Improvement In Test Scores Research Articles

Developing and Examining the Psychometrics of Single-word Quick Repetition Test for Speech Sound Production in Persian-speaking Children

Objectives: The present study aimed to develop and validate a quick repetition test using familiar and culture-based words for assessing Persian-speaking children with Speech Sound Disorders (SSDs). Methods: The study sample was divided into two groups, including 419 participants without any clinical signs of speech impairment and 36 cases with SSD. The psychometric properties of the single word quick repetition test, including reliability (inter-rater and test-retest reliability) and validity (construct, discriminant, convergent, clinical and concurrent validity) were examined. Moreover, the descriptive data for children without SSD were reported. Results: The obtained test-retest and inter-rater reliability data were satisfactory with Intraclass correlation coefficient (ICC): >0.7. There was a positive correlation between the results of the quick repetition test and phonetic test, indicating the scale’s acceptable convergence validity. Using inflated beta-binomial regression, statistically significant improvement in test score was found with age (discriminant validity). Comparing the correct responses of the control and case groups (clinical validity) revealed a significant difference in responses between the study groups. Results of Bland–Altman plot suggested an acceptable agreement between quick repetition test and phonetic test (construct validity). Discussion: The Persian quick repetition test is a valid and reliable instrument facilitating the screening of speech sound abilities in 3-8-year-olds. Moreover, this test’s conciseness makes it easily applicable in clinical practice and epidemiologic investigations. Establishing descriptive data from a large sample facilitated comparing children’s speech ability to the speech development standards.

Change in olfactory function after septoplasty. A systematic review and meta-analysis.

Septoplasty is one of the most frequently performed surgeries. However, there remains a question as to the effect of such intervention on the sense of smell. This study aims to examine the available evidence regarding the effect of septoplasty on the sense of smell. A database search was performed using PubMed, ScienceDirect, Google Scholar and The Cochrane Library databases from January 1990 to February 2020. Search terms included smell, olfaction, odor, septum, septoplasty, and septorhinoplasty. A meta-analysis was performed with 12 studies that provided sufficient data on change in olfaction. 14 studies met the inclusion criteria, and 2 additional studies were included manually; comprising a total of 996 patients and 25 controls. Significant improvement in olfactory test scores was observed in all tests. Pre- and postoperative differences in means were 0.63 for BSIT, 0.80 for CCCRC test, 1.16 for odor threshold, 1.43 for odor discrimination, and 1.18 for odor identification. Septoplasty seems to improve olfactory function. However, the outcome of this intervention is discrete and not equal for all patients, so further randomized trials are needed to confirm current findings.

College Students’ Test Anxiety and Listening Test Scores: CB and MAC-Based Psychoeducation Vs. No Treatment Control

ABSTRACT The purpose of this study was to compare two psychoeducation interventions of cognitive behavioral (CB) and mindfulness acceptance commitment (MAC)-based models against a no treatment control (NTC) group with test anxiety and exam scores on a written and music listening test. Three sections of an undergraduate course participated (N = 104), with each assigned to a condition: (a) CB psychoeducation (n = 40), (b) MAC psychoeducation (n = 26), and (c) NTC group (n = 38). Participants in the CB and MAC psychoeducation received two 20-minute PowerPoint lectures that described the theoretical principles of their assigned condition and were encouraged to utilize the material in managing their test anxiety. CB and MAC-based psychoeducation improved participants’ knowledge of these models and improved test scores on music listening tests. Results suggest that CB and MAC-based psychoeducation are promising interventions for improving listening test scores and should be further studied.

The game of accountability: perspectives of urban school leaders on standardized testing in Ontario and British Columbia, Canada

ABSTRACT This paper investigates how test-based, standardized accountability is impacting on urban school leaders’ everyday work in Ontario and British Columbia, Canada. This critical policy analysis draws on theories of new public management and governmentality to document the experiences of school leaders as they enact and navigate test-based accountability policies. The data for this empirical study was collected from semi-structured interviews with 18 school leaders in 4 high schools from two cities: Toronto and Vancouver. As a result of different education policy contexts in Ontario and British Columbia, findings reveal that there were both similarities and differences between the experiences of school leaders therein. In Ontario, school leaders face tremendous pressure to provide evidence of improved test scores as part of an accountability regime that is high-stakes. In both provincial contexts, the mediatization of test scores places new demands on school leaders who act as entrepreneurs, marketing and selling their schools. Ultimately, the research highlights the unintended consequences of test-based accountability systems as contributing to the marketization of education in Canada with deleterious consequences for marginalized communities and the practice of social justice leadership in schools. There is a need to identify democratic and holistic measures of accountability.

Long-term clinical effects of an inhaler guidance DVD in patients with bronchial asthma.

Erroneous use of inhalers is a serious problem. Given the multitude of devices currently available, it can be difficult to convey the correct methods for their efficient use to patients. We previously generated an educational DVD that visually and audibly explains the proper use of all inhaler types available in Japan to provide inhalation guidance to patients. Herein, we report the 1-year follow-up of patients who received or did not receive the DVD guidance. Sixty-nine bronchial asthma patients undergoing outpatient treatment who received inhalation guidance from a pharmacist using a standard package insert were randomly allocated to a DVD group (n=35) or a no-DVD group (n=34). Their current oral or inhalant drug regimens were unchanged. Various parameters were measured 12 months later. Frequencies of aggravation during the 12-month period were also determined. Compared with the no-DVD group, there were significant improvements in asthma control test scores, forced vital capacity, FEV1, impulse oscillometry, resonant frequency, induced sputum eosinophil count, and FeNO in the DVD group after 12 months. Pulmonary function and inflammation parameters improved significantly with the use of the instructive DVD in addition to the package inserts. The frequency of asthma aggravation significantly decreased in the DVD group during the 12-month study period, likely because inhalation procedures were performed accurately. A DVD that provides accurate inhalation guidance enhances the quality of life of asthma patients and has substantial clinical ramifications. Thus, this tool would be beneficial for patients in Japan and worldwide.

Online Learning and Echocardiography Boot Camp: Innovative Learning Platforms Promoting Blended Learning and Competency in Pediatric Echocardiography.

Mastering pediatric echocardiography (PE) requires a substantial knowledge base of echo theory and congenital heart disease (CHD), along with technical proficiency. Online self-directed learning has become increasingly utilized among medical trainees to promote competency within medical subspecialties. We sought to evaluate the impact of online learning combined with lecture-based and hands-on teaching on the acquisition of PE knowledge and confidence in pediatric cardiology and pediatric critical care fellows. We prospectively enrolled 124 learners from 2016 to 2019. These included 40 incoming cardiology and critical care fellows at Texas Children's Hospital (TCH) as well as 84 national and international participants recruited from our online echo education website. All participants completed online learning modules through our website ( www.pedecho.org ), which covers pediatric echo physics, Doppler, technique, normal anatomy, atrial septal defects, and ventricular septal defects. TCH cardiology and critical care fellows subsequently participated in an Echo Boot Camp (BC), a 3-day training program with hands-on workshops and didactic lectures. Knowledge was assessed using an 80-question pre and post-test multiple choice exams. The online learning group demonstrated improvement in exam scores following online learning (PRE 49.1 ± 15.3 vs. POST 67.8 ± 17%; p ≤ 0.01). Echo Boot Camp fellows were noted to have further incremental improvement in test scores following BC (PRE 48% ± 13% vs. POST MODULE 68.6% ± 15% vs. POST BC 75.7% ± 13%; p ≤ 0.01). Self-assessment regarding confidence in context areas showed a substantial gain in self perceived interpretive confidence across all groups as well as procedural confidence in BC participants. Online learning significantly promotes the acquisition of echocardiography knowledge. Additional lecture-based and hands-on teaching in the form of an Echo Boot Camp can further enhance knowledge and interpretative skills. Both of these learning platforms appear to work in concert as powerful and effective tools in fellow education.

Evidence for Cancer Literacy Knowledge Retention among Kentucky Middle and High School Students after a Brief Educational Intervention.

Although cancer is seen in every state in the United States, it does not affect every geographic area and population equally. Kentucky has the highest cancer incidence and mortality rates in the country, with an unusually high number of cases localized in its Appalachian region. Risk factors such as sun exposure, tobacco use, poor diet/exercise, poverty, and lack of access to healthcare centers contribute to this disparity. Because education levels in the area are low, cancer literacy (defined as how well a person can understand the advice of a healthcare professional and make appropriate lifestyle decisions) also is low. In this study, we examined the short-term and long-term effects of a brief cancer-related intervention on the cancer literacy of Kentucky middle and high school students. This study targeted middle and high school students in Kentucky. We administered an online 10-item cancer literacy pretest, followed by a brief educational intervention and a posttest to 164 students at six Kentucky middle and high schools. This posttest also included questions asking how likely students would be to change their habits or to encourage others to change their habits as a result of the intervention. All of the participating students also were sent a 3-month follow-up online survey with items identical to the pretest; 48 students completed the 3-month follow-up test, leading to a response rate of 29.2%. The data were summarized as frequencies, averages, median, and confidence intervals (CIs) of correctly marked answers. A paired t test was used to test for significance. We observed an increase in the overall average test score from 50.2% (95% CI 47.8%-52.6%) on the pretest to 77.1% (95% CI 74.6%-79.7%) on the posttest immediately following the intervention. There also was an increase in the average number of correct responses on each item. The 3-month follow-up test similarly showed average test score improvement (75.4%). When asked how likely students would be to change their habits as a result of the intervention on a scale from 1 to 10 (1 = extremely unlikely, 10 = extremely likely), the median was 6. When asked how likely students would be to encourage another to change their habits, the median was an 8. These results provide evidence that a brief educational intervention can increase cancer literacy, improve cancer knowledge retention, and encourage behavior change in Appalachian Kentucky students. Increasing cancer literacy may result in increased participation in preventive cancer screenings and improved health habits, which could ultimately lower cancer rates in the region.

The Developmental Eye Movement Test in French Children.

This study reported that the Developmental Eye Movement (DEM) test for French children is similar to the American ones and that all parameters of the DEM test improve up to the age of 10 years. The DEM test has been normalized for several different populations of children, but there are no published norms for French children. This study aimed to determine values of the DEM test for French-speaking children. A total of 327 children from 6 to 12 years of age participated in the study. The DEM test was administered as outlined in the manual. Significant differences were found between the ages, and DEM test scores improved with age until about 10 years. Developmental Eye Movement test scores were similar to those reported in American children. Cortical and central structures responsible for oculomotor and attentional capabilities are developing until about 10 years of age, and that could explain the improvement of the DEM test score up to this age. Furthermore, values of the DEM test in French children are similar to the American ones that are currently used as norms by French clinicians.

Association between tree cover and academic performance in New York City schools

Background: Exposure to nature is linked with increased attentional capacity and reduced stress levels. Emerging evidence links greenspace exposure with improved academic performance in children and reduced crime. We conducted an ecological cross-sectional study to examine the association between school-level tree cover and metrics of academic performance in New York City public schools. We also evaluated high school graduation rates and crime as secondary outcomes of interest. Methods: School-level tree cover estimates based on Light Detection and Ranging (LiDAR) data with 8-in resolution were developed at multiple radiuses (100m, 250m, and 500m) around NYC (N=1,822) schools. School-level estimates for multiple air pollutants and noise were derived from published spatial models. We evaluated math and ELA test scores among students in grades 3-8; graduation rates for students in grades 9-12; and frequency of major and non-major crimes. Generalized linear mixed models were applied to study the association between school-level tree cover and the outcomes, adjusting for school-level demographics, air pollution, and noise; census-tract level median income; and borough and geographical area as random effects. Results: School-level tree cover at 500m radius was significantly associated with higher math scores among students in grades 3-5. Tree cover was also positively associated (p-value<0.10) with higher ELA scores among students in grades 3-5. Road noise was significantly associated with lower graduation rates among high school students. Higher school-level tree cover was also significantly associated with lower major crime rates. Conclusions: The findings from this study suggest that higher school-level tree cover is associated with improved test scores in elementary school students, while noise from traffic is negatively associated with academic performance amongst high school students. Additional studies are needed to examine the potentially causal relationship between greenspace exposures and academic performance.

Individual cognitive changes in subjective cognitive decline, mild cognitive impairment and Alzheimer's disease using the reliable change index methodology.

ObjectiveThe development of Alzheimer’s disease (AD) can be assessed using the neuropsychological test battery Vienna (NTBV). The objective of this study was to investigate whether the NTBV test scores of a diagnostic group have changed significantly over time and whether this change is due to disease progression.MethodsIn this study 358 patients referred to a memory outpatient clinic because of cognitive deterioration were analyzed. The same patients were surveyed in a follow-up assessment after a mean interval of 25.96 months to examine cognitive performance and disease progression. Patients were divided into the subgroups healthy controls (HC), subjective cognitive decline (SCD), mild cognitive impairment (MCI) and AD on the basis of the test results. Reliable change index methodology was used to assess improvement or deterioration in test scores in diagnostic groups compared to HC.ResultsDeterioration in the SCD group ranged from 0% to 18.8%. The MCI group showed declines between 1.6% and 29.1%. Patients who developed AD deteriorated between 0% and 54.2%. Improvements ranged from 0% to 73.4% in the SCD group and from 0% to 25.1% for the MCI group. The improvement in the AD group ranged between 0% and 44.0%.ConclusionThe results reflect the cognitive deterioration of patients during the disease progression. Nevertheless, improvements in diagnostic groups could be detected. The significantly positive changes might be due to practice effects, also a lack of motivation or attention in the first test could have yielded “improvement” in the retest.

Enhancing Students’ Writing Performance in Higher Learning through Think-Write-Pair-Share: An Experimental Study

Think-Write-Pair-Share (TWPS) is a cooperative learning technique which introduced the idea of ‘wait or think’ time, a powerful factor in improving students’ responses to questions. Although the effectiveness of cooperative learning is widely known, few studies have been conducted using TWPS especially at tertiary level ESL writing classrooms. This study investigated the effects of using TWPS on Malaysian tertiary students’ writing performance and investigated their perceptions on the implementation of the technique in their writing lessons. A mixed method design was employed using both quantitative and qualitative data collection approaches. Data was collected from an experimental study (n=80) and semi-structured interviews (n=10). ‎After receiving TWPS training, students from the experimental group displayed statistically significant improvement in test scores, and higher than those of the control group. Students’ responses illustrated that cooperative learning enhanced students’ learning experience, individual accountability, motivation as well as improved writing skills. Research findings suggest that TWPS should be considered as a promising technique in improving ESL tertiary students’ performance in writing.
 KEYWORDS: Think-Write-Pair-Share, cooperative learning, writing, ESL

Mixed-mode instruction using active learning in small teams improves generic problem-solving skills of university students

ABSTRACT The importance of advancing the ‘employability skills’ of students throughout their undergraduate education has been increasingly recognised by students and university instructors. Development of these essential skills is hindered by the lack of widely available assessment tools and shortage of detailed descriptions of effective instructional strategies. Evidence supports use of active learning in small groups for advancement of several transferable soft skills, including teamwork, critical-thinking and problem-solving skills (PSS). In this study, a previously reported testing strategy was used to measure the progress of generic PSS of students taking a one-semester, final-year undergraduate biochemistry course. Mixed-mode delivery based on a ‘flipped classroom’ approach allowed introduction of significant active learning components, including problem-based learning (PBL) in small teams (seven–eight students), workshops, bonus testing and lectures. Detailed descriptions of the instructional techniques used together with the Covid-19 pandemic-forced transition to fully online tutor-less PBL are provided. Data collected over two consecutive years demonstrate statistically significant improvement in the PSS test scores for the 89 students taking this course. Marks of students obtained in three different assessments (examinations, peer evaluations and PSS tests) are compared, revealing medium to low correlation. The benefits resulting from introducing active learning techniques and multiple assessments in undergraduate classes are discussed.

Does Giving the Learner Control Improve Learner Success?

This research aims to determine the most suitable style of educational control over the use of multimedia by high school chemistry students in Saudi Arabia. The research aims to quantify the effect of styles of educational control over multimedia (program or learner control) on 16-17 year old students' achievements in chemistry. The sample consists of two groups of 30 students. The first group studied with the learner control style while the second studied using the program control style. The results show that the improvement in chemistry test scores in the first group was better than in the second, with a statistically significant difference between groups at the α = 0.05 level. As a result of this research we recommend, firstly, using the learner control style when designing multimedia programs because of its demonstrated positive effect on achievement; and, secondly, expanding the use of educational programs for individual learning to other areas of education. In summary, this research highlights the beneficial combination of multimedia technology and pedagogy.

Anatomy by Whole Body Dissection as an Elective: Student Outcomes

Anatomy education has long been considered fundamental to the medical profession. Recently, Australasian medical schools have favored prosected human material, models and medical imaging in their anatomy curriculum with only 3 medical schools offering whole-body dissection. The aim of this study was to explore the knowledge acquisition and perceptions of an elective anatomy by whole body dissection (AWBD) course for senior medical students. In the 2017 AWBD course, 53 self-selected senior medical students carried out dissections over an 8-week period. Students were assessed via true/false questions and practical tests involving the identification of structures on anatomical images at precourse, mid-course and end-course. In addition, at completion of the course, students completed a questionnaire using a 5-point Likert scale and 2 open-ended questions. Quantitative data analysis was conducted on test scores and questionnaire data using a paired-sample t-test and descriptive statistics. Qualitative data were coded and categorised into themes. There was a significant improvement (p < 0.0001) in student test scores from pre-course (mean 34.1 ± 12.9%) to mid-course (mean 74.8 ± 9.4%) and end-course (mean 75.4 ± 9.8%). Analysis of the questionnaire data showed strongly favorable perceptions of the course, highlighting dissection, complemented by Structure, Clinical, Objective-Referenced, Problem-Based, Integrated and Organized (SCORPIO) teaching, frequent testing and senior surgeon supervision as beneficial teaching methods. Dissecting in small groups has been shown to be an effective part of anatomy learning. Our study suggests complementary teaching methods as possible augmenters to a well-structed, small group AWBD course. We have presented a framework suitable for an intensive AWBD course within medical curricula, that was valued by participants, and improved students' knowledge of anatomy.

Azithromycin in high-risk, refractory chronic rhinosinusitus after endoscopic sinus surgery and corticosteroid irrigations: a double-blind, randomized, placebo-controlled trial.

Refractory chronic rhinosinusitis (CRS) remains a significant burden for patients, often leaving them with few therapeutic options that provide low-morbidity, long-term, and meaningful symptomatologic and endoscopic disease improvement. Macrolides have long been thought to offer both an immunomodulatory and antimicrobial effect. Our objective was to evaluate the efficacy of low-dose, long-term azithromycin in a carefully selected high-risk population failing appropriate medical therapy of budesonide nasal irrigations (BNIs) and endoscopic sinus surgery (ESS). A double-blind, randomized, placebo-controlled trial was completed in a single tertiary-care center assessing the addition of 250 mg azithromycin, 3 times per week for 16 weeks, in adults failing ESS and high-volume BNIs. Associated comorbidities, as well as symptomatologic, microbiologic, and serologic values, were systematically collected. A total of 128 patients were enrolled and underwent ESS followed by BNI. At the 4-month post-ESS visit, 48 patients showed disease persistence and were randomized to azithromycin or placebo. Overall, azithromycin, when compared with placebo, did not show a statistically significant difference in disease clearance (54% vs 33%, respectively; p = 0.146), although patients with disease clearance who were on azithromycin showed significantly better 22-item Sino-Nasal Outcome Test score improvements than patients on placebo (18 vs -0.9, respectively; p = 0.046). In a subgroup analysis excluding aspirin-exacerbated respiratory disease (AERD) patients, azithromycin significantly improved disease clearance when compared with placebo (71% vs 35%, respectively; p = 0.031), with a number needed to treat of 3 (2.8). Low-dose azithromycin is a therapeutic option with few side effects. Its use can show favorable clinical outcomes in this difficult-to-treat population, especially if patients are AERD-negative.

The Relationship Between School Turnaround and Student Outcomes: A Meta-Analysis

School turnaround has emerged as a predominant strategy to improve chronically low-performing schools, although the approach remains controversial. This meta-analysis synthesizes results from 35 studies to examine the relationship between school turnaround and various student outcomes. We find that school turnaround is associated with improved attendance, standardized test scores, and graduation rates. When separating the results by the different turnaround models, transformation, turnaround, and restart models are associated with improvements in student test scores. We find no evidence of a significant relationship between school closure or state turnaround conducted under No Child Left Behind (NCLB) waivers and student test scores. We describe how changes in organizational operations, human capital, and the governance and/or management of low-performing schools might have contributed to this observed relationship.

Occupational therapy assessment and treatment approach in patients with subacute and chronic stroke: A single-blind, prospective, randomized clinical trial

Objectives The aim of this study was to examine the effects of occupational therapy (OT) combined with standard rehabilitation (SR) on the activities of daily living, quality of life, and psychological symptoms of hemiplegic patients.Patients and methods Between August 2014 and February 2016, a total of 35 hemiplegic patients with post-diagnostic periods (19 males, 16 females; mean age 58.3 years; range 37 to 77 years) were included. The patients were randomized into two groups as OT+SR group (n=17) and SR only group (n=18). The study was completed by 16 patients in each group. The patients in the OT group were given 45-min SR five days a week plus 45-min OT three days a week over an eight-week period, while the patients in the SR group received SR only (of the same duration and frequency as the OT group). The patients were assessed at enrolment (pre-treatment), and again after eight weeks of treatment using the Pinch and Grip Strength and the Purdue Pegboard tests, Global Daily Living Activities Scale, Performance Assessment of Self-care Skills (PASS), Nottingham Extended Activities of Daily Living (NEADL) Scale, Quality of Life Short Form (SF-36) Questionnaire, and Hospital Anxiety and Depression Scale (HAD) for their psychological state.Results Significant improvements were observed in within-group scores for PASS, Pinch and Grip Strength Test, NEADL Scale, and Purdue Pegboard test (p<0.05). After treatment, a significant increase was found in the SF-36 physical function, general health and physical total in-group scores of the OT group, whereas a significant increase was observed only in the physical total scores of the SR group (p<0.05). There was no significant improvement in the HAD scores within both groups (p>0.05). Inter-group comparisons revealed a further significant improvement in PASS instrumental daily activity index-physical subscale and Purdue Pegboard Test scores of the OT group (p<0.05). However, there was no significant difference in PASS activity, self-care and instrumental daily activity cognitive subscale, SF-36, HAD and hand grip and pinch strength scores between the groups (p>0.05).ConclusionOccupational therapy combined with SR applications has a beneficial impact on certain daily living activities and hand functions. Occupational therapy does not have any additional benefits on the quality of life, pinch and grip strength, and the psychological state.

The potential benefit of continuous metered-dose inhaler inhalation technique verbal counselling on asthmatic.

Subjects' improper usage of their metered-dose inhalers (MDI) is considered a chief cause of poor asthma control. The work presented here aims to evaluate the effect of MDI verbal counselling on subjects' lung function and inhalation technique. A total number of 900 asthmatic subjects (450 female) were gathered from University hospital outpatient clinics from January 2017 to May 2019 with a mean (SD) age 45.2 (17.1) years old. They were divided into two groups. The first was monthly asthma follow-up, for three visits, (450 (266 females) subjects). The other group was monthly asthma follow-up, for three visits plus MDI inhalation technique verbal counselling (450 (184 female) subjects). At the beginning of studying group 2 and at every monthly visit (three visits), each subject was asked to show the investigator his MDI inhalation technique and the number of mistakes was noticed and adjusted. Additionally, at each visit, their forced expiratory volume in one second (FEV1 ) as a percentage of the forced vital capacity (FVC) and peak expiratory flow (PEF) were measured. No subject dropped out from group 2; however, 95 subjects dropped out from group 1 with no improvement in the lung function tests. The mean number of accurate steps of the MDI inhalation technique observed in group 2 was improved significantly (P<.001) as the number of visits increased particularly in children. "Start to inhale slowly, through the mouth and at the same time press the canister to actuate a dose and maintain a slow and deep inhalation, through the mouth, until the lungs are full of air (This should take an adult 4-5seconds)" was the common repetitive mistake. There was a significant improvement (P<.05) in the lung function test scores after the counselling in group 2, especially in old subjects. MDI's counselling must be continually offered to the asthmatic subject at any possible chance to improve and sustain the optimal MDI inhalation technique and probably improve subjects' lung function score.

Bilateral cochlear implantation: simultaneous versus sequential

BackgroundBilateral cochlear implantation (BiCI) has been provided with an intent to promote binaural hearing and improve quality of life (QoL). Binaural hearing maximum benefit could be optimized with BiCI, when indicated in the early stages of life through preserving the cortical hearing development. Actually, BiCI benefits wide variables among patients, and in this work, we aimed to analyze the benefit of bilateral cochlear implantation over unilateral and the simultaneous over sequential implantation in peri- and post-lingual patients. The analysis based on common clinically used audiological tests such as aided hearing threshold and speech perception measures.ResultsThe results of the aided threshold and speech perception measures in all patients revealed a significantly better response in the bilateral implantations than in unilateral each implant separately. Overall, the best response was seen in the simultaneous bilateral group followed by sequential bilateral groups. In post-lingual patients, a better response was observed in sequential and similar bilateral than in sequential and different device groups with significant differences.Change of performance across time revealed aided threshold improvement of the from 3 to 6 months. In speech perception measures, the post-lingual group revealed significant improvement of high-context sentence test (HCST) scores from 3 to 6 months and 12 months. In the peri-lingual group, Early Speech Perception test (ESPT) revealed a change in performance with time at 3, 6, and 12 months. In addition, the simultaneous patient’s scores were significantly better than sequential similar patient’s scores.ConclusionThe main finding of our study was that bilateral cochlear implants (BiCI) are better than unilateral cochlear implant, and simultaneous BiCI is preferred than the sequential cochlear implant even after escaping the early stage of language development.

Effectiveness of an mHealth application to improve hypertension health literacy in India.

The purpose of this research was to determine the effectiveness of a mobile health or mHealth application to improve hypertension health literacy among vulnerable populations in India. Additionally, we sought to estimate relationships between participant knowledge on hypertension and sociodemographic variables. The World Health Organization advocates for the use of mobile technology to improve public health outcomes. The incidence of hypertension is on the rise in India, and effective and sustainable interventions are needed. A quantitative single arm pre-test post-test interventional and correlational design was used to test the hypertension mHealth application among participants in a limited resource setting. A paired t-test was performed to compare pre- and post-test results after participant use of the mHealth application. A regression model was used to estimate relationships between participant hypertension health literacy and sociodemographic variables. A statistically significant improvement in test scores among participants after use of the mHealth app was found. Sociodemographic characteristics such as living in an urban environment, married, increased number of people living in household and alcohol use were determined to have a statistically significant effect on improvement of test score. Results indicated the application was effective among participants with varied literacy and health literacy levels. These findings contribute to the potential widespread scalability of the app among populations with varied demographics. This application provides an effective and valuable culturally tailored educational resource for nurses and other health providers to use to improve hypertension health literacy among vulnerable populations in India. This study contributes to nursing and health policy by answering a call from the World Health Organization to implement and research mHealth interventions to improve health outcomes, particularly in a low and middle income country where preventive health access is limited.