Increase In Correct Responses Research Articles

Student knowledge gains in polar literacy and statistics after completing guided inquiry modules in an undergraduate statistics course

Climate change is a major concern to undergraduate students. Understanding climate change relies on an understanding of polar regions. However, courses on polar regions are rare at undergraduate institutions. Polar ENgagement through GUided INquiry (PENGUIN) modules were designed to give students experience with polar research in a variety of standard courses, including physics, computer science, physical chemistry, and economics, through using course-specific and computational tools to analyze polar data. Here, we present a new PENGUIN module taught in a statistics class, in which students apply statistical tools to ice core data to reconstruct past temperature records. Quantitative student responses on pre- and post-surveys were collected in a quasi-experimental context to assess student knowledge gains for a test group of 91 students and a control group of 73 students (who did not complete the module). Test-group students made statistically significant increases of 25 to 46% on all six statistics questions, with a normalized gain of 56%. By contrast, control group statistics knowledge gains ranged from −4 to 25%, with statistically significant increases for only three questions and a normalized gain of 22%. For polar research questions, the test group demonstrated increases in correct responses to polar research questions (11 to 31%), with statistically significant improvements (p < .05) of 22-31% on 3 of 6 polar research questions. These findings support the conclusion that PENGUIN modules can successfully teach course concepts while increasing polar literacy.

“I Pink I Can” Breast Cancer Intervention Program: Its Effectiveness in Raising Knowledge among Junior High School Students of San Pablo City Integrated High School

As incidence rates rise from one in ten women to one in eight by 2023, breast cancer continues to be a serious worldwide health concern. Regardless of its rarity in men, this study included men in addition to women who frequently get breast cancer. Both sexes are affected by breast cancer, and its effects frequently get worse when discovered in advanced stages. This study highlights the importance of breast cancer education for people of all genders, in order to improve early detection and treatment outcomes. It aims to support the Sustainable Development Goal of "Good Health and Well-Being" by increasing Junior High Students' knowledge about breast cancer through an intervention program. Using a quasi- experimental design, 156 students' knowledge was assessed via a pre-test and post-test after exposure to leaflets, posters, and health teaching. A rigorously tested questionnaire focused on: breast cancer, signs and symptoms, risk factors, risk populations, and breast cancer screening showed that while students had basic knowledge initially, misconceptions were common. Post-intervention results demonstrated a significant increase in correct responses, indicating that the program effectively improved knowledge and corrected misconceptions. This underscores the value of targeted health education in promoting breast health and encouraging preventive measures.

Generation Rx: evaluation of medication misuse prevention education for older adults.

Increased medication misuse over the last two decades has prompted extensive discussion about the lack of evidence-based and evidence-informed prevention education programs targeting the topic. As older adults are high utilizers of medications, this is an important population to reach with such educational programming. This study was designed to assess the change in knowledge and behavioral intentions of older adult participants after attending an educational session focused on safe medication use utilizing the Generation Rx Older Adult Toolkit (GROAT) resources. The Generation Rx team at The Ohio State University College of Pharmacy (OSU COP) partnered with The Ohio State University Extension offices (OSU Extension) across the state of Ohio to provide GROAT educational programming in their communities. OSU Extension Educators were trained via the standardized virtual training program, Generation Rx Ambassadors. Program participants were surveyed immediately before and after the educational events. Pre- and post-survey data was then analyzed to assess knowledge gain and behavioral intentions about safe medication practices, as well as program perception and program satisfaction. Programming occurred between May 2022 and September 2022. In total, OSU Extension Educators collectively engaged 843 individuals in a prevention education program utilizing the GROAT materials. After excluding participants under 50 years of age, there were 297 pre surveys and 245 post surveys included in the data analysis. Knowledge gains from pre- to post-survey showed a significant increase in correct responses in seven of the eight questions asked regarding safe medication practices. All five questions evaluating behavioral intentions demonstrated positive results after the programming (p < 0.001). Participants' perceptions and program satisfaction were also favorable. This study found through pre- and post-survey results that the Generation Rx Older Adult Toolkit programming delivered by Generation Rx trained OSU Extension Educators significantly increased older adult participants' knowledge and favorably impacted behavioral intentions around safe medication use practices.

Pilot Study Assessing the Baseline Physical Activity and Knowledge of Heart Health of Elementary School-Aged Children in Rural South Carolina and the Impact of an Interactive Educational Program.

This study asked whether, if provided with education on heart-healthy habits, elementary school children in Abbeville, Greenwood, and Saluda counties in South Carolina would retain and desire to implement healthy nutrition and increased exercise. We hypothesized that teaching children about heart-healthy habits would increase their activity levels and improve their desire to be active. This was a longitudinal survey study. Children at local after-school programs were given a pre-survey, the Kids' Activity and Nutrition Questionnaire (KAN-Q), to assess their activity levels, diet, and knowledge of heart health. The children had a 15-minute educational period followed by an interactive program. Students completed the same survey at each of the three sessions. A total of 44 children answered the survey questions at the beginning of each session. Out of the 10 behavioral questions, six indicated a favorable shift towards adopting healthier habits. Whole grain consumption increased to 71% from 32% (p<0.01). Vegetable consumption increased from 39% to 88%, and fruit consumption increased from 68% to 92% (p<0.01). There was a 30% decrease in the consumption of sugary drinks (p<0.01), and a reduction in hours watching television (p=0.05). All four knowledge-based questions had an increase in correct responses across the three sessions (p<0.01). To augment behavior, a dual approach of education on nutrition and exercise leads to improved nutrition choices and exercise habits for primary prevention of cardiovascular risk factors in elementary school-aged children. These habits improve adherence to increased physical activity and better nutrition after school.

Cognitive training of mice attenuates age-related decline in associative learning and behavioral flexibility.

Identifying factors that influence age-related cognitive decline is crucial, given its severe personal and societal impacts. However, studying aging in human or animal models is challenging due to the significant variability in aging processes among individuals. Additionally, longitudinal and cross-sectional studies often produce differing results. In this context, home-cage-based behavioral analysis over lifespans has emerged as a significant method in recent years. This study aimed to explore how prior experience affects cognitive performance in mice of various age groups (4, 12, and 22 months) using a home-cage-based touchscreen test battery. In this automated system, group-housed, ID-chipped mice primarily obtain their food during task performance throughout the day, motivated by their own initiative, without being subjected to food deprivation. Spatial working memory and attention were evaluated using the trial unique non-matching to location (TUNL) and the five-choice serial reaction time task (5-CSRTT), respectively. The same set of mice learned both of these demanding tasks. While signs of cognitive decline were already apparent in middle-aged mice, older mice exhibited poorer performance in both tasks. Mice at both 12 and 22 months displayed an increase in perseverance and a decrease in the percentage of correct responses in the TUNL test compared to the 4-month-old mice. Furthermore, during the 5-CSRTT, they exhibited higher rates of omissions and premature responses compared to their younger counterparts. Additionally, the correct response rate in 22-month-old mice was lower than that of the 4-month-old ones. However, mice that had undergone cognitive training at 4 months maintained high-performance levels when re-tested at 12 months, showing an increase in correct responses during TUNL testing compared to their untrained controls. In the 5-CSRTT, previously trained mice demonstrated higher correct response rates, fewer omissions, and reduced premature responses compared to naive control mice. Notably, even when assessed on a visual discrimination and behavioral flexibility task at 22 months, experienced mice outperformed naive 4-month-old mice. These findings highlight the advantages of early-life cognitive training and suggest that its benefits extend beyond the cognitive domains primarily targeted during early training. The success of this study was significantly aided by the fully automated home-cage-based testing system, which allows for high throughput with minimal human intervention.

Improving Awareness and Prevention of Monkeypox Virus among the Elderly in Saudi Arabia: Assessing the Impact of an Educational Intervention Program

Background: This study aimed to assess the effectiveness of an educational program on Monkeypox knowledge among elderly individuals residing at an old age home in Makkah, Saudi Arabia. Methods: With a one-group pretest-posttest design, the study spanned from September 24, 2023, to December 2, 2023. A sample of 50 participants aged 60 and above received a structured teaching program tailored to their comprehension levels. Results: Demographically, the participants exhibited diverse backgrounds, with a majority having completed secondary education, and a significant prevalence of chronic diseases. Health professionals were the primary source of health-related information for the elderly. The educational intervention led to a substantial improvement in Monkeypox knowledge, with significant increases in correct responses observed in the post-test compared to the pretest. Conclusion: The findings underscore the efficacy of tailored health education programs for enhancing knowledge among the elderly, emphasizing the crucial role of healthcare providers in disseminating accurate health information.

HPB P14 Setting the Foundation: Empowering Junior Doctors in Complex Specialties through Induction Excellence

Abstract Background The newly qualified junior doctors in the UK face challenges due to limited experience and unfamiliarity with their rotations. We aim to share the experience of establishing a Hepatobiliary and Pancreatic (HPB) surgery specific induction program at University Hospitals of Leicester NHS Trust and assess its impact on doctors' knowledge and experience. Methods A booklet was distributed to new junior doctors and a two-hour structured teaching session was also conducted, with pre- and post-session assessments using multiple-choice questions and a feedback survey. The survey measured understanding of HPB anatomy, interventions, and satisfaction with the teaching methodology. Results Prior to the teaching session, levels 4 and 5 understanding of HPB anatomy were reported by 18.1% of participants. After the teaching session, there was a significant improvement in understanding, with levels 4 and 5 reported by 95% of participants, and only 5% reporting level 3. Similar improvements were observed in other tested categories. Factual knowledge also improved, with a 38% increase in correct responses on basic HPB and surgical knowledge questions. Participants found the session helpful and well-structured, with 60% strongly agreeing and an additional 30% agreeing. The delivery method was deemed appropriate by the majority. Conclusions Specialty-specific induction programs are crucial for providing support and ensuring the development of competent doctors. Efforts should be made to create supportive working environments for junior doctors to alleviate stress and improve their well-being.

Employing an underwater vehicle in education as a learning tool for Python programming

AbstractGetting students motivated and interested in their education can be challenging in any classroom setting, even more so in an online learning environment. In this spectrum, educational robotics (ER) has demonstrated numerous advantages in the educational environment, not only by facilitating teaching, but also enabling the cultivation of manyfold skills, including creativity, problem‐solving, and teamwork. Meanwhile, many methods have been developed with the aid of technology to improve the teaching process and boost students' ability to learn. Blended learning is one approach that integrates conventional classroom methods with digital resources in an effort to foster students' creativity. But how can blended learning be combined with robotics? The objective of this paper is to evaluate the impact of employing an underwater vehicle, called educational underwater vehicle (EDUV), in conjunction with a dedicated programming learning platform within the context of a programming course that is offered at the high school level. In this work, this platform is utilized by students in secondary education, and a survey was conducted prior and after using the underwater vehicle's platform based on two questionnaires. The survey included 112 Greek participants, 64 males and 48 females in the age range of 14–18 years old. The experimental results show an increase in their motivation and creativity. In other words, they are more engaged in the classroom and the lesson becomes more enjoyable. More specifically, the survey revealed that most participants are familiar with computers but have limited knowledge of robotics and programming. After training on the EDUV platform, participants showed a significant increase in correct responses for Python and Blockly environments, with an average of 50.7% in four programming‐related questions. The platform also reduced “do not know” replies, which means that the student's self‐esteem increased. The paired sample T‐test showed that the EDUV platform positively influenced participants' perceptions of robotics and motivated them to further their education. In this paper, the related work is discussed, and the architecture of the vehicle is analyzed, along with the integration with the online platform. In addition, the methodology performed is explained and divided into steps. Finally, the experimental results are discussed. Instructions, 3D models, and code can be found in the github repository https://github.com/MariosVasileiou/EDUV.

Pharmacist’s knowledge about the safe use of TCS in atopic dermatitis: a pre–post-survey study evaluating the impact of TCS reading module

Abstract Objective The aim of this study was to assess pharmacists’ knowledge about the safe use of topical corticosteroids (TCS) in the treatment of atopic dermatitis (AD) and to determine whether their knowledge and beliefs can be modified after reading the designed module on TCS use in AD. Methods A multicentre cross-sectional survey study was conducted among pharmacists working in the healthcare facilities of Malaysia between February 2018 and April 2019. A total of 310 pharmacists were participated and requested to complete the questionnaire before (pre-test) and 1 week after reading the designed TCS module (post-test). Results Pharmacist’s post-module score [median = 8 (interquartile range {IQR} 5–11)] was significantly higher than their pre-module score [median = 5 (IQR1–10; P &amp;lt; 0.001)]. After reading the TCS module, there was a significant increase in correct responses observed to the dispensing activities, application recommendations and side effects associated with the inappropriate use of TCS (P &amp;lt; 0.001). Pharmacists were found highly confident in the use of TCS after reading the designed module with a mean score of 8.0 (95% confidence interval 7.87–8.13) out of 10 measured on the Likert scale. Conclusion TCS module has been proven effective in enhancing pharmacists’ knowledge about the safe use of TCS in the treatment of AD.

#4414 GLOMERULONEPHRITIS DIAGNOSIS AND MANAGEMENT: IMPROVING KNOWLEDGE AND COMPETENCE AMONGST NEPHROLOGISTS THROUGH ONLINE CME CASE CHALLENGES

Abstract Background and Aims Continuing medical education (CME) aims at modeling best practice in promoting positive behavior. We hypothesized that participation in the case-based medical education “Challenging Cases of Glomerulonephritis: How Would You Diagnose and Manage These Patients?” would lead to improved knowledge and competence of nephrologists in the diagnosis and management of glomerulonephritis. Method The online CME activity consisted of 2 patient case scenarios, and it was delivered as an interactive, text-based format. Using a “test and teach” methodology to elicit cognitive dissonance, clinicians completed multiple-choice questions to test their application of evidence-based recommendations. Each response was followed by detailed, referenced, feedback to improve learners’ knowledge, competence, and confidence on the diagnosis and management of glomerulonephritis. The educational effect was assessed using a repeated-pairs design with pre-/post-assessment, where 3 multiple choice questions assessed knowledge/competence and 1 question assessed confidence. Significance was assessed using paired samples t-test for overall average number of correct responses and for confidence rating, and the McNemar's test for individual questions (5% significance level, P &amp;lt;0.05). Cohen's d estimated the effect size impact on number of correct responses (&amp;lt;.20 modest, .20-.49 small, .59-.79 moderate, ≥.80 large). Data were collected between July 15 2022 and September 27 2022. Results Comparison of responses to questions before and after education demonstrated a large educational effect for nephrologists (n = 119; d = 1.36; P &amp;lt;.001). Overall 84% nephrologists improved their knowledge/competence related to the diagnosis and management of glomerulonephritis (P&amp;lt; .001), showing a 76% relative increase in correct responses from pre- to post-CME (51% pre, 90% post). Significant increases in knowledge/competence on rare complement-mediated kidney diseases were reported (P &amp;lt;.001 for all comparisons) for: - Clinical manifestations (64% pre; 97% post) - Diagnosis (18% pre; 84% post) - Management (71% pre; 90% post) Around 55% of nephrologists showed a measureable confidence increase (P&amp;lt;.001) in their ability to recognize clinical information suggestive of rare complement-mediated kidney diseases. Conclusion This online, interactive, case-based CME activity significantly improved the ability of nephrologists to diagnose and manage patients with glomerulonephritis. Additional gaps were identified for future education.

Knowledge and Attitudes towards Dementia among the General Public in Singapore: A Comparative Analysis

Introduction: This paper provides a summary of findings on the public’s knowledge and attitudes towards dementia. We aim to investigate if the attitudes of Singaporeans towards dementia have changed over the years by adopting a questionnaire used in a similar study in 2012. Methods: A cross-sectional, descriptive study was conducted through the dissemination of an existing, online questionnaire to participants above 16 years of age. Out of 1,500 subjects, results from 1,373 participants were analysed. Descriptive statistics were used to analyse and compare results from the 2012 study while a latent class analysis was performed to understand the categories of study participants based on varying levels of attitudes, knowledge and stigma. Results: The mean age of study participants was 43.8 (SD = 15.7). Majority of the participants were females (76.5%), between 51 and 60 years of age (29.6%) and belonged to the Chinese ethnic group (77.8%). Results demonstrated that there were significant differences in attitudes towards dementia between 2012 and 2021. There was a 70.2% improvement in stigma-associated attitudes and an increase in correct responses to 4 out of 5 questions in the knowledge section. Conclusion: Findings of this study suggest that the general public has a better knowledge and more positive attitude towards dementia. This could have been attributed to higher literacy levels of the current study population and effectiveness of established outreach initiatives in Singapore. However, further research with a more balanced representation of ethnic and cultural groups would offer more comprehensive insights into dementia health literacy.

Behavioral skills training to teach pre-service elementary general educators to conduct descriptive assessments

A pretest-posttest control group design with switching replications was used to examine the effectiveness of a one-time, 75-minute behavioral skills training (BST) package. Fifty pre-service elementary general educators enrolled in a classroom management course were shown a video depicting challenging behaviors and were asked to collect antecedent-behavior-consequence (ABC) data. Using the data collected, participants from two instructional groups were asked to hypothesize the function of the problem behaviors. Results suggest a statistically significant increase in correct responses for both instructional groups from pretest to posttest following BST. A series of ANCOVAS suggested that, when controlling for initial pretest performance, BST significantly improved correct responding in posttest when compared to performance on the second pretest. However, participants did not reach an optimal level of performance following a one-time administration of BST. Practical implications for teacher education contexts, limitations, and future research directions are thoroughly addressed.

Cervical Cancer and HPV Knowledge and Awareness: An Educational Intervention among College Students in Guam.

Compared to the U.S. population, cervical cancer (CC) incidence is significantly higher among the CHamoru, Micronesian, and Caucasian populations in Guam. From 2008-2012, CC was the fifth most common cancer diagnosed on the island. Despite the prevalence of CC and low HPV vaccine uptake, there is a concerning lack of awareness and preventative behavior among young adults. This study was aimed at influencing college students' knowledge and awareness of CC, CC screening, HPV, and the HPV vaccination. We delivered a 30-minute educational intervention to a sample of 108 university students in a classroom setting. The effect of the educational intervention was measured through a pre-and post-test on CC and HPV health behaviors, knowledge, and awareness. Results were analyzed using SPSS and an exact McNemar's test was used to examine the difference in the proportion of correct answers to the tests. Two-way mixed ANOVA was used to examine between (gender, ethnicity, and class level) and within subjects (pre-and post-test) program effects. Of the 108 participants, only 39 (36.1%) reported being vaccinated for HPV, 23 (21.3%) had not been vaccinated, and 46 (42.6%) did not know if they had been vaccinated for HPV. Only forty-one (60.3%) female participants had had a Pap smear. When comparing the pre-to-posttest responses, most questions had an increase in correct responses. Time also influenced CCA and HPV knowledge and awareness scores as there was a significant increase in scores from the pre- to post-test. The educational intervention was an effective tool for increasing knowledge and awareness of CC, HPV, and HPV vaccination among college students. While study results demonstrate the educational intervention's success as a baseline measure of knowledge, the inclusion of behavioral outcome measures, such as intent to get vaccinated or screened, could result in more robust future studies.

FEASIBILITY OF THE ACTPLAN PROGRAM FOR AFRICAN-AMERICAN DEMENTIA CAREGIVERS: A SELF-DIRECTED MULTIMEDIA DELIVERY

Abstract African Americans (AA) are less likely than White Americans to complete advance care plans or end-of-life treatment documents. They face significantly greater risk of Alzheimer’s Disease, a silent epidemic for this population, and other dementias. The healthcare system’s lack of dementia support for AAs contributes to disparate care. A four-session caregiver group education program was conducted on advance care planning for AA dementia family providers. The program was based on Kolb’s Experiential Learning Model and initially found effective in an R01 study using in-person delivery by a professional. The present pilot assessed feasibility of delivering the program in a self-directed multimedia format without professional facilitation, using Session 1 on tube feeding decisions as the test session. Twenty-six AA dementia caregivers completed the session in groups of 5 to 8 at a church equipped with a large TV screen. On-screen prompts guided navigation through the program which included recorded lecture, slides, short videos on decision-making, and group discussions. Using quantitative and qualitative methods, pre-and post-survey instruments were administered and interviews conducted. Usability ratings averaged 84%. Knowledge and self-efficacy gains exceeded those of the R01, with a 35% increase in correct responses on knowledge items, versus 18% for the R01 subjects; and increase in perceived decisional self-efficacy of 31% versus 30% for the R01 subjects. Qualitative feedback was universally positive. These findings confirm the feasibility of the self-guided multimedia approach to delivery of the program. A large RCT is planned which, if successful, will support wide dissemination to AA caregivers in need.

Raising Capacity to Address Mental Health Concerns in Costa Rica.

Background A family medicine team based out of Mayo Clinic, Rochester assembled in 2019 to provide home visits and direct care to underserved populations of patients in La Cruz, Costa Rica.In addition to the provision of direct patient care, our team was interested in conducting a community needs-based assessment to identify an area for provider education efforts and the local providers on a chronic health issue using local feedback and physician data. Suicide awareness and prevention were identified as a priority based on rising suicide rates as well as limited psychiatry services in the area, with some major providences having ~0.60 psychiatrists available per 100,000 people. Our group provided a half-day educational course on mental health topics related to suicide awareness for local health workers. The primary objective of this study was to evaluate any lasting changes in practice, confidence, and knowledge among local health workers attributable to our training and add to the limited research on this topic. Methods Two groups of participants (81) from local hospitals were recruited via local providers and divided into two morning and afternoon groups on a single day. Each group comprised primary care providers, nurses, social workers, and finance officers.Both were given the same educational presentation that could be broadly applied to each various role. Our team provided lectures on mental health, as well as how to improve personal resilience. Locally medically trained translators were used.Pre and post-lecture surveys gathered demographic data, experience with these mental health issues, and confidence in addressing mental health concerns. Pre and post-lecture surveys, including open-ended as well as Likert scale and multiple-choice questions, were handed out at the beginning and end of each lecture to all participants.A four to six months follow-up survey was delivered by email using SurveyMonkeyto evaluate retention and impact of educational materials. Results The initial two groups of participants (n = 81) were aged 23-60 years (mean: 43), and 67% (39) were female. Work experience ranged from 0 to 37 years (mean: 14) with 64% (37) doing direct patient care. Preliminary lecture content data from participants (n = 44) demonstrated an overall increase in correct responses by +15.4% from the pre-test (percent correct, 38.1%) to post-test (53.5%, p < 0.01). Individuals (n = 55) with past exposure to suicide were much more likely to report asking patients about suicide than those with no prior exposure (56.3% vs. 8.3%; p < 0.01). At the six-month follow-up with participants (n =11), when asked about their confidence in learning objectives from the lecture given prior, the rates of low confidence decreased as well as the level of high confidence improved but was not statistically significant. The rate of low confidence of respondents' confidence in asking about mental health concerns decreased from 35.2% to 0% (p < 0.01). Conclusions Our group was able to successfully deliver lectures to a mixed audience of health workers in a region self-identified as struggling with mental health issues in Costa Rica. The surveys suggested learning occurred. A trend suggestive that the educational content improved the participants' confidence and knowledge components over time was noted. Future service trips may be able to build on this initial experience to improve on ways to raise capacity whiledelivering direct care to regions in need.

Feasibility of the ACTPlan Program for African American Dementia Caregivers: A Self-Directed Multimedia Delivery

African Americans (AA) are less likely than White Americans to complete advance care plans or end-of-life treatment documents. They face significantly greater risk of Alzheimer’s Disease, a silent epidemic for this population, and other dementias. The healthcare system’s lack of dementia support for AAs contributes to disparate care. A four-session caregiver group education program was conducted on advance care planning for AA dementia family providers. The program was based on Kolb’s Experiential Learning Model and initially found effective in an R01 study using in-person delivery by a professional. The present pilot assessed feasibility of delivering the program in a self-directed multimedia format without professional facilitation, using Session 1 on tube feeding decisions as the test session. Twenty-six AA dementia caregivers completed the session in groups of 5 to 8 at a church equipped with a large TV screen. On-screen prompts guided navigation through the program which included recorded lecture, slides, short videos on decision-making, and group discussions. Using quantitative and qualitative methods, pre-and post-survey instruments were administered and interviews conducted. Usability ratings averaged 84%. Knowledge and self-efficacy gains exceeded those of the R01, with a 35% increase in correct responses on knowledge items, versus 18% for the R01 subjects; and increase in perceived decisional self-efficacy of 31% versus 30% for the R01 subjects. Qualitative feedback was universally positive. These findings confirm the feasibility of the self-guided multimedia approach to delivery of the program. A large RCT is planned which, if successful, will support wide dissemination to AA caregivers in need.

A Study on the Efficacy of a Naloxone Training Program.

Introduction: The use of naloxone to reverse a potentially fatal opioid overdose is a harm reduction strategy that reduces mortality and increases the potential for referral to substance use treatment for affected individuals. In the setting of outreach performed by a street medicine team, we aimed to determine the effectiveness of an educational intervention involving distribution of naloxone accompanied by a brief instructive session about opioids, opioid overdose, and medication administration.Methods: Our street medicine outreach team distributed 200 naloxone kits to clinicians and volunteers involved in caring for patients on ‘street rounds,’ as well as in shelters, soup kitchens, and street medicine clinic settings. Those receiving a naloxone kit engaged in a peer-reviewed presentation on how to safely use the medication to reverse a potentially fatal opioid overdose. The study team developed and administered a pre- and post-survey of 10 multiple choice questions on material covered in the educational training. The pre- and post-survey scores were compared to assess the effectiveness of implementing this training. Results were stratified by participant gender and age group.Results: Out of the 200 participants, six were excluded from the analysis due to completely missing data from one or both surveys. The mean age of participants was 40.2±12.5 years; 120 (65.6%) were female, 62 (33.9%) were male, and 1 (0.6%) identified as nonbinary. Every survey question had an increase in correct responses from pre-survey to post-survey (identified by an increase in the percentage of correct responses). The mean survey total score increased from 5.5±1.6 to 7.5±1.3. Within the sample of 194, the mean difference in scores from pre-survey to post-survey was 2.02 points (95% CI [1.77, 2.26]), p<0.0001. Males had a mean increase in the total score from 5.6±1.8 to 7.4±1.1. Females had a mean increase in the total score from 5.5±1.5 to 7.5±1.3. The difference in total scores in males was 1.89 points (95% CI [1.42, 2.35]), p<0.0001, and in females was 2.02 points (95% CI [1.71, 2.32]), p<0.0001. Post-test scores improved in all age groups.Conclusion: The educational training on opioids, opioid overdose, and the use of naloxone was an effective adjunct to naloxone kit distribution to volunteers and clinicians caring for people experiencing homelessness.

Effect of peer instruction pedagogy on concept mastery in a first professional year pharmacy self-care course

IntroductionAs active learning is being encouraged in pharmacy education, valid active learning pedagogies should be investigated. Peer instruction pedagogy has yet to be explored in the pharmacy education setting. Peer instruction assesses student understanding of a topic through multiple choice questions called ConcepTests. When the class scores below a threshold, students are given time to discuss the ConcepTest. They are then given an opportunity to repeat the same ConcepTest. MethodsPeer instruction pedagogy was implemented in the 2017 fall semester of PHAR 6112: Introduction to Self-Care. Changes in student responses were recorded via Turning Technologies software to identify if peer instruction increased the number of students who answered ConcepTests correctly. Changes in responses were analyzed via a paired t-test and McNemar test. Students were also surveyed on their perceptions of the pedagogy. ResultsA total of 51 questions proceeded through the entirety of the peer instruction algorithm. Peer instruction was associated with an increase in correct response (P < .001). Students' total number of correct responses to ConcepTest questions increased by an average of 16.1 (31.5%) following peer instruction (P<.001). Over 86% of students would recommend that other instructors use ConcepTests. ConclusionsPeer instruction resulted in an increase in correct responses to session ConcepTests. This pedagogy has potential as an active learning method to deliver pharmacy material.

Consistent verbal labels promote odor category learning

Recent research shows that speakers of most languages find smells difficult to abstract and name. Can verbal labels enhance the human capacity to learn smell categories? Few studies have examined how verbal labeling might affect non-visual cognitive processes, and thus far very little is known about word-assisted odor category learning. To address these gaps, we tested whether different types of training change learning gains in odor categorization. After four intensive days of training to categorize odors that were co-presented with arbitrary verbal labels, people who learned odor categories with odor-label pairs that were more consistent were significantly more accurate than people with the same perceptual experience but who had odor-label pairs that were less consistent. Both groups' accuracy scores improved, but the learning curves differed. The context of consistent linguistic cuing supported an increase in correct responses from the third day of training. However, inconsistent linguistic cuing delayed the start of approximating to target odor categorization until after the fourth day. These results show that associations formed between odors and novel verbal labels facilitate the formation of odor categories. We interpret this as showing a causal link between language and olfactory perceptual processing in supporting categorization.

45 Educational Outcomes of Nursing-Focused Triage and Shock Management Course in Rural Ugandan Hospital

Emergency conditions constitute a large proportion of the global burden of disease and have higher morbidity and mortality in low- and middle-income countries. With education of health care providers in triage and basic emergency care for the critically ill, a large proportion of death and disability can be prevented. In this study we explore the pedagogic design of an educational curriculum to train nurses in rural Uganda in the triage and management of shock and evaluate its effectiveness using pre- and post-training assessments. Investigators, including a physician with extensive experience working at the Masindi Kitara Medical Center (MKMC) in Uganda, created an educational curriculum by adapting elements from the World Health Organization Basic Emergency Care course, the South African Triage System and curricula from the AFEM. A 4-day training was given to 60 health care personnel from local private and public hospitals at MKMC in January 2020. Training included didactic, small-group and simulation-based education. Participants completed anonymous pre- and post-training surveys and pre- and post-knowledge-based-tests. A comparison of pre- and post-knowledge-based-test scores was performed using chi-squared tests. Qualitative analysis of survey results was performed by two independent investigators to ensure agreement and nominal pre- and post-survey responses were compared using chi-squared tests. Forty-seven health care providers completed the pre-assessment and 48 completed post-assessments. The percent of providers who felt very confident with triage strategies and shock increased significantly following training as shown in table 1. On the knowledge-based post-test there was a 10.1% increase in correct responses after completion of the course (p<0.0001). Learners identified discussion-based, small-group learning and hands-on activities as the most effective teaching strategies in this setting, despite an acknowledgement that their previous formal education involved more traditional didactic modalities. Areas for improvement identified included providing more printed handouts, shorter presentation times with more group activities and providing additional and more frequent trainings. In this analysis of the effectiveness of a curriculum for teaching nursing-focused basics of triage and shock management, the course delivered statistically significant improvements in both education and comfort levels based on a pre- and post-analysis. Limitations included the anonymity of the assessments which prevented pre- and post-assessment analysis at the individual level. The insights gained into successful teaching modalities and potential improvements can serve to benefit the development of future educational programs in similar settings.