleration measurement is demonstrated using motion sensors and carts on inclined tracks, and relevant data are collected using specific professional software. This approach entails the connection of computers and interface boxes, and requires high cost and large space. Air-track carts can be used to perform these experiments to reduce the errors caused by track friction; however, this approach has various disadvantages, including a large-size track and an air blower connecting to the track. In recent years, Arduino microcontrollers have gradually served as tools and platforms commonly used by makers and applied in STEM education. In addition, smartphones have been popular among most high school and university students. Therefore, various physics experiments have been performed using Arduino microcontrollers and smartphones. This study improved the weaknesses of conventional motion sensors for measuring the acceleration of objects on inclined planes by utilizing Arduino microcontrollers and smartphones. Specifically, common steel balls and U-shaped aluminum strips were used to replace the carts and tracks in relevant experiments. A readily available Arduino development board, smartphone app, and electronic components were also used to record and analyze the experimental data. Accordingly, a user-friendly tool for teaching acceleration measurement was created. This tool is small, light, portable, inexpensive, easily assembled, and yields small experimental errors, facilitating students’ participation in hands-on activities and demonstrations of textbook theories.

What do Farmers Don’t Know? A Generic Index to Summarize Cognitive Awareness of Ground water sourced

Rise of groundwater-sourced irrigation in India towed along grave concerns over water resources conservation. In this narrative, we offer the authorities (groundwater and irrigation systems’ managers) a Groundwater Depletion Awareness Index (GDAI) – a collective expression of farmers’ cognitive awareness, integrating four key aspects of irrigated agriculture: (i) groundwater depletion; (ii) water-efficient crops; (iii) irrigation innovations for water conservation; and (iv) uptake of recent irrigation policies at grassroots. We employed a mixed method approach, a cross-sectional survey (10 villages, 100 farmers in Sonepat, Haryana) combined with multivariate statistics (principal component analysis and multivariate regression). Results indicated that although there is certain level of awareness about groundwater depletion, only about 8% of the interviewees adopted water-efficient practices, such as micro-irrigation (MI) and poly house farming (PH). About 42% of interviewees heard of government’s MI policy (Per Drop More Crop; launched in 2015), while only 7% were aware of its benefits. None was aware of the advantages of PH. At the grassroots, farmers appeared more aware of potential challenges of MI and PH than their opportunities. None was aware of the Haryana state government’s recent Jal Hi Jeevan Hai policy (Water is Life; 2019) that urges farmers to diversify and switch to water-efficient crops. Overall, the GDAI revealed multidimensional cognitive barriers to increase uptake of water-efficient farming. It owes to profound disconnect between policy-making and awareness generation at grassroots. We outline means to bridge the gap about how to (i) promote PH-based farming; (ii) restructure financial packages for MI; and (iii) motivate farmers by hands-on demonstration of economic returns of PH and MI.

Interactive teaching using human-machine interaction for higher education systems

Advances in Interactive Teaching Methodology (ITM) quickly transformshigher education and learning where ITM incorporates web-based face-to-face instruction. IfITM policies are expanding, teachers, lecturers, and administrators must discuss the theoretical foundations of ITM Research. The intellectually enhanced ability makesmore learning choices in some adverse circumstances.Using methods such as hands-on demonstrations, audio-visual aids, and regular teacher-student interaction, teachers actively involve their students in their learning through interactive Teaching. Students are constantly urged to take an active role in class discussions.This paper examines the Interactive Teaching Framework using Human-Machine Interaction (ITF-HMI) for online education Higher Education Systems.In the literature survey, the critical hypotheses used in prior research are the ad hoc models for embracing technologies, the performance studies of knowledge systems, the unified ideology of ITM deployment, the utilization of technology, and the propagation of progress theories. In higher education institutions' instructional phase, sophisticated information and communication technologies with virtual technologies allow an integrated collaboration. This framework discusses how the MOOC platform allows organizing e-learning, taking electronic classroom classes, following online courses, and carrying out synchronous and asynchronous learning. The online tasks created permitted the students to track their progress in all educational activities. The experiment findings helped direct a follow-up analysis in this area with a high acceptance rate amongst the participants. The simulation result of the proposed method enhances performance analysis (98.27%), prediction analysis (97.45%), accuracy analysis (96.27%), resiliency analysis (94.9%), efficiency analysis (98.8%).

Integrating Cognitive Dysfunction Accommodation Strategies Into Behavioral Interventions for Persons on Medication for Opioid Use Disorder.

BackgroundCognitive dysfunction is disproportionately prevalent among persons with opioid use disorder (OUD). Specific domains of cognitive dysfunction (attention, executive functioning, memory, and information processing) may significantly impede treatment outcomes among patients on medication for OUD (MOUD). This limits patient's ability to learn, retain, and apply information conveyed in behavioral intervention sessions. Evidence-based accommodation strategies have been integrated into behavioral interventions for other patient populations with similar cognitive profiles as persons with OUD; however, the feasibility and efficacy of these strategies have not yet been tested among patients on MOUD in a drug treatment setting.MethodsWe conducted a series of focus groups with 25 key informants (10 drug treatment providers and 15 patients on MOUD) in a drug treatment program in New Haven, CT. Using an inductive approach, we examined how cognitive dysfunction impedes participant's ability to retain, recall, and utilize HIV prevention information in the context of drug treatment.ResultsTwo main themes capture the overall responses of the key informants: (1) cognitive dysfunction issues and (2) accommodation strategy suggestions. Subthemes of accommodation strategies involved suggestions about particular evidence-based strategies that should be integrated into behavioral interventions for persons on MOUD. Specific accommodation strategies included: use of a written agenda, mindfulness meditation, multi-modal presentation of information, hands-on demonstrations, and a formal closure/summary of sessions.ConclusionsAccommodation strategies to compensate for cognitive dysfunction were endorsed by both treatment providers and patients on MOUD. These accommodation strategies have the potential to enhance the efficacy of behavioral interventions to reduce HIV transmission among persons on MOUD as well as addiction severity, and overdose.

Affordances of physical objects as a material mode of representation: A social semiotics perspective of hands-on meaning-making

ABSTRACT This paper examines the affordances of physical objects (e.g. apparatus, models, manipulatives) as they were used by teachers and students to make meaning in coordination with their speech and gestures. Despite the pervasive use of physical objects as material and tactile resources in hands-on investigations or demonstrations, there have been few attempts to analyze their role and function in meaning-making, in the same way, that researchers have previously done for other modes of representation such as speech, written text, diagram and gesture. Using social semiotics as a theoretical framework, we conceptualise physical objects as a semiotic mode with a particular affordance for making meaning that involves embodied actions and manipulation of tools. Based on a multimodal discourse analysis of numerous classroom situations, we illustrate how physical objects as a mode have four unique affordances for meaning-making in science classrooms. These affordances are: (a) enacting material interaction, (b) providing evidential meaning, (c) orientating three-dimensional spatial meaning and (d) sensitising experiential meaning. The implication of why we should use physical objects to support or value-add science meaning-making is then discussed.

Introducing BIM in Outcome Based Curriculum in undergraduate program of architecture : Based on students perception and lecture-lab combination

The purpose of this research is to draw the necessity of Building information Modeling (BIM) technology for the undergraduate students of Architecture in Bangladesh and how and when it should be introduced in the undergraduate program according to Outcome Based Curriculum (OBC). In order to achieve this, a test was carried out among the students of the department of architecture, Stamford University Bangladesh. Finally, this research shows the importance of incorporating BIM technology in Computer Application courses along with traditional Computer Aided Architectural Design (CAAD) and suggests to include it in 2nd year level of undergraduate program, after the students gain their basic understanding of architectural design and drafting. The research also finds that understanding level related content should be given ample priority along with hands-on practical demonstrations.

Expanding the Scope of Administrative Health Records Through Advanced Statistical Methods

The objective of the Symposium is to expand familiarity of the application of advanced methods of modern statistical modeling and data management, to administrative health data by combining methodological innovations with practical hands-on demonstrations. Topics will cover a range of methodological and substantive topics including: i) decomposition and partitioning approaches in analysis of disparities and time trends in AD/ADRD; ii) new artificial intelligence technologies that allow us to enrich electronic health record datasets with self-report scores in geriatrics; iii) using administrative data to model adherence to disease management and health-related behavior; iv) the use of longitudinal extension of the average attributable fraction to study health disparities and multimorbidity; and v) the geographic and racial disparities in total and remaining life expectancies after diagnoses of AD/ADRD and other chronic conditions. The increasing availability of large-scale datasets based on electronic health records and administrative claims records provide an unprecedented opportunity for obtaining nationally representative results based on individual-level measures that reflect the real care-related and epidemiological processes. This makes the reduction of barriers to entry to the use of such data of vital importance to the community of geriatrics and health researchers.

Systematic Review of Effective Library Instruction for Business Students

The most successful library teaching strategies for post-secondary business programs have yet to be determined. The aim of this systematic review is to investigate the effectiveness of library instruction (with a focus on pedagogy) in business undergraduate and graduate programs. The researchers searched seven databases, selected studies that met the inclusion criteria, and extracted data following PRISMA guidelines. To achieve the study’s primary objective, the researchers included any library educational intervention in a business program conducted by librarians or library staff. The quality of included studies was evaluated based on a modified instrument designed to critically appraise educational interventions. The instrument consists of nine questions that relate to content, context, outcomes, study design, and methods. Thirty-five studies met the inclusion criteria and data was extracted based on subject area, content coverage, mode of instruction (in-person vs virtual), faculty collaboration, assessment strategies, and library educational interventions used to teach business students. Common educational interventions included hands-on activities, live demonstrations, active learning, group work, and lectures. The most compelling strategies include active learning, providing engaging sessions (e.g., flipped classroom), and faculty collaboration. Since most of the studies did not state clear learning outcomes, it is difficult to ascertain what type of interventions were truly effective in improving library sessions.

Return to in-person teaching and mentorship after COVID-19: hands-on photoacoustic demonstration apparatus

In March 2020, the U.S. Naval Academy implemented policies for teaching midshipmen off the “yard” (campus) to finish out their spring semester online. Strategies and regulations were put in place so that after spring break midshipmen would go home to families, relatives or friends and establish a learning environment space for on-line synchronous or asynchronous classes. An online summer school served as a link into the fall of 2020— which was a mixture of online and very small in-class size environments. (Every other week half of a class was online.) During the spring of 2021, classes were hybrid. However, Instructors alternated between adjacent classrooms teaching online—but in-person in one of the rooms. During COVID, mentorship student LEB worked off the yard to develop apparatus for online acoustic demonstrations and future research projects. LEB designed and built a homemade pulsed 620 nm LED photoacoustic apparatus for imaging experiments in water. Components include an LED current pulse driver, two aspherical focusing lenses, a cuvette filled with green dye or India ink, an ultrasonic 1 MHz immersion transducer and 4 low noise amplifiers with 87 dB total gain. Photoacoustic signals were averaged (10 000 trials) producing a strong 20 mV seven cycle pulse.

334 Teachability of the Ultrasound-Guided Erector Spinae Plane Block to Emergency Physicians

The ultrasound-guided erector spinae plane block (USG-ESPB) was first described in 2016 by anesthesiologists for thoracic neuropathy in the perioperative setting; it was recently cited as an easy-to-learn, safe, and efficacious emergency department (ED) analgesic modality; however, the literature is limited to case reports and small sample sized studies. The ubiquity of US-guided nerve blocks in the ED highlights emergency physicians (EPs) as ideal candidates to learn the USG-ESPB. To date, no study has described the teachability of the USG-ESPB to EPs. This study evaluates the teachability of USG-ESPB through a structured instructor-led cadaveric workshop. All levels of EPs were eligible to participate in the study. The workshop instructor was a dual board-certified emergency medicine and pain medicine physician. The 3-hour course consisted of a pre-workshop video, 30-minute lecture, hands-on cadaver demonstration, and procedural rehearsal time with intermittent procedural evaluation. A pre-workshop, post-workshop and 4-week follow-up survey were used to assess participants’ confidence of various aspects of the USG-ESPB. Procedural task proficiency was evaluated via direct observation by the instructor using a critical action checklist. The various aspects of the USG-ESPB were grouped into three stages: pre-procedural knowledge (indications, informed consent, sterile preparation), procedural technique (sonoanatomy identification, needle work) and post-procedural knowledge (monitoring for complications). Proficiency of each stage was defined as a perfect score for all tasks related the respective stage. IRB determined this study was not subject to review. Seven EPs participated in the workshop spanning intern to fellowship trained attendings; six follow-up surveys were collected. Participant confidence in pre-procedural knowledge and procedural technique increased across all surveys. Pre-procedural knowledge and post-procedural knowledge demonstrated significant confidence increases from the pre-workshop to post-workshop surveys (p<0.01 and p<0.05, respectively; Figure 1A). Notably, confidence in post-procedural knowledge decreased in the follow-up survey. Proficiency in pre-procedural and post-procedural knowledge was achieved by 100% of participants by six attempts and five attempts, respectively; proficiency in procedural technique was reached by 85.7% of participants by six attempts, one participant never reached proficiency (Figures 1B). Follow-up data highlighted the barriers to implementing USG-ESPB into clinical practice – these included low census of patients for the block used in the thoracic area (100%), no beds/personnel available for procedural monitoring (66.7%), time spent gathering supplies (50%), low confidence in procedural technique (50%), and no supervising expert (50%). A 3-hour workshop consisting of a lecture, demonstration, and cadaveric procedural rehearsal is a viable method of teaching the USG-ESPB to EPs. Self-confidence in USG-ESPB in all procedural stages increased across most study surveys. Evaluations of procedural proficiency suggests six procedural rehearsals is the minimum to achieve proficiency by the majority of EP learners. Most participants cited census for the thoracic EPSB and equipment/personnel availability as barriers to implementing USG-ESPB into EP clinical practice.