Increase In Knowledge Scores Research Articles

Improving medical certification of cause of death in Assiut University Children Hospital: an intervention study

IntroductionDeath certification is a health indicator and a public health surveillance tool. High-quality death certificate ensures reliability of mortality statistics used to direct the arranging of health-related programs and leading assessments of research and proper healthcare outcomes. The World Health Organization (WHO) puts Egypt in the group of ‘low quality’ death registration data. The aim of this study was to evaluate the impact of composite training and audit intervention on accurate completion of death notification forms (DNFs) in Assiut University Children Hospital (AUCH) that has an average monthly mortality of 120 children’s deaths.MethodsA Quasi-experimental study design was conducted among residents of AUCH. The intervention consisted of 1- Preparing training material with basic information on how to report causes of death according to WHO criteria and case scenarios extracted from the medical records of children who died at AUCH, 2- One hundred residents of the AUCH were trained in one day workshops in 4 groups, with a pre-post knowledge assessment questionnaire. 3- A weekly audit of a sample of 10–15 DNFs was done for six months with reporting of findings to quality assurance director of the hospital.ResultsEighty- nine physicians completed the pre-post knowledge assessment with significant increase in knowledge score after the intervention (15.7 ± 3.2 vs. 11.9 ± 2.8). There was a significant decrease in the errors of reporting on the DNFs. The main improvement was in decrease from 90 to 18% in reporting the mechanism of death, and significant decline in writing cause of death in Arabic language only.ConclusionAccurate reporting of the medical cause of death can be achieved by educational intervention targeting physicians with institutionalizing of audit system for continuous quality improvement.

Learning how to explore spiritual aspects in encounters with patients with chronic pain: a pre-test post-test trial on the effectiveness of a web-based learning intervention

BackgroundIntegrating spiritual aspects into treatment plans can release essential resources for coping with chronic pain. However, some spiritual aspects may also induce distress and hinder the coping process. There is a lack of evidence regarding how to perform the clinical tasks of exploring spiritual aspects and of instruments assessing related competencies. Therefore, we developed a web-based learning module to provide education on the subject alongside corresponding assessment instruments. The module presents the InSpiRe (Integration of Spirituality and/or Religion in patient encounters) protocol. The instruments encompass cognitive, affective, and behavioral dimensions.MethodsThis paper aims to determine (i) the learning effects associated with completing the web-based spiritual-care learning module and (ii) the reliability and validity of the instruments employed. To address these aims, we conducted a pre-test/post-test trial with N = 32 randomly selected fourth-year medical students. During the pre-test, we assessed the students’ knowledge, attitudes, and self-efficacy regarding exploring spiritual aspects. For this purpose, we developed a short-answer knowledge test, an attitude questionnaire, and a self-efficacy scale. Additionally, the students explored spiritual aspects with a simulated patient portraying a person with chronic pain. Three trained raters evaluated the students’ performances using a self-developed scale. In the intervention phase, the students completed the 45-minute learning module on a personal computer. The module presented InSpiRe-related content as text and step-by-step video demonstrations, including hints that denote critical actions. The subsequent post-test was identical to the pre-test.ResultsThe internal consistency was suitable for all respective instruments, and there was an indication of solid validity of the performance test. After completing the spiritual care learning module, the students showed statistically significant increases in knowledge scores and significant positive shifts in their attitudes and levels of self-efficacy regarding exploring spiritual aspects. They also attained significantly higher performance scores in the same regard.ConclusionsCompleting the spiritual-care module is associated with meaningful learning effects on cognitive, affective, and behavioral dimensions related to exploring spiritual aspects, as demonstrated in the post-test conducted shortly after the intervention. Due to good reliability and validity scores, the self-developed instruments can be applied appropriately.

Management of urogenital hygiene health education to improve knowledge and prevent urinary tract infection in patient with chronic kidney disease

Urinary Tract Infections (UTIs) are a prevalent form of Healthcare-Associated Infections (HAIs) in patients with chronic kidney disease (CKD), especially those undergoing urinary catheterization. It is estimated that UTIs affect up to 25% of catheterized patients, significantly impacting morbidity and healthcare costs (World Health Organization, 2021). This study aims to determine how health education regarding urogenital hygiene can increase knowledge and prevent infection for patients undergoing urinary catheterization. This research is quantitative descriptive using a case study approach. A one-group pre-test post-test design was employed to collect data through the administration of pre-test and post-test knowledge assessments before and after health education. The results demonstrated a significant increase in knowledge scores from 67 to 93, indicating the effectiveness of health education in enhancing knowledge about urogenital hygiene. Furthermore, observation of signs and symptoms of UTIs showed a decrease in symptoms during the patient's treatment, highlighting the positive impact of health education. Providing urogenital hygiene education effectively increases knowledge and mitigates the risk of UTIs during patient care.

Training on the Use of Appropriate Technology to Increase Agricultural Production in Villages in Indonesia

This Community Service activity aims to improve the knowledge and skills of farmers in Indonesia's villages by using appropriate technology through online training. In this series of activities, villages with adequate internet infrastructure and a low rate of technology adoption are identified. The training was conducted online using the Zoom application and attended by farmers from various regions. The results of the pre-test show that the majority of farmers have limited knowledge about agricultural technology. After participating in the training, the final assessment (post-test) showed a significant improvement in farmers' knowledge and skills, with an average increase in knowledge scores of 60% and skills of 55%. High participation and positive feedback from participants indicate the effectiveness of online training as a method to increase farmers' capacity. However, challenges such as limited access to equipment and cost remain obstacles to implementing appropriate technology in the field. In conclusion, online training has improved farmers' knowledge and skills. Still, additional support is needed to ensure the sustainability of the application of technology in the field. These findings make an important contribution to the development of farmer capacity-building programs in Indonesia, especially in the context of the adoption of modern agricultural technology.

Implementation of STEAM and Thematic Learning Models Assisted by STEMATIK Learning Media in Elementary School

Learning is not only about giving theories, but instilling concepts is more important to teach to students. One of the concepts instilled in mathematics, namely the arithmetic material of addition and subtraction for elementary school. STEMATIK learning media supports students' understanding in introducing the arithmetic concepts of addition and subtraction for lower elementary school classes. This research aimed to explain the component analysis of integrating STEAM and thematic learning using STEMATIK learning media, to describe the importance of using learning media in enhancing students’ independence and motivation to learn, and to present the results of using STEMATIK learning media as a tool for learning mathematics. The research method employed was a quasi-experiment. Quantitative data analysis was conducted to analyze the data collected from the research instrument, including validation instruments by two experts in the form of learning media feasibility instruments and pretest and posttest assessment results on 31 elementary school students on the control group and the experimental group. The validity test used T-test by SPSS application. The product development process was based on the ADDIE model, a systematic approach that includes five stages: analysis, design, development, implementation, and evaluation. The method used in this research was the descriptive, qualitative and quantitative method. The research results show that for the validity test the increase in knowledge scores significantly using the T test with the SPSS application produces two sides of less than 0.001. The level of student learning independence is good, achieving a score of 68,14, which according to the category is considered good. The percentage for the student learning motivation category falls into the high criterion. The result of these indicators shows a score of 83, which is categorized as high.

Effects of health education intervention on menstrual hygiene knowledge and practices among the adolescent girls of Pokhara Metropolitan, Nepal.

Poor menstrual hygiene practices are one of the major public health problems in Nepal. Due to persistent taboos and socio-cultural constraints, adolescent girls are often unaware of scientific facts, knowledge, and practices related to menstrual hygiene. This paper aims to assess the effects of health education intervention on menstrual hygiene knowledge and practices among adolescent girls in Pokhara Metropolitan, Nepal. A true experimental study was conducted in two government basic schools in Pokhara Metropolitan, Nepal. The study population was adolescent girls who had attended the menarche. Firstly, a pretest with the help of a self-administered questionnaire was done to find out the socio-demographic information, knowledge and practices of menstrual hygiene. Next, health education sessions were conducted among the intervention group. Finally, after one month of intervention, a post-test was conducted among the intervention and non-intervention group. Data analysis was done through descriptive and inferential statistics. The findings showed significant improvement in the knowledge and practice level of adolescent girls on menstrual hygiene after health education intervention. Participants in the intervention group showed a significant increase in knowledge scores from 10.0% to 67.0%, while the non-intervention group remained unchanged at 7.5%. Good menstrual hygiene practices scores in the intervention group increased significantly from 22.5% to 67.0%, whereas the non-intervention group saw a slight rise from 20.0% to 22.5%. Regarding observed practice scores in menstrual hygiene, significant improvement was observed in the intervention group (45.0% to 100.0%) in contrast to the non-intervention group (25.0% to 27.5%). This study highlights the crucial role of school health education interventions in promoting menstrual hygiene among adolescent girls. It emphasizes the importance of comprehensive educational programs tailored to early teenage girls, addressing timing, content, and delivery methods alongside ensuring the availability of Water, Sanitation and Hygiene (WASH) facilities.

Knowledge about chronic obstructive pulmonary disease among physicians, nurses and students at a regional hospital in Nepal

Introduction: In 2019, Nepal had the highest mortality from chronic obstructive pulmonary disease (COPD) globally, and the prevalence of COPD in Nepal is expected to increase. Available research shows that the knowledge of COPD among patients in Nepal is poor and that the practice of COPD management among healthcare personnel needs to improve. Objectives: To assess the knowledge of COPD among healthcare personnel at a regional hospital and students at a local School of Health Science. Methods: A cross-sectional, questionnaire-based study was conducted among healthcare pro- fessionals and students in Tansen, Palpa district, Nepal. Scoring was based on a scale of up to 12 points, with a result of 10 points or above considered satisfactory knowledge. Results: A total of 56 healthcare workers and 208 students participated in the survey. All participants' median (IQR) score was 98,10. Among healthcare professionals, the level of knowledge was below expected on questions regarding vaccinations to prevent pneumonia and spirometry to set the diagnosis. The time spent in the healthcare profession did not increase knowledge scores. Second- and third-year nursing students had a statistically significantly higher level of knowledge than first-year nursing students. Conclusions: While healthcare personnel showed a high degree of skills in several aspects of COPD knowledge, significant gaps persist, highlighting areas for improvement in COPD care within Nepal.

A Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge Regarding Risk Factors and Prevention of Suicidal Behaviour Among Adolescents in a Selected College at Bangalore

The Quantitative evaluative approach with pre- experimental one group pre test and post test design was used in the study to determine the effectiveness of structured teaching programme on knowledge regarding Risk factors and Prevention of Suicidal Behaviour among Adolescents. The conceptual framework for the study was based on Modified Imogene king’s goal attainment theory. The tool used in this study consists of three sections. Section one was demographic variables and section two was structured self administered questionnaire to assess the pretest and post test knowledge and section three was structured teaching programme regarding risk factors and prevention of suicidal behavior. Systematic purposive sampling technique was used to select the samples, and data were collected from 60 adolescents of AVK College, Bangalore.The paired ‘t’ test value is 7.35 which is significantly higher than the table value of 2.0009 at p≤0.05 level. Thus the structured teaching programme is effective in improving the knowledge regarding Risk factors and Preventive measures for Suicidal Behavior among Adolescents.The results of the tests conducted using chi-square tests show that the significant association between the levels of knowledge of the adolescent with their selected demographic variables with sex (χ 2 = 0.886), Monthly income of family (χ 2 = 10.69) were statistically significant and there no significant association between other variables like age, education of mother, occupation of family, type of family, has any family member/ friend attempted or committed suicide, History of mental illness in your family and Source of information.There is a significant increase in knowledge score of adolescents after structured teaching programme. Therefore, it is concluded that the structured teaching programme is highly effective in increasing the knowledge of adolescents on Risk factors and Preventive measures for Suicidal Behavior.

Pendampingan Masyarakat Mengenai Pemanfaatan Tanaman TOGA sebagai Pemenuhan Gizi di Kecamatan Kawali Kabupaten Ciamis

Fulfilling nutritional intake can be done by utilizing TOGA plants. TOGA plants have high nutritional content to support the fulfillment of daily nutritional needs. The aim of community service related to TOGA plants is to increase community understanding and access to nutritional sources needed to prevent high levels of malnutrition. The method used is Participatory Action and Learning and evaluated using pre-test and post-test methods. There was an increase in knowledge scores at the end of the training, namely an average of 15.8 points. The variation in knowledge scores on the pre-test tends to be higher than on the post-test, this shows that there is a similar perception of understanding of the material at the end of the training.

The impact of simulation training on enhancing the understanding of providing aid for injury cases among the Healthy Student Cadres (HSCs) at Assalafiyyah II Mlangi Islamic Boarding School

Introduction: The students of Islamic boarding Schools, as agents of change, often experience complaints of muscle and joint injuries. Assalafiyyah II Mlangi Islamic Boarding School (IBS) was one of the pioneers of an integrated health system to improve health status. However, the condition of health facilities, especially those related to handling injuries, was still very minimal. In addition, the students had never received counseling regarding injury management. Therefore, it is necessary to conduct research related to the effect of health education in increasing knowledge about assisting in cases of injury to Healthy Student Cadres (HSCs) of Assalafiyah II Mlangi IBS. This study aimed to determine the effect of health education in increasing knowledge about assisting in cases of injury to healthy students Cadres Assalafiyyah II IBS. Methods: This study was carried out using a quantitative experimental design. A one-group, quasi-experimental pretest-posttest approach was adopted in this study. The 40 healthy student cadres from Assalafiyyah II Mlangi IBS were recruited. The knowledge scores of the pretest (before health education) and post-test (after health education) were compared using the paired sample t-test. Furthermore, the Kruskal-Wallis test examined the relationship between education level and knowledge score. Results: The pretest results showed that the level of knowledge of the subjects in the good category was 5%, adequate was 30%, and poor was 65%. In contrast, the post-test results showed an increase in knowledge scores. In particular, subjects in the good category were 47.5%, adequate was 40%, and poor were as much as 12.5%. This study also showed a significant change in the score of knowledge about assisting in cases of injury to subjects after providing health education in a positive correlation with p= 0.000. The level of education did not affect the results of the knowledge score about assisting in injury cases, with p= 0.072. Conclusion: Providing health education materials effectively increases knowledge about helping Healthy Student Cadres (HSCs) in injury cases. This increase in knowledge can make Healthy Student Cadres (HSCs) pioneers in the surrounding environment regarding the importance of assisting in injury cases.

Blended learning compared to traditional learning for the acquisition of competencies in oral surgery by dental students: A randomized controlled trial.

To determine whether blended learning results in better educational outcomes compared to traditional learning in the acquisition of oral surgery technical skills for 4th-year undergraduate dental students. Seventy-three students participated in this two-arm parallel randomized controlled trial. Only students in the blended learning group had access to the online preparation platform for oral surgery practical work (PW) on a pig's jaw and to the debriefing. Kirkpatrick's four-level model was used to assess the educational outcomes directly after (levels 1 and 2) and 6 months later, after the start of the students' clinical activity (levels 3 and 4). For level 1, higher global satisfaction scores were found for students in the blended learning compared to the traditional learning group (p = .002). For level 2, blended learning resulted in an increase in knowledge score (p < .01), comparable to that observed in the traditional learning group. For level 3, students in the blended group made more progress in 6 months than those in the traditional group in terms of feeling able to assess and perform anaesthesia (p = .040) and surgical tooth extraction (p = .043). No difference in level 4 was found for the 6-month clinical surgical activity between groups, but students in the blended group felt more able to assess and perform the surgical management of a failed extraction requiring bone removal (p = .044). Blended learning for oral surgery PW had a positive impact on three of the four Kirkpatrick levels (level 1, 3 and 4). Efforts should focus on the procedures that are perceived as the most difficult.

Pretest-post-test evaluation with lay midwives in remote Guatemala after educational activities about COVID-19.

Guatemalan lay midwives are well-respected community leaders in a country that lacks the institutional capacity to meet healthcare needs related to pregnancy, newborns, and COVID-19. Thus, Guatemalan lay midwives, who attend the majority of births in their country and who attend most births at home, are in an optimal position to offer frontline support to pregnant women and newborns regarding the global pandemic. The primary objective of this program of study was to dispel myths about COVID-19 and to provide culturally relevant educational activities to low-literacy Guatemalan lay midwives about issues related to the virus, such as signs and symptoms, risks to the mother and fetus, which patients are most vulnerable, appropriate responses, benefits and side-effects of the vaccine, timing of the vaccine, how the virus interacts with breastfeeding, and breastfeeding recommendations. In a partnership among the Guatemalan Ministry of Health, expert faculty at the University of Utah College of Nursing, and Madre y Ni&ntilde;o, a non-profit organization from the US, evidence-based educational activities about COVID-19 were offered orally in the native language of participants. Two hundred and ten lay midwives attended educational sessions at 11 locations throughout the remote Peten department. Educational activities included repetition, storytelling, and role plays. A pretest-post-test evaluation of 10 questions with 24 correct answers was used to determine if the educational activities changed lay midwife knowledge about COVID-19. Participants were given essential birth supplies and laminated COVID Reminder Cards, which were designed to increase visual literacy, to encourage knowledge retention after the educational sessions. Participants showed a significant increase in knowledge scores (possible 0-24) from prescores 7.09 (standard deviation (SD)=3.06) to 15.20 (SD=4.61), Student's t-test p<0.001. In addition, a significantly higher proportion of participants mistakenly thought COVID-19 passed through breast milk on the pretest (70.1%) compared to post-test (8.4%) (McNemar test, p<0.001). Regarding breastfeeding, 12.6% of participants knew on the pretest that women with COVID-19 who breastfeed should wear a mask and wash their hands compared to 74.3% of participants who knew these recommendations on the post-test (Wilcoxon signed-rank test, p<0.001). Finally, 2% of participants knew on the pretest that pregnant women with COVID-19 should take a low-dose aspirin compared to 67% of participants on the post-test (χ&sup2; (1)=194.7, p<0.001). These essential primary care providers misunderstood many critical issues related to COVID-19, pregnancy, and newborns. Culturally relevant educational activities provided orally in the native language of participants dispelled myths about the virus and significantly improved lay midwife knowledge. Providing evidence-based educational activities in a culturally relevant format is critical to protecting remote, vulnerable populations, such as pregnant Guatemalan women and newborns, during a global pandemic.

Effect of education and diet programs on changes in body mass index (BMI) and abdominal circumference in adult obesity

Obesity is a major risk factor for the emergence of degenerative diseases. Screening results for UHAMKA lecturers and education staff in 2021 showed that 31.1% and 57.2% were obese based on Body Mass Index (BMI) and waist circumference (WC). This study aims to analyze the effect of nutritional education and diet programs on weight loss, BMI, and WC. This is experimental research One Group Pretest Posttest Design. The intervention provided was nutritional education and a diet program in the form of reducing energy by 500 kcal/day and providing lunch for 6 consecutive days. The variables measured were body weight, BMI, WC, knowledge, attitudes, and behavior of balanced nutrition. Attitude and behavior variables on balanced nutrition were assessed using a questionnaire. A 24-hour recall was carried out to see the subjects' eating patterns before and after the intervention. The statistical tests used were the Wilxocon test and Paired t test to see differences in BMI, WC, attitudes, and behavior on balanced nutrition before and after the intervention. The research results showed that there was an average reduction in body weight, BMI, and WC. The results of statistical tests using the paired t test showed that there was a significant difference in WC before and after the intervention (p=0.000). Female subjects showed significant differences in body weight, BMI, and WC. It was found that there was an increase in knowledge scores, attitudes, and behavior of balanced nutrition. Education and diet programs influenced changes in the nutritional status of subjects.

The Effect of Counseling Using Video and Booklet Media on The Level of Knowledge on Stroke Prevention in Hypertension Patients

Stroke is a cerebrovascular disease and is a problem throughout the world. Stroke is the third cause that can result in death and is a cause of invalidity/disability. Strokes in hypertension sufferers can be prevented by providing education using various media, including video media and booklets. The aim of this research is to determine the effect of counseling using video and booklet media on the level of knowledge of stroke prevention in hypertension patients. The research method uses a quasi-experimental pre-posttest with control design. The sample used was 30 respondents suffering from hypertension. Method analysis uses univariate and bivariate with dependent t-test statistics, while multivariate analysis using logistic regression test. The results of data analysis of respondent characteristics found that the majority of respondents were aged 60-74 years, female, had elementary-middle school education, and did not work in counseling groups with videos or booklets. The results of bivariate data analysis showed that there were differences in age and education level between the counseling groups using videos and booklets, but there were no differences in gender and employment status. There was a significant difference in the level of knowledge of stroke prevention in the counseling group with videos before and after the intervention (p value = 0.000) with a difference in knowledge score = 2.49, while in the counseling group with booklets before and after the intervention (p value = 0.000) with a difference in knowledge score = 1.44. When compared, the increase in knowledge scores in the video counseling group was higher than in the booklet counseling group. Multivariate test results showed that age, gender and education of hypertension sufferers had an effect on knowledge of stroke prevention with a value of p = 0.028. The conclusion is that there is an influence of counseling using video media and booklets on increasing knowledge of stroke prevention in hypertension sufferers and there is an influence of age, gender and education on knowledge of stroke prevention in hypertension patients.

Empowering high school students as peer counselors to prevent free sex and early marriage

counseling in schools can be the right choice in an effort to fortify adolescents from negative environmental influences and play a role in promoting the issues of free sex, early marriage, and reproductive health through counseling activities. The activity was carried out using the training method, in August 2023. The location of the activity was SMA Negeri 15 Surabaya, with the target participants being 2 representatives of class X and XI students, totaling 48 students. The instruments used in this activity are pre-test and post-test, with the main material of counseling on free sex, early marriage, reproductive health, and skills to become peer counselors. The success indicator of this activity, where &gt;50% of participants get a minimum point increase of 5%. Community service activities through peer counseling training were successful in fulfilling activity success indicators. &gt;50% of participants got an increase in points of at least 5% after training; namely, a total of 26 (54.17%) participants experienced an increase in knowledge scores of more than 5%. The training activities that have been carried out are effective in increasing the knowledge of participants.

Effect of moral case deliberation on midwives' knowledge and practice regarding respectful maternity care.

Although there have been reports of misbehavior and disrespectful maternal care by healthcare providers worldwide, there are few intervention studies aimed at promoting respectful care, particularly among midwives. The aim of this study was to examine the effect of Moral Case Deliberation (MCD) on the of midwives' knowledge and practice in the field of respectful maternity care. This semi-experimental study involved 46 midwives working in the maternity departments of two hospitals affiliated with Bushehr University of Medical Sciences in 2023. The two hospitals were randomly divided into control and intervention groups. All midwives from both hospitals were included in the study. The Dilemma Method of MCD was implemented for midwives of intervention hospital. The Midwives' Knowledge and Practice of Respectful Maternity Care scale was used for data collection. It was administered both before and two weeks after the intervention. Data were analyzed using SPSS (version 20). The study was approved by ethics committee of Bushehr University of Medical Sciences in Bushehr, Iran (ethics code: IR.BPUMS.REC.1402.017). All participants provided written informed consent. The intervention group showed a significantly greater increase in knowledge scores from pre-test to post-test compared to the control group (p < .001). The intervention group had a significantly higher mean change score in practice self-assessment and practice peer evaluation, from pre-test to post-test, than in the control group (p < .001). MCD based on the dilemma method can improve practice in the field of respect-oriented midwifery care by increasing knowledge and potentially changing attitudes. The Dilemma Method of MCD improved midwives' knowledge and practice regarding respectful maternity care. This method can be included in the midwifery care quality improvement program to promote respectful maternity care. It is necessary to develop methods for wider dissemination of MCD in the cultural context of Iran.

Effect of Pender model-based educational program on selected outcomes among menopausal women with musculoskeletal health problems in Cairo

Background Menopause is a critical period in every woman’s life, in which women usually struggle with various bio-psycho-social problems. Aim The purpose of the current study is to evaluate the effect of Pender model-based educational program on selected outcomes among menopausal women with musculoskeletal health problems in Cairo. Design A quasi-experimental one-group pretest–posttest was used. Setting The study was conducted in Outpatient Maternity Clinics at El-Manil Hospital. Sample A purposive sample consisting of 70 menopausal women. Results Showed that there is a significant increase in the total score of knowledge and practice at the poststage. The mean knowledge score increased from 1.1 to 11.4 while the mean practice score increased from 3.8 to 10.2. Conclusions Findings demonstrated menopausal women who received a health educational program had a strong significant direct correlation between knowledge, practice, total benefits, total self-efficacy, and total interpersonal influences, while there is a strong significant inverse correlation between total barriers and all other variables. Recommendation Organizing training programs for menopausal women on musculoskeletal health problems that cover all Outpatient Maternity Clinics in different settings in Egypt.

Increasing knowledge and attitudes about dental caries and prevention after educational intervention using a modified lecture method in adolescents

ABSTRACT Introduction: The prevalence of caries in adolescents is still high, and the average visit to the dentist is when the disease is advanced. Educational interventions about dental caries and prevention need to be carried out to improve oral health status. Providing oral health education with appropriate methods will increase knowledge and encourage changes in attitudes and behaviors to prevent adolescent dental caries. This study aimed to analyze the differences in knowledge and attitudes before and after the intervention of education on dental caries and prevention among adolescents using a modified lecture method. Methods: The study design is Quasi-Experimental with one group pretest posttest research design. Sample selection used probability sampling techniques, with simple random sampling techniques. The population in this study was students of SMPN 1 Jatinangor, with the total sample of 186 respondents. Respondents were given educational intervention using a modified lecture method, namely giving a lecture, with the help of a powerpoint presentation with interesting pictures, providing a toothbrush demonstration and ending with a discussion group. Pretest and posttest assessment was using questionnaires. Pretest and posttest assessments used a questionnaire, which contained 20 knowledge questions and 15 attitude questions. Questionnaires and educational materials had been tested for validity and reliability, with Cronbach's alpha results for knowledge at 0,878 and attitude at 0,841. The data were analyzed with the Wilcoxon test. Results: There was a significant difference between knowledge before and after the intervention of education on dental caries and prevention with a p-value of 0.001 (&lt;0.05), and there was an increase in knowledge score, there was an average increase in knowledge score of 52%. Likewise, there were differences in attitudes before and after the intervention, with a p-value of 0.001 (&lt;0.05) and an increase in attitude scores of 7.95%. Conclusion: The modified lecture method using power points, videos, demonstrations, group discussions and roll play on brushing teeth, which are carried out on adolescents, can increase knowledge and attitudes towards dental caries and prevention KEYWORDS Intervention, education, knowledge and attitude, dental caries, prevention

Effects of a community-based participatory educational program on knowledge, attitude, and practice for preventing work-related musculoskeletal disorders risks among rural workers: A quasi-experimental study

Work-related musculoskeletal disorders (WMSDs) have become a paramount concern in occupational health, significantly affecting the well-being and efficiency of laborers across diverse sectors. This research aims to investigate the effects of a community-based participatory educational program on enhancing knowledge, attitude, and practice (KAP) for preventing WMSD risks among rural workers in Phayao province, Thailand. A single-group quasi-experimental design was employed, with assessments conducted at the baseline (T1), post-program (T2), and follow-up post-program (T3) stages. The participants attended an eight-week educational program. Data collection tools included demographic characteristics, assessment of KAP related to WMSDs, and evaluation of WMSD risks. The data were analyzed using descriptive statistics and repeated-measures analysis of variance. In total, 90 participants were included in the study, with an average age of 47.6 ± 10.6 years. More than two-thirds of the participants were classified as general workers. The results indicated a significant increase in knowledge scores, rising from 6.78 ± 1.59 at baseline to 9.56 ± 0.70 post-program and maintaining at 8.59 ± 1.06 after follow-up (p-value &lt; 0.001, η2 = 0.681). Attitude scores also demonstrated a significant improvement, increasing from 36.43 ± 6.92 to 46.66 ± 1.94 post-program and remaining at 45.97 ± 2.05 after follow-up (p-value &lt; 0.001, η2 = 0.674). Practice scores witnessed a substantial increase from 19.31 ± 6.49 at baseline to 38.54 ± 1.18 post-program, maintaining at 37.79 ± 1.34 after follow-up (p-value &lt; 0.001, η2 = 0.881). Furthermore, the results indicated a notable decrease in WMSD risks post-program intervention, sustained after follow-up. The study suggests that integrating a community-based educational program successfully enhanced participants’ KAP related to WMSD risks. These findings provide valuable insights to the expanding body of evidence, offering pertinent information for policymakers.

Use of problem-based learning in orthopaedics education: a systematic review and meta-analysis of randomized controlled trials

BackgroundCurrently, problem-based learning (PBL) has been widely used in many disciplines, but no systematic review has explored the advantages and disadvantages of PBL in orthopaedics education.MethodsWe searched the PubMed, Cochrane Library, Embase, Web of Science, Scopus, Chongqing VIP Database (VIP), Chinese National Knowledge Infrastructure (CNKI), and Wanfang databases up to April 2023 to identify for relevant studies. Relevant studies were identified by using specific eligibility criteria, and data were extracted.ResultsA total of 51 randomized controlled trials with 4268 patients were included. Compared with traditional education, PBL teaching yielded significantly higher knowledge scores (SMD=1.10, 95% CI: 0.78~1.41, P<0.00001), procedural skill scores and clinical skill scores than traditional teaching (SMD=2.07, 95% CI: 1.61~2.53, P<0.00001; SMD=1.20, 95% CI: 0.88~1.52, P<0.00001). Moreover, the total scores were higher in the PBL teaching group than in the traditional teaching group (MD=5.69, 95% CI: 5.11~6.26, P<0.00001). Students also expressed higher levels of interest and satisfaction in the PBL teaching group than in the traditional teaching group (OR=4.70, 95% CI: 3.20~6.93, P<0.00001; OR=5.43, 95% CI: 3.83~7.69, P<0.00001). However, there was less learning time and higher levels of learning pressure in the PBL teaching group (OR=0.12, 95% CI: 0.06~0.24, P<0.00001; OR=5.95, 95% CI: 3.16~11.23, P<0.00001).ConclusionCurrent evidence indicates that PBL teaching can increase knowledge scores, procedural skill scores, and clinical skill scores. Students have higher levels of interest in teaching and higher levels of teaching satisfaction in the PBL group. However, students can feel higher levels of study pressure and experience less study time. The findings of the current study need to be further verified in multicentre, double-blind and large-sample RCTs.