Improvement In Knowledge Scores Research Articles

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.

Socio-culturally adapted educational videos increase maternal and newborn health knowledge in pregnant women and female community health volunteers in Nepal's Khotang district.

Objectives:While Nepal has made significant improvements in maternal and newborn health overall, the lack of maternal and newborn health–related knowledge in the more rural parts of the country has led to significant disparities in terms of both maternal and newborn health service utilization and maternal and newborn health outcomes. This study aimed to assess whether viewing culturally adapted maternal and newborn health educational films had a positive impact on (1) the maternal and newborn health knowledge levels among pregnant women and (2) the postpartum hemorrhage–related knowledge levels among Female Community Health Volunteers in rural Nepal.Methods:Four locations were selected for their remoteness and comparatively high number of pregnancies. A convenience sample of 101 pregnant women and 39 Female Community Health Volunteers were enrolled in the study. A pre- and post-test design was employed to assess this intervention. Paired t-tests were used to analyze the change in number of correct responses by knowledge domain for multi-film participants, producing a numeric “mean knowledge score,” and McNemar’s tests were used to calculate the change and significance among select questions grouped into distinct themes, domains, and points of “maternal and newborn health–related knowledge” based on the priorities outlined in Nepal’s maternal and newborn health 2030 goals.Results:There was a significant improvement in knowledge scores on maternal and newborn health issues after watching the educational films for both types of participants. The mean knowledge score for pregnant women improved from 10 to 15 (P < 0.001) for the Understanding Antenatal Care (ANC) film, 3 to 10 (P < 0.001) for the Warning Sign in Pregnancy film, and 6 to 14 (P < 0.001) for the Newborn Care film. For the Female Community Health Volunteers, knowledge also significantly improved (P < 0.05) in all except one category after watching the postpartum hemorrhage film. The percent that correctly answered when to administer misoprostol (80%−95%) was the only variable in which knowledge improvement was not significant (P < 0.057).Conclusion:Using culturally adapted educational films is an effective intervention to improve short-term maternal and newborn health–related knowledge among rural populations with low educational levels. The authors recommend additional larger-scale trials of this type of intervention in Nepal and other low- and middle-income countries to determine the impact on long-term maternal and newborn health knowledge and behaviors among rural populations.

Feasibility of a Novel Real-Time Provider Teaching Intervention in Acute Exacerbation of Chronic Obstructive Pulmonary Disease.

BackgroundIt is not known whether an intervention using real-time provider teaching in acute exacerbation of chronic obstructive pulmonary disease (AECOPD) improves provider knowledge and/or patient outcomes.ObjectiveTo pilot the combination of a novel, real-time provider teaching intervention delivered by subspecialists to Internal Medicine trainees with a traditional patient education and medication reconciliation (PEMR) intervention and to assess the impact of these interventions on provider knowledge regarding COPD and patient care.MethodsThis was a single-center, nonrandomized, quality-improvement study. Patients admitted with AECOPD were prospectively identified between June 19 and November 20, 2019. Patients with asthma, lung cancer, or interstitial lung disease were excluded. The primary care team received a novel intervention featuring in-person, real-time teaching, covering Global Initiative on Chronic Obstructive Lung Disease COPD groups and management, including pulmonary rehabilitation referral. Providers completed a knowledge assessment before and after their real-time teaching session. Provider knowledge scores before and after teaching were compared using McNemar’s test. Patients received a traditional PEMR intervention from a nurse practitioner and/or clinical pharmacist. A retrospective chart review was conducted for 50 historical control patients admitted with AECOPD to obtain preintervention rates of discharge on long-acting bronchodilators and referral to pulmonary rehabilitation. The proportions of patients discharged on long-acting bronchodilators and referred to pulmonary rehabilitation in the intervention group were compared with the preintervention historical control patients using chi-square testing.ResultsSeventy-one providers caring for patients with AECOPD received real-time teaching. Postintervention, there was significant improvement in knowledge scores pertaining to Global Initiative on Chronic Obstructive Lung Disease groups and exacerbation risk (81% correct vs. 43% on pretest; P < 0.001) and guideline-directed treatment (83% correct vs. 28% on pretest; P < 0.001). Out of 44 eligible patients, 75% (n = 33 patients) received the PEMR intervention. Ninety percent of patients (n = 40 patients) were discharged on any long-acting inhaler, similar to the group of preintervention control subjects. Pulmonary rehabilitation referrals were made for 50% of patients (n = 22 patients) compared with 6% of preintervention control subjects (n = 3 patients; P < 0.001).ConclusionIn this single-center quality-improvement study, the combination of a novel, real-time provider teaching intervention and a traditional PEMR intervention improved provider knowledge and was associated with increased referrals to pulmonary rehabilitation.

344Impact of a disease surveillance training program on knowledge of health workers in South-western Nigeria

Abstract Background Poor knowledge of frontline health workers on integrated disease surveillance and response (IDSR) is a cause of poor surveillance reporting performance in Nigeria. To improve the knowledge of frontline health workers, they are trained annually, together with the surveillance focal persons, on IDSR. This study determined the immediate impact of one of such trainings on IDSR knowledge of the trainees. Methods A quasi experimental study, involving a pre- and post-test questionnaire survey, was conducted among 205 surveillance training participants in Ondo State, Nigeria. Data was analysed using descriptive and inferential statistics at 5% statistical level of significance. Results Mean age was 39.4 ± 9.1 years, 77.6% were females and 51.7% were clinicians. Although most (89.3%) were aware of IDSR, only 48.3 % and 43.9% had been involved in IDSR implementation and training respectively. Overall, the mean pre-test IDSR knowledge score was 12.43. This increased significantly to 18.63 in the post-test (p &amp;lt; 0.001). Sex (p = 0.003) and previous involvement in IDSR implementation (p = 0.043) were associated with improved knowledge score. Females were significantly more likely to have an improved knowledge score [β = 1.876 (CI: 0.305-3.447)]. Conclusions IDSR trainings has the capacity to improve surveillance knowledge in the short-term with a possible resultant improvement in disease prevention and control in the long-term. Key messages Training on IDSR should be conducted regularly for all health care workers and special attention should be given to male health workers.

A Seat at the Table: Delivering Effective Infectious Diseases and Antimicrobial Stewardship Education to Advanced Practice Providers at an Academic Medical Center.

Antimicrobial Stewardship programs promote appropriate antimicrobial use through different avenues, including education. Advanced Practice Providers (APPs) provide inpatient care in a wide-range of settings. Little is known about the educational needs of APPs at academic medical centers or the effect of educational interventions directed at inpatient APPs on clinical care. Our study looked at the effect of an educational intervention on antimicrobial prescribing by APPs for asymptomatic bacteriuria (ASB) and candiduria (ASC). We also conducted a needs assessment on the opportunities and barriers to continuing medical education. The educational intervention consisted of in-person interactive learning accompanied by an online video. Pre-intervention and postintervention surveys included an educational needs assessment and knowledge acquisition assessment. A retrospective chart review of adult inpatients admitted to the APP services with bacteriuria or candiduria during the 3 months pre-intervention and postintervention was performed. Our needs assessment revealed several barriers to APP-focused education including no protected time for learning, and curricula predominantly directed at the Graduate Medical Education level. Engaged APPs had improved knowledge scores, but the proportion of treated ASB or ASC episodes did not differ between the pre-intervention and postintervention. Although our educational intervention did not change prescribing patterns, the intervention increased knowledge around ASB and ASC. The potential hierarchical structure of interprofessional care teams may be a barrier to changing antimicrobial prescribing. Our study identified the possibility of a hidden curriculum at academic medical centers that does not prioritize APP educational needs.

Effectiveness of a short-structured training programme on knowledge of healthcare providers and programme managers involved in maternal and child health programmes in Odisha, India: a quality improvement study

ObjectiveTo evaluate the effectiveness of training programme on knowledge related to new interventions proposed under India Newborn Action Plan (INAP) and Integrated Action Plan against Pneumonia and Diarrhoea (IAPPD).DesignQuality improvement...

The feasibility and effect of a nurse-led, patient-centered asthma education program in a Nigerian context

Rationale, aims and objectives Insufficient asthma education is an unmet need in Nigeria. We aimed to assess the feasibility of a nurse-led asthma education program and its effect on asthma knowledge and outcomes in Lagos, Nigeria. Methods Using a quasi-experimental study design, we recruited participants ≥12 years with physician diagnosed asthma. We assessed asthma knowledge, asthma control, medication adherence, health related quality of life and inhaler technique and also measured lung function. A trained nurse delivered asthma education sessions during the regular clinic visits and demonstrated correct inhaler technique. All assessments were repeated at 3-month. Data was analyzed with descriptive and inferential statistics. A p-value of <0.05 was considered significant for all associations. Results Of the 80 participants at baseline, 42 (52.5%) completed the follow-up assessment and were included in the outcome analysis. Their ages ranged from 12 to 75 years, 35 (83.3%) were ≥18 years old and 30 (71.4%) were females. There was significant improvement in knowledge score immediately post intervention (15.48 ± 3.05 versus 18.33 ± 2.21, p < 0.001) and at 3 months (17.52 ± 2.63, p < 0.001). Those with uncontrolled asthma (Asthma Control Test score ≤19) had a meaningful (3.8-point) change in ACT score at follow-up. The improvement in the mean score on the Morisky Medication Adherence Scale was significant (p = 0.03), but a change of 0.48 was not considered meaningful. There was significant (p < 0.001) and meaningful (1.08) improvement in Mini Asthma Quality of Life score at 3 months. Pre-bronchodilator FEV1% predicted and scores on the inhaler technique check list for the Diskus and pressurized meter dose inhaler did not significantly change at follow-up (p = 0.38, 0.26 and 0.80 respectively). Conclusion It is practicable for nurses to deliver effective asthma education during regular clinic visits in our practice setting. This training could meaningfully improve asthma control and health related quality of life.

Effect of educational progressive web application on patient's oral and denture knowledge and hygiene: A randomised controlled trial.

This study aimed to evaluate the effect of a novel progressive web application (PWA) on the patient's oral and denture knowledge and hygiene. Fifty-two removable partial denture wearers were randomised to receive education using the PWA, or verbal instructions accompanied by demonstration of hygienic procedures. Changes in the participants' knowledge score, plaque index, gingival index and denture plaque was evaluated during a follow-up period of 3 months. The participants' acceptance of PWA was explored through usage logs and a feedback form. Both groups showed significant improvement in knowledge scores, oral and denture hygiene indices (p < 0.001) after education. The PWA group demonstrated significantly lower gingival index score than control (p = 0.008) at the third month review. In conclusion, there is potential of using mobile application in educating elderly patients and the PWA is a viable option for providing post-denture delivery instructions.

Capacity building of healthcare workers: Key step towards elimination of viral hepatitis in developing countries.

BackgroundLack of awareness about viral hepatitis (VH) potentially predisposes the healthcare workers (HCWs) to a higher risk of infection and may in turn increase the risk of transmission of the infection to their families and in the community. Thus, combating VH, requires adequate and updated training to the HCWs. With this objective, Project PRAKASH designed a meticulously planned training program, aimed to assess the effect of a one-day training on VH among in-service nurses.Methods and materialThe content and schedule of scientific sessions of the training program were decided by subject experts to improve knowledge, attitude and practice(KAP) related to VH among in-service nurses. A 54-item questionnaire divided into four domains: Transmission and Risk Factors; Prevention; Treatment; Pathophysiology and Disease Progression were used to assess the KAP related to VH. The questionnaire consisted of four sections: demographic details, knowledge(30-items), attitude(12-items) and practice(12-itmes) with a total score of 30, 60 and 24 respectively in each section. The pre-post knowledge assessment was done and impact assessment survey was undertaken among the participants who completed six months post-training period. Paired-t-test was used to assess the effect of training on knowledge using SPSSv-22.ResultsA total of 5253 HCWs were trained through 32 one-day trainings, however data for 4474 HCWs was included in final pre-post knowledge analysis after removing the missing/incomplete data. Mean age of participants was 33.7±8.4 with median experience of 8(IQR: 3–13). Mean improvement in knowledge score was found to be significant (p<0.001) with mean knowledge score of 19.3±4.4 in pre-test and 25.7±3.9 in the post-test out of 30. Impact assessment survey suggested change in attitude and practice of HCWs.ConclusionThe one-day training programs helped the in-service nurses to enhance their knowledge related to viral hepatitis. The study provided a roadmap to combating viral hepatitis through health education among HCWs about viral hepatitis.

Helping Mothers Survive: Program Evaluation and Early Outcomes of Maternal Care Training in the Dominican Republic.

Introduction: In 2017, approximately 295,000 women died during and immediately following pregnancy and childbirth worldwide, with 94% of these deaths occurring in low-resource settings. The Dominican Republic (DR) exhibits one of the highest maternal mortality ratios in the region of Latin America and the Caribbean despite the fact that 99% of registered births in the country are reportedly attended by a skilled birth attendant. This paradox implies that programs to support healthcare worker knowledge and skills improvement are vital to improving maternal health outcomes in the DR. Helping Mothers Survive (HMS) is a provider training program developed by Jhpiego and global partners. The goal of HMS is to combat maternal mortality by contributing to quality improvement efforts that reinforce maternal health skills of local healthcare workers.Methods: An international, multisectoral group of stakeholders collaborated in the implementation of two HMS curricula, Bleeding After Birth (BAB) and pre-eclampsia & eclampsia (PE&E). Demographic information as well as pre- and post-training knowledge scores were recorded for each participant. Knowledge score improvement was assessed in order to support effectiveness of the program on knowledge acquisition of healthcare workers.Results: Three hundred and twenty healthcare workers participated in the HMS training workshops between October 2016–August 2020. Of the 320 participants, 132 were trained as master trainers. The majority of participants identified as attending physicians, followed by residents/interns, nurses, students, and “other.” A significant improvement in knowledge scores was observed for both the BAB and PE&E curricula, with a 21.24 and 30.25% change in average score (pre- to post-test), respectively. In response to COVID-19 pandemic restrictions, flexibility of the local team led to a PE&E virtual training pilot workshop in August 2020.Discussion/Conclusions: Simulation-based training improved the knowledge levels of healthcare workers for both HMS curricula. These results suggest that simulation-based workshops have an impact on knowledge acquisition and skills of healthcare workers immediately following training. For the PE&E curriculum, no significant difference in knowledge acquisition was observed between in-person and virtual training sessions. The ongoing pandemic poses challenges to program implementation; however, these preliminary results provide evidence that conducting virtual workshops may be a viable alternative to in-person training.

130 Comparison of program evaluations for an extension short course offered in-person and virtually

The COVID pandemic forced many traditional in-person extension programs to become virtual. The Equine Environmental Stewardship Short Course (EES) focuses on pasture and manure management and their impacts on surface water quality. In 2020, EES was converted to a virtual format due to pandemic restrictions. The objective of this project was to compare the program evaluation results of the EES short course when offered virtually versus in-person. The EES consists of 4 2-h evening sessions (2017 in-person, 2020 via Zoom). Handouts were given in class in 2017 and mailed in 2020. Information was presented via PowerPoint on 10 different topics. Discussions were facilitated in 2020 using breakout rooms and in 2017 with normal event breaks. Evaluations were collected after each night (2017 via paper, 2020 via Qualtrics). Data were collected on demographics, knowledge increases (1–4 scale with 4 being high), and intention to complete management practices. Welch's t -test and Fischer's exact test were used to analyze data, with significance set at P < 0.05. The 2017 EES had 25 people register (from 1 state), while 29 registered (from 6 states) for 2020. Survey response rate varied by night (2017: n = 17–22; 2020: n = 6–11). Demographics between the years were similar ( P > 0.05). Participants kept an average of 6.4 horses on 10.7 acres and rated the quality of their pastures as 2.8 on a scale of 1 to 5 (5 as highest quality). The overall mean knowledge increase was higher in 2020 (3.4 vs 2.9; P < 0.001), with 2020 participants reporting higher knowledge gains on forage biology, resting pastures, weed life cycles, soil test interpretation, methods for pasture renovation, and ideal manure storage features ( P < 0.05). Mowing pastures was the only adopted practice that differed ( P < 0.02). On night 1 of 2020 EES, 18% of participants had technical difficulties, but that dropped to 0–9% for subsequent nights. Breakout rooms were used 2 nights in 2020, and 90% and 67% of participants liked them on nights 1 and 2, respectively. Improved knowledge scores in 2020 could be due to slightly shortened talks (same content as 2017) and some different presenters. Overall practice adoption plans did not differ, possibly because each cohort reported similar quality pastures and thus had similar goals for improvement. In 2020, most participants reported few technology issues, but virtual challenges included lower evaluation response rate and some registrants opting to view recordings instead of participating live. Offering an in-person extension program as a virtual program is a viable option with the potential to reach a geographically wider audience.

Knowledge, attitude and practices regarding the use of personal protective equipment during COVID-19 pandemic among health care workers at a tertiary health care center

Background: The aim of the present study was to assess the knowledge, attitude and practices (KAP) regarding the use of personal protective equipment (PPE) during COVID-19 pandemic among health care workers.Methods: A cross-sectional study was conducted among health care workers (HCW) including junior and senior resident doctors and nursing staff working at a tertiary health care center. A pre-designed, pre-validated, semi-structured questionnaire regarding the use of PPE was distributed online to eligible HCW and their responses were recorded electronically between 14 April 2020 and 20 April 2020. The survey questionnaire consisted of questions based on demographic and background characteristics along with KAP; knowledge (K1-K6), attitude (A1-A3) and practices (P1-P4).Results: A total of 423 out of 475 eligible participants successfully submitted their responses and were included in the present study which included junior resident doctors (55.70%), senior resident doctors (19.60%) and nursing staff (24.60%). The mean total knowledge score was 4.169±1.006 with an overall correct response rate of 75.8%. The result of one way ANOVA indicated that there is significant difference in the mean total knowledge score according to designation (F=6602, p&lt;01) with improved knowledge score seen in HCW with higher designation. Majority of HCW had positive attitude and appropriate practices regarding the use of PPE.Conclusions: Optimal use of PPE is crucial to avoid transmission of infection in health care setting. Assessment of KAP of HCW regarding the use of PPE can help hospital authorities to introduce educational programs accordingly to gaps identified in the survey.

ROLE OF SELF-INSTRUCTION MODULE IN IMPROVEMENT OF KNOWLEDGE OF DISASTER PREPAREDNESS

Background: Incessant rains in the Kolhapur region has led to disastrous flood situations in the past. Disaster preparedness is therefore necessitated to counter the loss suffered by the residents and is closely linked to knowledge improvement. Self-instruction Module (SIM) has been extensively used as a learning tool in healthcare and has proven its effectiveness in knowledge improvement. Aim: To evaluate the effectiveness of SIM on disaster preparedness among the residents of the flood prone areas of Karveer taluka, Kolhapur and to determine the association between the knowledge scores and the socio-demographic variables. Methods: Consenting participants from Karveer taluka were recruited to evaluate the efficiency of SIM through a structured knowledge tool using pre-test-post-test design. Both—SIM and knowledge tool, were sent for expert evaluation. Data were collected during specific periods between January and February 2019. Improvement in knowledge score was determined through qualitative and evaluative approach. Results: Significant improvement in knowledge scores was observed between pre-and post-test scores (P&lt;0.001) of 100 consenting participants. Association was lacking between the knowledge scores and the socio-demographic variables. Conclusion: SIM developed in the study was effective in improving knowledge score, across all age groups, and could be used to improve the disaster preparedness of the residents of flood-prone areas.