Improvement In Knowledge Scores Research Articles

Perceptions of Indian Healthcare Practitioners Regarding the 2022 Outbreak of Monkeypox Disease.

Introduction Although only a few cases of monkeypox have been reported in India so far, it is vital for healthcare practitioners to have sufficient knowledge about its epidemiology, clinical presentation, diagnosis, and management. Therefore, this study aimed to understand the perception of Indian healthcare practitioners regarding the 2022 outbreak of monkeypox disease. Methods A cross-sectional survey was conducted among 500 medical and dental practitioners from various regions of Kerala, India. The Chi-squared test for proportion was used to determine the significant difference in the knowledge levels of the participants. Binary logistic regression (multivariate) was used to understand the knowledge of healthcare professionals regarding the 2022 outbreak of monkeypox disease. Results A total of 424 healthcare professionals completed this survey. Overall, the level of knowledge was good in 64.9% and poor in 35.1% of the participants (p<0.01). Binary logistic regression analysis did not show any statistical significance (p > 0.05) in terms of demographic characteristics. However, in this sample, participants with 6-10 years of work experience were more likely to have improved knowledge scores (odd's ratio OR 1.764). Similarly, participants between the age of 30-40 years were also likely to have improved knowledge scores (OR: 1.065). Conclusions Indian healthcare professionals had an overall good level of knowledge regarding the 2022 outbreak of monkeypox. However, a low level of knowledge was found related to the clinical presentation and immunization of monkeypox. This may be due to the low prevalence of monkeypoxin this region.

Early Stages of Human Embryology: A Quasi-experimental Study from South Kerala, India

Introduction: Physical models are being used in embryology lectures along with PowerPoint presentations to improve the spatial orientation of students. But the demonstration of the sequence of changes is not possible with commercial models due to nonavailability and high expenses. The latest audio-visual aids including three-dimensional projections like simulation-based screens, or virtual reality enhance the visual-spatial ability of the students but are very costly and not affordable for all institutions. Aim: To compare the effectiveness of hand-made physical models with the PowerPoint presentation mode of teaching in understanding the 3D concept of embryology, among first-year MBBS students and to assess the students’ perception of this model-based teaching. Materials and Methods: The study was conducted using a quasi-experimental study design, on 218 phase 1 medical students of Government Medical College, Thiruvananthapuram, Kerala, India, from February 2020 to August 2020. The students were divided into two equal groups. Group B was taught the topic “Second week of embryonic life” with a PowerPoint lecture session (n=109) and the Group A had in addition a demonstration with the handmade models (n=109). Pretest and post-test were conducted with an internally validated questionnaire. Feedback on the student’s acceptance of teaching/ learning with models were also collected. The improvement of the test scores was analysed using paired t-tests in both the test and control groups. Results: Statistically significant improvement in knowledge score was obtained while comparing the post-test scores of the intervention group (mean score was 4.83±2) with that of the non intervention group (mean score was 3.99±2.06) (student’s t-test, p-value &lt;0.05). It was observed, 99.1% of students were satisfied with this model-assisted teaching, especially with the series of models demonstrating the sequence of events. A 93.1% of students said that they needed such model-assisted lectures in other subjects also. Conclusion: Series of models pertaining to a particular event is beneficial and effective for learning complex concepts of embryology. Also, it’s a long-lasting, innovative mode of teaching which can be done cost-effectively

Effectiveness of an Instructional Module on Knowledge and Anxiety of Caregivers of Children Undergoing Cardiac Catheterization – An Experimental Study

Background: Diagnosis of cardiovascular disorders in children is a very stressful time for the entire family. During this period family caregivers are anxious about their child’s condition. At this time, nurses play an important role to educate the parents or caregivers about the child’s health, procedure that has to be performed, and pre- and post-operative care after procedure. This study was conducted to assess the effectiveness of an “instructional module” on knowledge and anxiety of caregivers of children undergoing cardiac catheterization. Materials and Methods: Caregivers of children with congenital heart disease were randomly enrolled in two groups with 30 caregivers in each control and experimental group. Preoperative knowledge and anxiety in both the groups were assessed by a self-structured questionnaire and the State-Trait Anxiety Inventory. An instructional module in the form of a booklet regarding cardiac catheterization was developed and administered to the experimental group while the control group received routine care instuctions. Caregivers’ postintervention knowledge was assessed by a structured knowledge questionnaire. Results: Median knowledge score was 2 (2–2) in the control group and 2 (1–2) in the experimental group among caregivers of the children during preintervention phase. The median anxiety score of the caregivers of children underwent cardiac catheterization during preintervention phase was 57.50 (47–61) in the control group and 53 (47.75–56) in the experimental group. The results revealed that there was a significant improvement in knowledge score regarding cardiac catheterization procedure and also there was reduction in the level of anxiety among caregivers in the postintervention experimental group (P &lt; 0.001). Conclusion: The study suggests that the “instructional module” is effective in reducing the anxiety and improving the knowledge levels of caregivers regarding the preoperative and postoperative care of children who underwent cardiac catheterization.

Canadian medical student knowledge and attitudes toward female genital mutilation.

Despite female genital mutilation/cutting (FGM/C) practices being an illegal form of gender-based violence in Canada, this practice impacts many Canadians. Lack of education and training among Canadian health-care providers has resulted in systematic barriers to care. Awareness and FGM/C-related education among Canadian health-care providers must be urgently assessed. Canadian medical students were recruited to complete an anonymous survey via E-mails distributed through their schools' student organization between January and March 2021. We evaluated student understanding of FGM/C, attitudes toward medicalization and legislation, and prior clinical experience using multiple choice, Likert scale, and open-response questions. Respondents (n = 135) performed poorly on knowledge assessment questions (mean percent correct <50%). Only 10.4% of respondents indicated knowing how to involve appropriate authorities when necessary, and most never evaluate FGM/C in patient history (86.7%) or clinical examination (57.1%). Subgroup analysis revealed that prior education significantly improved knowledge scores and influenced students' behaviors and attitudes. About 92.2% of respondents supported the integration of FGM/C curricula in undergraduate medical education. This study reveals that Canadian medical students have a poor understanding of FGM/C and are not prepared to identify affected patients or intervene when necessary. These results provide rationale for the implementation of FGM/C-learning modules in undergraduate medicine.

Factors Associated with partographs Utilization in Jimma and Bedele Zones, Oromia Regional State, Ethiopia

Use of partographs during labor is a key intervention but it is not widely used due to various factors. This is one of the quality thematic areas incentivized by PBF. Hence the aim of our study was to determine these factors associated with utilization of partograph in Jimma and Buno-Bedelle zone. Our study adopted a cross-section design with independent control. The data collection was retrospective interview of 239 health workers who conducted deliveries in Q3 2021 (July – September 2021) in health facilities from both Buno-Bedele (control) and Jimma (intervention) zones. Bivariate analysis was performed using chi-squared tests. Multivariate analysis was performed using logistic regression analysis. All data analysis was conducted in STATA 15. The proportion of health workers using partographs was higher in Jimma (86.5%) compared to Bedele (64.4%), with a p-value less than 0.001. The finding of this study indicated that the major reasons for non-use of partographs were little/no knowledge, lack of training and shortage of staff and time consuming. Knowledge of partograph, availability of partograph and training on partograph have a positive impact on use of partographs as shown by the statistically significant adjusted odds ratios (AORs) in Table 4. Midwives were also found to be more likely to use partographs compared to nurses. This study revealed that PBF contributed to availability of partographs, improved knowledge score and training on partograph utilization in Jimma. PBF have also improved the use pf partographs for monitoring labour and understanding of action lines in early diagnosis of complications during labour. Keywords: Factors, Partographs, Performance based financing, Utilization and Completeness.

Provider ankle brachial index and wound classification teaching as part of a comprehensive limb preservation outreach program

ObjectiveUtilization of evidence-based specialty guidelines is low in primary care settings. Early use of ankle-brachial index (ABI) testing and a validated wound classification system allows prompt referral of patients for specialty care. We implemented a program to teach providers ABI testing and the use of the Wound, Ischemia, and foot Infection (WIfI) classification tool. Here, we report program outcomes and provider perceptions. MethodsPhysicians and non-physicians from wound care centers, nursing and physician education programs, primary care offices, and federally qualified health centers were invited to participate in the educational program teaching ABI testing and the use of the WIfI tool. Pretest and posttest responses and intention to use content in the future were assessed with descriptive statistics. ResultsA total of 101 subjects completed the ABI module, and 84 indicated their occupation (59 physicians, 25 non-physicians). Seventy-nine subjects completed the WIfI module, and 89% indicated their occupation (50 physicians, 20 non-physicians). Physicians had lower pre-test knowledge scores for the ABI module than non-physicians (mean scores of 7.9 and 8.2, respectively). Both groups had improved knowledge scores on the post-test (physicians, 13.4; non-physicians, 13.8; P < .001). Non-physicians in practice longer than 10 years at wound care centers had the lowest baseline knowledge scores, whereas physicians in practice for over 10 years had the highest. In the ABI module, the largest knowledge gap included accurately calculating the ABI, followed by the correct use of the Doppler, and management of incompressible vessels. For the WIfI module, providers struggled to accurately score patients based on wound classification. The greatest barriers to the implementation of ABI testing were the availability of trained personnel, followed by limited time for testing. Barriers to the use of the WIfI tool for physicians included lack of time and national guideline support. For non-physicians, the most notable barrier was a lack of training. ConclusionsProvider understanding of ABI and WIfI tools are limited in wound care centers, primary care offices, and federally qualified health centers. Further barriers include a lack of training in the use of tools, limited potential for point-of-care testing reimbursement, and insufficient dissemination of WIfI guidelines. Such barriers discourage widespread adoption and result in delayed diagnosis of arterial insufficiency.

The Effectiveness of Technology-Based Cardiopulmonary Resuscitation Training on the Skills and Knowledge of Adolescents: Systematic Review and Meta-analysis

Cardiopulmonary resuscitation (CPR) training for adolescents is a prominent strategy to increase the number of community first responders who can recognize cardiac arrest and initiate CPR. More schools are adopting technology-based CPR training modalities to reduce class time and reliance on instructor availability and increase their capacity for wider training dissemination. However, it remains unclear whether these technology-based modalities are comparable with standard training. This study aimed to systematically review and perform meta-analyses to evaluate the effectiveness of technology-based CPR training on adolescents' CPR skills and knowledge. Searches were conducted in PubMed, Embase, Cochrane Library, Ovid MEDLINE, CINAHL, PsycINFO, Education Resources Information Center, ProQuest Dissertations and Theses Global, and Scopus from inception to June 25, 2021. Eligible randomized controlled trials (RCTs) compared technology-based training with standard training for adolescents aged 12 to 18 years. Studies were appraised using the Cochrane risk-of-bias tool. Random-effects meta-analyses were performed using Review Manager (The Cochrane Collaboration). Subgroup analyses were conducted to explore sources of heterogeneity. Overall certainty of evidence was appraised using the Grading of Recommendations Assessment, Development, and Evaluation approach. Seventeen RCTs involving 5578 adolescents were included. Most of the studies had unclear risks of selection bias (9/17, 53%) and high risks of performance bias (16/17, 94%). Interventions that included instructor guidance increased the likelihood of adolescents checking the responsiveness of the person experiencing cardiac arrest (risk ratio 1.39, 95% CI 1.19-1.63) and calling the emergency medical services (risk ratio 1.11, 95% CI 1.00-1.24). Self-directed technology-based CPR training without instructor guidance was associated with poorer overall skill performance (Cohen d=-0.74, 95% CI -1.02 to -0.45). Training without hands-on practice increased mean compression rates (mean difference 9.38, 95% CI 5.75-13.01), whereas real-time feedback potentially yielded slower compression rates. Instructor-guided training with hands-on practice (Cohen d=0.45, 95% CI 0.13-0.78) and the use of computer programs or mobile apps (Cohen d=0.62, 95% CI 0.37-0.86) improved knowledge scores. However, certainty of evidence was very low. Instructor-guided technology-based CPR training that includes hands-on practice and real-time feedback is noninferior to standard training in CPR skills and knowledge among adolescents. Our findings supported the use of technology-based components such as videos, computer programs, or mobile apps for self-directed theoretical instruction. However, instructor guidance, hands-on practice, and real-time feedback are still necessary components of training to achieve better learning outcomes for adolescents. Such a blended learning approach may reduce class time and reliance on instructor availability. Because of the high heterogeneity of the studies reviewed, the findings from this study should be interpreted with caution. More high-quality RCTs with large sample sizes and follow-up data are needed. Finally, technology-based training can be considered a routine refresher training modality in schools for future research.

Evaluation of a fertility awareness-based shared decision-making tool part 1: Study design and impact on clinician knowledge.

To assess the impact of a Shared Decision-Making (SDM) tool for fertility awareness-based methods (FABMs) of family planning. Clinicians familiar with at least one FABM were randomly invited to participate in a prospective cross-over study to compare usual practice to the use of the SDM tool when discussing FABMs with patients. Patients completed surveys pre- and post-office visit and six months later. The primary outcome explored the effect of online education on use of the SDM tool on clinicians' knowledge of FABMs. Of 278 clinicians contacted, 54% could not be reached, and 15% did not provide women's health services. The 26 clinicians enrolled were experienced, with more than half recommending FABMs for ≥10 years, and 73% recommending more than one FABM to patients. Knowledge scores significantly improved after online training and use of the SDM tool (baseline mean score = 9.54 (scale of 0-12); post-training mean score = 10.73, p < 0.002). Education about FABMs and training on use of the SDM tool improved knowledge scores even among an experienced cohort of clinicians. The novel SDM tool can better equip clinicians to meet the rising patient interest in FABMs.

MHealth-Supported Hearing Health Training for Early Childhood Development Practitioners: An Intervention Study.

(1) Hearing health training and promotion is a priority for early childhood development (ECD) practitioners, but training opportunities are limited, especially in low- and middle-income countries (LMIC). mHealth (mobile health) has the potential to deliver scalable ear and hearing training to ECD practitioners. (2) This study investigated the effect of an mHealth training intervention program for ECD practitioners to improve knowledge and perceptions of hearing health in young children. An experimental one-group, pre-post-test study included ECD practitioners working with children between birth and 6 years old across 31 neighbouring communities in the Western Cape Province, South Africa. Hearing health training was provided using WhatsApp messages that encompassed infographics and voice notes. Knowledge and perceptions regarding hearing and hearing-related problems in children were surveyed pre-training, directly post training, and 6 months post training. (3) ECD practitioners (N = 1012) between 17 and 71 years of age received the mHealth training program and completed both the pre-and post-training surveys. Overall, knowledge scores indicated a significant improvement from pre- to post training (Z = -22.49; p < 0.001). Six-month post-training knowledge scores were sustained. Content analysis of ECD practitioners' application of the training information 6 months post training indicated improved awareness, practical application, better assistance for hearing problems, and widespread advocacy. (4) The mHealth training program supports improved knowledge and perceptions of ECD practitioners regarding hearing health for young children. With improved knowledge scores maintained 6 months post training, mHealth hearing health training is an effective intervention. An mHealth training program for ECD practitioners provides a scalable, low-cost intervention for primary and secondary prevention in childhood hearing loss, especially in LMICs.

Comparison of Knowledge Change in a Virtual Reality Simulation Across Four Platform Technologies

Introduction There has been an increase in the delivery of educational and training content using computer-based simulations across a range of platforms. Minimal studies have compared the effectiveness of multiple digital delivery platforms with one another using the same simulation. Objective This research investigated differences in knowledge change due to the platform used for delivery of a stand-alone learning simulation. Methods A pretest–posttest design was used to evaluate 127 participants. Participants were randomly assigned to one of four conditions: desktop, tablet, mobile VR (Google Cardboard), and virtual reality headset. A pretest was given prior to participants’ completion of a learning simulation. Upon completion of the learning simulation, participants completed a posttest. Results This study indicated that all participants improved knowledge scores across the four platforms used to deliver the learning simulation. All participants positively increased their overall scores from the pretest to the posttest. There were no statistically significant differences in knowledge change between the four groups. Conclusion All participants positively increased their overall scores from the pretest to the posttest regardless of platform technology used to deliver the virtual reality learning simulation. This indicates that it is possible to effectively deliver the same learning simulation across different platforms that include a mix of 2D and immersive technologies.

Effect of Gallery Walk Learning Strategy on Clinical Performance of Audiology Students Compared to Traditional Learning Strategy

Background and Aim: Gallery walk is an active learning strategy in form of discussion that enables students to be more active in learning process. This study aimed to evaluate the effect of this strategy on the clinical performance of audiology students.&#x0D; Methods: In this quasi-experimental study, 30 fourth-year undergraduate students in audiology participated. They were assigned into two groups of traditional learning and gallery walk. The educational content of both groups was similar and was related to the adult care clinical practicum. The assessments included Eustachian tube function test, site-of-lesion tests, and clinical masking. The clinical knowledge, and satisfaction level of students were compared before and after intervention.&#x0D; Results: Before the intervention, the difference in clinical knowledge was not statistically significant between the two study groups (p&gt;0.05). After the intervention, we observed a considerable improvement in knowledge scores in both groups, mostly in the gallery walk group. The mean scores of site-of-lesion tests, and total score of knowledge were also significantly higher in the gallery walk group (p&lt;0.05). The satisfaction level of students was above the average level (mean score=3.9±0.74).&#x0D; Conclusion: The gallery walk strategy has more positive effects on clinical practice of audiology students compared to traditional learning strategy.&#x0D; Keywords: Gallery walk; clinical education; audiology; satisfaction

Effects of a Patient-Centered Intervention to Reduce Alcohol Use Among Youth With Chronic Medical Conditions

PurposeAlcohol poses unique risks for youth with chronic medical conditions (YCMC) yet many drink. Preventive interventions targeting YCMC are scarce. MethodsYCMC with type 1 diabetes, juvenile idiopathic arthritis, systemic lupus erythematosus, or inflammatory bowel disease were recruited and randomized to trial the effects of a self-administered condition-tailored psychoeducational intervention on frequency in days of past 3-month alcohol use, alcohol-related risk perceptions, and knowledge. Changes in outcomes over time were measured and compared by treatment arm using multivariate mixed effects models. ResultsAmong N = 418 participants (average age 16.0 years, 52.2% female, 84.7% white, 90.7% non-Hispanic), 24.2% reported past-year alcohol use at baseline. Alcohol-related knowledge increased overall and was greater for the intervention group (adjusted improvement in knowledge score +7.70, 95% confidence interval [CI] 2.92–12.48). By 6-month follow-up, the percentage of youth reporting any alcohol use is risky/dangerous increased among intervention arm participants from 41.5% to 45.4% at baseline and decreased from 38.9% to 37.4% among controls (adjusted intervention effect odds ratio 1.79, 95% confidence interval 1.02–3.13). Overall, frequency of drinking increased over time from 3.72 to 4.52 days on average, with no differences by treatment group. Among female drinkers, the predicted mean frequency of drinking days declined in the intervention group (4.11–3.33) and increased among controls (2.82–4.55) (adjusted intervention effect rate ratio .50, 95% confidence interval .25–.99). ConclusionsExposure to a chronic illness–tailored psychoeducational intervention targeting alcohol use increased knowledge and perceived risk and, among females, reduced alcohol use. Promising results merit future work to optimize the model for both males and females.

Tracheotomy care simulation training program for inpatient providers.

ObjectivesTracheotomy complications can be life‐threatening. Many of these complications may be avoided with proper education of health care providers. Unfortunately, access to high‐quality tracheotomy care curricula is limited. We developed a program to address this gap in tracheotomy care education for inpatient providers. This study aimed to assess the efficacy of this training program in improving trainee knowledge and comfort with tracheotomy care.MethodsThe curriculum includes asynchronous online modules coupled with a self‐directed hands‐on simulation activity using a low‐cost tracheotomy care task trainer. The program was offered to inpatient providers including medical students, residents, medical assistants, nurses, and respiratory therapists. Efficacy of the training was assessed using pre‐training and post‐training surveys of learner comfort, knowledge, and qualitative feedback.ResultsData was collected on 41 participants. After completing the program, participants exhibited significantly improved comfort in performing tracheotomy care activities and 15% improvement in knowledge scores, with large effect sizes respectively and greater gains among those with little prior tracheotomy care experience.ConclusionThis study has demonstrated that completion of this integrated online and hands‐on tracheotomy simulation curriculum training increases comfort and knowledge, especially for less‐experienced learners. This training addresses an important gap in tracheotomy care education among health care professionals with low levels of tracheotomy care experience and ultimately aims to improve patient safety and quality of care. This curriculum is easily transferrable as it requires only access to the online modules and low‐cost simulation materials and could be used in other hospitals, long‐term care facilities, outpatient clinics, and home settings.Level of evidence4.

Improving Developmental Positioning in a Level III NICU Using Evidence-Based Teaching and a Standardized Tool: An Evidence-Based Quality Improvement Project.

Positioning and handling is a core measure of developmental care that has been universally difficult to implement in the technical NICU environment. Appropriate positioning has been shown to not only improve postural and musculoskeletal outcomes, but enhance sensory development, physiologic stability, thermal regulation, behavioral organization, sleep facilitation, and brain development. In order to improve the developmental positioning practices of bedside nurses in a level III neonatal intensive care unit, a quality improvement project was initiated. Guided by the Iowa Model for Evidence-Based Practice, this project included an evidence-based educational intervention and a standardized positioning assessment tool. After the intervention, there was improvement in knowledge scores, and positioning scores increased from an average of 8.81 +/- 0.19 to 10.93 +/- 0.15.

Blended Oncology Nursing Training: A Quality Initiative in East Africa

Lack of education and awareness about cancer treatment may result in suboptimal care of patients with cancer. Unlike high-income countries, resource-limited countries lack the standardized training and scope of practice in oncology nursing. This quality improvement project was conducted to assess nurses' knowledge gain, retention of knowledge and clinical skill set, and feasibility of a blended learning approach in the care of adult oncology patients across four hospitals in Kenya and Tanzania. We used a combination of computer-led eLearning sessions and face-to-face interactions over 12 months for cancer education to oncology nurses. Pre- and posttests with each training session were combined with face-to-face clinical skills training at beginning and completion of the course. A comprehensive postassessment was conducted immediately after the training, and at 6, 9, and 12 months to evaluate knowledge gain and retention. Of 21 participants across four sites, there was a statistically significant improvement in knowledge scores for 12 participants (P value < .05). The mean pre- and posttest results found significant differences across 10 sessions individually and cumulatively (P value < .01). Results from a one-way repeated measures analysis of variance (ANOVA) test on comprehensive test results suggested that there was no significant difference in knowledge retention across 9 months (F(2, 30) = 1.648412, P > .05). Blended learning is an effective tool in improving knowledge, skills, and self-efficacy for clinicians practicing in resource-limited countries. Developing a structured oncology training program has implications for bridging knowledge gaps among clinicians in resource-limited countries and promoting international knowledge exchange.

Training, confidence and knowledge of healthcare workers with regard to HIV and infant feeding in eThekwini, South Africa

&#x0D; Background. Healthcare workers play an important role in educating mothers living with HIV regarding appropriate infant and young child feeding (IYCF) practices. However, it is not known if healthcare workers in eThekwini, KwaZulu-Natal (KZN), have been adequately trained regarding IYCF in the context of HIV and how knowledgeable and confident they are.&#x0D; Objectives. To assess the training, confidence and knowledge of healthcare workers regarding IYCF in the context of HIV.&#x0D; Methods. This was a descriptive cross-sectional study, which used a self-administered questionnaire developed for this survey. Healthcare workers (n=188), primarily doctors and nurses in antiretroviral, antenatal and paediatric departments at three regional hospitals (Addington Hospital, Prince Mshiyeni Memorial Hospital and RK Khan Hospital) in eThekwini, KZN, participated.&#x0D; Results. Only 47.3% (n=89) of the participants had attended formal training on IYCF in the context of HIV. Most participants (n=171; 91.4%) felt they required more training. The mean overall confidence score of the group was 4.54 (standard deviation (SD) 1.28)%. The mean knowledge score of participants regarding IYCF in the context of HIV was 51.7%. The attendance of training did not equate to improved knowledge scores.&#x0D; Conclusions. Although the healthcare workers were confident with counselling on IYCF in the context of HIV, their knowledge levels were lower than expected. This could be attributed to a lack of training or outdated or inefficient training. There is a need to improve the coverage and quality of IYCF and HIV training. Training courses should address behaviour change and test for understanding.&#x0D;

Development and Evaluation of a Faculty Teaching Boot Camp Before and During the COVID-19 Pandemic.

IntroductionMedical faculty often assume teaching responsibilities without formal training in teaching skills. The purpose of this study was to design, implement, and evaluate boot camp workshop training faculty in basic teaching competencies. We also describe the transition to a virtual format necessitated by the COVID-19 pandemic.MethodsThe workshop content was derived from a needs assessment survey and discussion with content experts. Four main content areas were identified: setting expectations, giving feedback, evaluating learners, and teaching in specific settings (outpatient clinics, inpatient wards, procedures/surgery, and small groups). The initial boot camp was a four-hour in-person event. The following year, the boot camp was offered via online videoconference. We used a pre-post survey to assess participant reaction and knowledge acquisition from session content.ResultsA total of 30 local faculty attended the 2020 in-person boot camp, while 105 faculty from across the state attended the 2021 online boot camp. Statistically significant increases in post-knowledge scores were identified for two sessions in the 2020 boot camp and four sessions in 2021. The participants rated both boot camps favorably with no significant difference between the in-person and online presentations for most ratings but were less satisfied with networking opportunities in the online boot camp.DiscussionWe describe an effective faculty development boot camp teaching core competencies for medical clinician-educators. We were able to leverage the online teleconferencing platform to deliver the content to a larger number of preceptors at distant sites without sacrificing outcomes of participant satisfaction and improvement in knowledge scores. The online model allowed busy clinicians to participate while multitasking. Comments also highlighted the importance of having an engaged moderator during the online event.ConclusionsMany medical schools utilize preceptors in distant locations. We demonstrated the feasibility of reaching a much larger and geographically widespread group of clinical preceptors using a virtual format while still showing improvement in knowledge scores relating to workshop content. For future faculty development, we propose that hybrid models with both in-person and virtual components will be effective in meeting the needs of a geographically distributed faculty.

Risk communication about particulate matter in the workplace: A digital experiment

Workers do not always showcase adequate knowledge on potential long-term health effects and other properties of particulate matter (PM), which may lead to a decreased tendency to work safely in a high-PM environment. To empower workers to work more safely in environments with high PM exposure, we developed an educational folder tethered to their information needs. In the present study, we test two versions of our folder in a digital panel experiment with 227 participants who regularly worked in environments where they are potentially highly exposed to PM. We tested one version with and one without visualizations of the exposure and health effects, as it is currently unclear whether such visualizations can improve risk understanding. We compared them with an existing folder about PM and with a control condition involving a text unrelated to the subject. The outcome variables included people’s opinions about the quality of the material; learning effects by means of knowledge questions; and perception- and behavior-related effects about PM and mitigation methods. The results revealed a significant and relevant difference on improvement of knowledge scores between our folder with extra visualizations and the control condition. No significant difference between the conditions with regards to perception and behavior effects were found.

Knowledge of Required Medical Surveillance Among Adolescent and Young Adult Survivors of Childhood Cancer.

Adolescent and young adult (AYA) cancer survivors experience treatment-related late effects so guidelines recommend providing a treatment summary, yearly follow-up, and risk-adapted testing. AYA survivors' knowledge of surveillance follow-up was studied. Survey responses for 73 AYAs were stratified: low (0 to 1 correct; n=18; 24.7%) versus high knowledge (2 to 4 correct; n=55; 75.3%) of their required testing. Patient-reported Outcomes Measurement Information System (PROMIS) scores fell within average ranges for participant age ( T -scores: 52.4 for physical function, 49.3 for anxiety, 46.3 for depression, and 44.7 for fatigue). Younger age at survivorship visit was a significant predictors of improved knowledge scores. Despite attendance at a survivorship clinic, minority of participants (9.5%) demonstrated complete knowledge of surveillance testing needs. Most survivors are aware of some of their surveillance needs. PROMIS scores were not associated with surveillance knowledge.

Providing education and tools increases nurses’ and midwives’ assessment for puerperal sepsis in a regional referral hospital in South Western Uganda

BackgroundPuerperal sepsis causes at least 75,000 maternal deaths every year, mostly in low-income countries. Early identification of sepsis and initiation of sepsis care bundles are crucial the survival of patients. Education about the surviving sepsis campaign guidelines is critical for nurses to understand the indicators for sepsis that inform accurate screening and initiation of life-saving interventions. We sought to establish the effect of an education intervention and implementation of screening tools on maternal sepsis screening in a Regional Referral hospital in South Western Uganda. MethodsA pretest–posttest quasi-experimental study design was employed to determine the change in the level of knowledge regarding sepsis among a purposively selected sample of 16 midwives and 2 intern nurses. Translation of knowledge to practice was determined by pre-intervention retrospective chart review and post-intervention evaluation of the maternal sepsis screening.The statistically significant change in knowledge and practice following the educational intervention was determined by Paired t-tests and Chi-square tests using SPSS version 16. ResultsThere was an improvement in knowledge scores post the educational intervention from a mean score of 5.78 to 7.13. There was a statistically significant difference in the documentation of vital signs observed between the retrospective chart review and the screening done after the education intervention. ConclusionThis study demonstrated that the provision of education and sepsis screening tools created an incremental improvement in puerperal sepsis screening which is an important step toward reducing maternal mortality.