Increase In Post-test Scores Research Articles

Implementation of an Audience Response System in a Case Conference Curriculum: Results of a Placebo-Controlled Trial.

Audience response systems engage learners and facilitate the assimilation of the material. We assessed whether incorporation of one system into a resident case conference would increase retention of information and attentiveness. Pre-tests were administered prior to case conferences. The University Hospital incorporated Poll Everywhere into a conference and the Veterans Administration hospital did not. Participants rated self-perceived attentiveness and completed a post-test following conference. There was an increase in post-test scores compared to pre-tests. There was no significant difference in self-perceived attentiveness or post-test scores between sites. The use of audience response did not increase retention of material or perceived attentiveness when incorporated into the conference.

The Effect of Solution-Focused Brief Approach on Adolescent Subjective Well-Being: An Experimental Study

The aim of this study is to examine the effect of solution-focused brief approach based on subjective well-being improvement program on adolescents' subjective well-being levels. The study group con-sisted of 36 adolescents with low subjective well-being pre-test scores. The research is a study based on true experimental design with pre-test which has experimental-control-placebo group, post-test and follow-up test measurements. In this study, Adolescent Subjective Well-Being Scale and Personal In-formation Form were used as data collection tools. Kruskal Wallis H Test for Independent Samples, Mann Whitney U Test for Independent Samples and Wilcoxon Signed Rank Test for Paired Samples were used to analyze data. According to obtained results, it was determined that there was a signifi-cant increase in subjective well-being post-test scores of adolescents in the experimental group compa-red to the pre-test scores, control and placebo groups. It was observed that the increase in the post-test scores of the adolescents in the experimental group was preserved in the follow-up measurements. In the control and placebo groups, no significant difference was found between the pre-test, post-test, and follow-up test scores.

Pelatihan deteksi dini penyakit tidak menular pada kader Posbindu di wilayah kerja Puskesmas Sekip Kota Palembang

Secara global, WHO (World Health Organization) memperkirakan penyakit tidak menular menyebabkan sekitar 71% dari jumlah kematian di seluruh dunia. Data tahun 2018 di Indonesia menunjukkan kenaikan prevalensi penyakit tidak menular seperti kanker, stroke, penyakit ginjal kronik, diabetes melitus dan hipertensi disbanding lima tahun sebelumnya. Saat ini Kementerian Kesehatan RI sudah melaksanakan program deteksi dini dan pencegahan penyakit tidak menular di masyarakat dengan melakukan kegiatan promotif, preventif, kuratif dan rehabilitatif bagi individu dan masyarakat melalui Posbindu PTM di sekolah, tempat kerja, lapas/rutan, terminal, kampung nelayan. Pelatihan dilakukan oleh tim FK UNSRI sebagai kegiatan pengabdian kepada masyarakat, dengan peserta berjumlah 10 kader Puskemas Sekip dan 12 orang dari FK UNSRI. Tujuan pelatihan yaitu peserta mampu melakukan pengelolaan dan pelaksanaan Posbindu Penyakit Tidak Menular (PTM). Materi yang diberikan dengan metoda ceramah, tanya jawab, diskusi,praktek keterampilan yaitu memberikan pengetahuan tentang PTM, Posbindu PTM, memberikan kemampuan & keterampilan dalam memantau faktor resiko PTM serta konseling. Terdapat peningkatan nilai posttest yang signifikan dibanding pretest, yang berarti ada peningkatan pengetahuan dan keterampilan deteksi dini faktor risiko PTM. Kegiatan ini menginiasiasi terbentuknya Posbindu PTM Institusi FK Unsri.

Simulation Training in Hemodynamic Monitoring and Mechanical Ventilation: An Assessment of Physician's Performance.

ABSTRACTBackgroundSimulation is to imitate or replicate real-life scenarios in order to improve cognitive, diagnostic and therapeutic skills. An ideal model should be good enough to output realistic clinical scenarios and respond to interventions done by trainees in real time. Use of simulation-based training has been tried in various fields of medicine. The aim of our study was to prospectively evaluate the effectiveness of simulation model “CRITICA”™ (MEDUPLAY systems) in training critical care physicians.Materials and methodsThe advanced intensive care unit (ICU) simulator “CRITICA”™ (MEDUPLAY systems) was developed as a joint collaboration between the Indian Institute of Science, Bengaluru and St John’s Medical College, Bengaluru. Two-day workshop was conducted. Intensive didactic and case-based scenarios were simulated to formally teach principles of advanced ICU scenarios. The physicians were tested on clinical scenarios in hemodynamic monitoring and mechanical ventilation displayed on the simulator. Assessment of the analytical thinking and pattern recognition ability was carried out before and after the display of the scenarios. Pre- and posttest scores were collected.ResultsThe postsimulation test scores were higher than pretest scores and were statistically significant in hemodynamic monitoring and mechanical ventilation module. [Hemodynamic monitoring pre- and posttest scores 4.41 (2.06) vs 5.23 (2.22) p < 0.001] [Mechanical ventilation pre- and posttest scores 4 (2–5.5) vs 7.5 (6.5–8.5) p < 0.001]. A greater increase in posttest scores was seen in the mechanical ventilation module as compared to hemodynamic module. There was no effect of specialty or designation of a trainee on difference in pre- and posttest scores.ConclusionSimulator-based training in hemodynamic monitoring and mechanical ventilation was effective. Comparison of routine classroom teaching and simulator-based training needs to be evaluated prospectively.How to cite this articleHavaldar AA, Krishna B, Sampath S, Paramasivam SK. Simulation Training in Hemodynamic Monitoring and Mechanical Ventilation: An Assessment of Physician’s Performance. Indian J Crit Care Med 2020;24(6):423–428.

Serious Illness Conversations: A Case Management Quality Improvement Project.

The purpose of this project was to develop, implement, and evaluate an educational program and a serious illness (SI) protocol for a case management team of nurses and social workers to achieve the following: (1) utilize an SI protocol to identify patients with SI; (2) utilize a Serious Illness Structured Communication Guide to elicit these patients' goals and preferences for SI care; and (3) document in the electronic medical record the patients' elicited values and goals using a structured SI documentation template. Seventeen nurse and 3 social work case managers in an Accountable Care Organization (ACO) in a large health system in a western suburb of Chicago participated in this project. The practice setting was the primary care clinics associated with the health system. Patients eligible for the project met the SI criteria and were part of the organization's ACO or Bundle Payment for Care Improvement program. Twenty members of the case management staff participated in a 4-hr face-to-face educational program, based in part on review of best practices related to SI care and communication. Participants completed a pre- and posttest survey of knowledge; self-rated their confidence in conducting SI conversations; and evaluated the educational program. Participants then engaged in the established protocol inclusive of the following: (1) identify patients appropriate for an SI conversation; (2) initiate the SI conversation; and (3) document components of the SI in the electronic medical record. Educational Program: Ninety-five percent of the RN and SW case managers reported that that the educational module objectives were met to a moderate or great extent. One hundred percent of the participants reported that the format to deliver the program was effective, the content of the program was directly relevant to their clinical practice, and they would change their practice because of learning/understanding the content in the program. Educational program pretest scores ranged from 46.2% to 84.6%, with posttest scores ranging from 69.2% to 100%. A paired-samples t test demonstrated a statistically significant increase in posttest scores. Baseline confidence scores ranged from 1 to 4, with postproject confidence scores ranging from 2 to 4. A paired-samples t test demonstrated a statistically significant increase in confidence.Serious Illness Protocol: The case managers correctly identified 92% of patients who met the established SI identification criteria for this project. In 91.8% of cases, the case managers conducted an SI conversation in adherence to the protocol. In 76% of the cases, documentation about the SI conversation was completed in accordance with the protocol. .

Efektivitas Pendidikan Kesehatan Reproduksi Berbasis Seluler pada Calon Pengantin terhadap Peningkatan Pengetahuan Kesehatan

Background: Every individual needs to know about the issues of sexuality and reproduction before marriage so the reproduction health education is important to give to the prospective bride and groom. Technology-based education is an innovative pathway for providing health information.Objective: to determine the effectiveness of reproduction health education on the improving of knowledge of the prospective bride and groom.Method: Quasi-Experimental research with pretest posttest in Non-equivalent Control Group Design. The data were obtained from a knowledge questionnaire filled out by the prospective bride and groom. This research was conducted at KUA (the Civil Registry Office) Mlati and Gamping, Sleman Regency.Results and Discussion: There was an increase in the average posttest score of knowledge in each group. Based on the results of the data analysis, it was found that the respondents who were given reproduction health education through cellular experienced a greater increase in the post-test score (the difference between the average pretest and post-test score is 5.67) compared to the group who were not given reproduction health education via cellular (the average difference between the pretest and post-test score is 2.2). The Cellular-based reproduction health education significantly (p value = 0.00) influences the prospective bride and groom’s knowledge of the reproduction health.Conclusion: Cellular-based reproduction health education can improve the knowledge of the prospective bride and groom about the reproduction health. Keywords: Reproduction Health; Cellular; Knowledge; Premarital.

Developing Tutorial Learning Video To Enhance Students’ Practical Skill of Betawi Folk Dance “Cokek Sipatmo” In Cultural Arts Subject For Middle School Students Grade VIII

This study which is aimed to develop a learning video, entitled "Developing Tutorial Learning Video to Enhance Students’ Practical Skill of Betawi Folk Dance “Cokek Sipatmo” in Cultural Arts Subject for Middle School Students Grade VIII " and is designed for Cultural Arts Education particularly dance for middle school students which has proven its effectiveness to improve the final grades of middle school students. The research participants were Al Azhar Syifa Budi Junior High School students in Jakarta. This research and development followed the stages of Lee and Owens' development. The stages in developing a video tutorial are: (1) conducting a preliminary analysis, (2) conducting a front-end analysis consisting of audience analysis, technology analysis, task analysis, media analysis; (3) Design; (4) Development: one to one production and test processes; (5) Implementation; (6) Evaluation (Validation from content expert, media expert, instructional design expert). Video tutorials can be accessed online for everyone at anytime in any place. The result of this study indicated that the video tutorial is beneficial in the learning process of the Betawi Cokek Sipatmo Dance Practice in the subject of Cultural Arts as evidenced by the increase in post-test scores compared to the pre-test scores.

Flipped classroom versus traditional lecture in training undergraduates in pediatric epilepsy.

Introduction:Pedagogical constructs such as flipped classroom are used to engage students in the learning process by their active participation. The aim of the present study was to compare the two models of flipped classroom and traditional lecture in training undergraduates in pediatric epilepsy.Methods:The study was conducted among the 3rd-year undergraduate medical students. They were divided to either of Group I or II. Pediatric epilepsy was taught in two parts (clinical diagnosis and management). Group I received Part A as traditional lecture and Part B as the flipped classroom and the reverse for Group II. The difference in posttest and pretest scores was compared between two groups for each part.Results:There was a significant increase in posttest scores when compared to pretest scores in both the groups. Mean (standard deviation [SD]) difference in scores for epilepsy diagnosis was comparable in Group I (3.33 [2.3]) and Group II (2.46 [2.17]) (P = 0.16). Mean (SD) difference in scores for epilepsy management was significantly higher in Group I (3.41 [2.09]) when compared to Group II (1.30 [1.84]) (P < 0.01).Conclusion:Flipped classroom model resulted in better scores than the traditional teaching method for training undergraduates in the management of epilepsy in children. This teaching–learning method could be adopted in training of primary care physicians.

Assessing the learning outcomes and perceptions of focused didactic training workshop in micrometry skills

Context: Micrometry skills, a combination of visual, cognitive, technical, and spatial expertise, are useful for ascertaining the quantitative research outcomes with concreteness. We conducted a workshop, based on modified Peyton's approach, which is aimed at transferring these skills for optimal research practice. Aims: Our principal aim was to document the perceived learning outcomes and knowledge gained from the focused didactic training workshop on micrometry skills. Settings and Design: In the 1-day hands-on workshop, basic concepts of micrometry skills were taught using ImageJ software. The learning gains of workshop were evaluated using Moore's expanded outcomes framework. Subjects and Methods: To achieve this, we administered pre- and post-tests along with a postworkshop evaluation survey form. Statistical Analysis Used: Descriptive statistical analysis was used to estimate the measures of central tendency. Results: Significant knowledge transfer could be demonstrated by increase in posttest scores. The feedback responses of the participants were overtly positive. Conclusions: To the best of our knowledge, this is the first documentation of the focused didactic micrometry skills training workshop using modified Peyton's approach. The framework might serve as a formidable base for conducting similar workshops in other medical schools.

The use of android-assisted comics to enhance students’ critical thinking skill

This study aims to determine improvements in students’ critical thinking skills through android-based physics comics. This type of research is quantitative research using a one-group pretest-posttest design with a pre-experimental approach. The research sample was determined by purposive sampling as many as 44 students. This research was conducted in two classes experiments: experiment A and experiment B. The media used is an android-based comic about impulse-momentum material. Critical thinking skills of students analyzed by the results of the pretest and posttest. The results of the two classes tested showed an increase in posttest scores. N-gain for the experiment A and the experiment B shows the increase in the value of the pretest and posttest is in the medium category. Thus it was concluded that the Android-based physics comic that was developed could improve students’ critical thinking skills.

Abstract 463: Communicating Through Chaos: A Hybrid Educational Initiative for Urgent Care Oncology Nurses

Introduction: Cancer and cardiovascular disease are two leading causes of death in North America and can occur concurrently in oncology patients. Novel cancer treatments can cause direct cardiovascular side effects, increasing patient mortality. We aimed to educate oncology nurses of ST-Elevated Myocardial Infarction (STEMI) recognition and treatment using a hybrid educational model of didactic and simulation methods with contextual learning. Hypothesis: We hypothesize that a hybrid model including didactic and simulation methodology would result in increased knowledge, skills, and attitudes in the management of patients with STEMI. This would lead to decreased STEMI-related morbidity and improve interprofessional care co-ordination. Methods: Education was provided to 71% (5/7) of Registered Nurses in the Urgent Care Centre of Princess Margaret Hospital in Toronto, Canada. From a unit-wide needs assessment, RNs determined that patient management, care co-ordination and communication skills were areas of educational need, and simulation and lectures were preferred education methods. Current evidence, treatment, and policies for STEMI were incorporated into a short lecture, followed immediately by in situ high fidelity simulation scenarios. All education incorporated the AHA principle of contextual learning to support clinically-relevant knowledge acquisition. Educational gain was assessed using pre- and post-education testing. Results: Following the educational intervention, all learners had an increase in post-test scores. Recognition of the need for an ECG improved by 60% (3/5) and nurses felt more confident in caring for STEMI patients (3.6/4 average score). Learners found the education beneficial and relevant to their practice (100% of respondents). Nurses emphasized the value of didactic education followed by skills application in simulated cases as valuable to their learning from qualitative survey feedback. Conclusion: We developed and implemented a highly-relevant hybrid STEMI educational initiative following a needs assessment. Learners exhibited knowledge acquisition through pre and post-test results. Data collection regarding door-to-ECG and door-to-diagnosis times post-education is ongoing.

Exploring the development of professional values in an online RN-to-BSN program.

Development of professional nursing values is critical within registered nurse-to-bachelor of science in nursing programs to prepare nurses for increasingly complex and diverse work environments. The results of previous studies have been inconsistent, with few studies focusing on online registered nurse-to-bachelor of science in nursing programs. In addition, little is known regarding the effectiveness of the educational methods used to support advancement of professional values and ethical practice. The object of this study was to gain an understanding of nursing students' attitudes and beliefs about professional values at entry and exit of an online registered nurse-to-bachelor of science in nursing program that includes a standalone ethics course and integrates American Nurses Association Code of Ethics provisions throughout the curriculum. For this one-group pretest-posttest, quasi-experimental design, longitudinal matched-pair data were gathered at program entry and exit using the Nurses Professional Values Scale-Revised. In all, 119 students of an online registered nurse-to-bachelor of science in nursing program at a Midwest public university who completed entry and exit surveys between spring 2015 and spring 2018 were included in this study. This study was reviewed and determined to be exempt by the university's institutional review board. The results showed a significant increase in total posttest scores when considering all participants. However, students who took the ethics course after the pretest demonstrated a significant increase in posttest scores, while students who took the ethics course prior to the pretest demonstrated a small increase that was not statistically significant. Significant increases were also found in the professionalism, activism, and trust factors. This study supports previous study findings where students scored higher on caring and lower on activism and professionalism factors. The largest gains were made after completing the ethics course. The results suggest that requiring a standalone ethics course in the registered nurse-to-bachelor of science in nursing curriculum had a positive impact on self-reported professional values.

PERAN PRAKTIK MODEL PEMBELAJARAN DALAM PENINGKATAN KOMPETENSI PEDAGOGIK GURU (Study pada Diklat Model-Model Pembelajaran Kota Bekasi tahun 2019)

The problem of this study is the participants' low understanding of learning models and their application in the classroom, especially for Madrasah teachers. The low mastery ability and application of learning models directly influence the lack of effective learning process, and the low interest in learning students. Teacher curriculum demands are required to apply classroom learning models, according to the demands of the 2013 curriculum. The purpose of this study is to find out the participants' understanding of the material of learning models through the application of learning models in the Education and Training Learning Models. This research is a field reserch qualitative descriptive approach. The subjects in this study were Participants in Training Model Learning Models for Madrasah Teachers in Bekasi City, West Java. Data collection techniques were carried out using questionnaires, observation, and documentation studies. The results of the study showed that the mastery of the participants' learning models material improved. This can be seen from the increase in posttest scores from pretest: The lowest value of pretest 12 posttest 28, the highest value of pretest 68 posttest 88, and the average value of pretest 40.93 and posttest 69.47. Kata Kunci: Model-Model Pembelajaran, Guru Madrasah, Pretest, Postest.

Revitalization of a Dental Physiology Course Using Active and Online Learning

In the Health Sciences, many programs are undergoing significant revisions to improve student learning. Over the past 5 years, A Dental Physiology course at the University of Louisville has been revitalized to include modern active and online learning strategies. A new learning modality was added each year, and the effectiveness of these strategies was assessed via the Scholarship of Teaching and Learning.Year 1: In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture, followed by “breaks” that can consist of minute papers, problem sets, brainstorming sessions, or open discussion. Over 125 active learning modules were developed and the use of engaging lectures led to higher averages on unit exams compared to traditional didactic lectures (8.6% higher, p&lt;.05, n=120). Furthermore, students demonstrated an improved long‐term retention of information via higher scores on the comprehensive final exam (22.9% higher, p&lt;.05).Year 2: Online modules were produced in order to help students review basic physiological concepts prior to lecture. Students exhibited a significant increase in post‐test scores with the use of online review modules (46% increase, p&lt;.0001). Eight videos have been developed with over 1.5 hours of instructional information.Year 3: A YouTube channel was created to provide students with solutions for difficult physiology problems. Using a SmartBoard, problem solutions were recorded in order to help students determine how to appropriately approach problems in a systematic fashion. The channel contains more than 30 videos, with over 400,000 views.Year 4: Team‐based Learning (TBL) modules were implemented into the course. In TBLs, students take a quiz individually and then retake the quiz in small groups, given time to discuss each of the questions. Following this discussion, students then complete another individual quiz over similar content. TBLs improved student scores on the post‐test quizzes (10% increase, p&lt;.05). Five TBLs are now utilized in the course.Year 5: A series of Clinical Scenario videos were created, which showcase the physiological basis of medical emergencies in the dental office. The videos resulted in a significant increase in exam performance on clinical application questions (6.2% increase, p&lt;.05).While each of these pedagogies has been shown to be individually effective, the creation of an extensive teaching toolbox has resulted in significant gains for the course as a whole. The teaching evaluations have been extremely positive and the faculty have received several awards during this time. The results of these studies demonstrate that methodical implementation of modern teaching methods can revitalize existing courses in the Health Sciences and improve student perceptions and comprehension.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Addressing Health Disparities in Haiti Through Nursing Education and Technology

This paper seeks to highlight a program designed to address health disparities in Haiti through nursing education and technology by empowering Haitian nurses to provide evidence-based care. Haiti carries a heavy burden of disease compared to the rest of the world; infant and maternal mortality rates are the highest in the Americas and life expectancy the lowest. Haiti has a long history of misfortunes that lead to its current overwhelming health disparities including poverty, social policies, and natural disasters. These, in addition to inadequate regulatory standards and lack of practice guidelines present challenges to nurses practicing in Haiti. Although the majority of health care in Haiti is provided by nurses, there has been little attention given to continuing nursing education. Through sharing of knowledge during seminars and mentoring, foreign nursing faculty in collaboration with nurse educators on the ground, the nurses at one hospital are exposed to continuing education on a regular basis. The program consists of week-long educational seminars addressing specific topics and access to nursing information through iPads provided by a non-profit organization. A needs assessment precedes each educational trip. The local nurse educator works with the staff nurses to identify topics based on health care issues in the population and the educational needs of the nurses. The most common admitting diagnoses also serve as a guide for continuing education topics. Each presentation is preceded by a pre-test and followed with a posttest to evaluate the impact on nursing knowledge. Our findings indicate that the seminars have a significant impact on nursing knowledge, as evidenced by a 40% increase in post-test scores on average. Culturally congruent programs that enhance nursing knowledge provide the first step toward improving nursing practices directed to improve health care outcomes in Haiti.

Newborn Care Curriculum: The Late Preterm Infant in the Level II Neonatal Intensive Care Unit.

Late preterm births represent the largest category of preterm deliveries. Although these infants are frequently managed in normal newborn nurseries, they have an increased risk of readmissions and mortality. Thus, we designed this PowerPoint-based learning module to provide learners with a computer-based educational resource on late preterm infants in the level II neonatal intensive care unit. This module can be completed using the included pretest and posttest to assess for change in knowledge. The module should take approximately 20 to 30 minutes to complete. Between May and June of 2016, members of the pediatric hospitalist division at Children's National Health System in Washington, DC participated in a study of the module as a self-directed learning tool and completed the pretest, posttest, and postmodule evaluation forms. There was an overall increase in knowledge, with an increase in posttest score from 64% to 94%. Furthermore, this module was well-received by learners, as 55% of learners agreed or strongly agreed that the material presented in the module would change their clinical practice, and 100% agreed or strongly agreed that the module increased their comfort with teaching on this topic. Initial implementation of the module indicates it could be a valuable tool to address a perceived educational need in the area of late preterm infant care in the level II neonatal intensive care unit.

Medical students as diabetes educators

Introduction: As in all chronic diseases, an important component of care in diabetes is patient education (diabetes self-management education). Many diabetic care programs have shown that using specially trained diabetes educators – nurses, allied health-care professionals – improves outcomes. In India too, the National Defense Education Program has trained graduates to be diabetes educators. We wanted to use the strength of our institute – an intelligent and motivated student body to function as a diabetes educator. We developed a module to train medical students to be effective diabetes educators. The objective of this was twofold: First, to enhance patient self-management of diabetes; second, studies have shown that even among doctors, lack of knowledge about practical diabetes management was common. We believed that in view of the impending diabetes epidemic in India, it is important that every newly graduating MBBS doctor has sufficient knowledge about diabetes to counsel and manage patients at the primary care level. Materials and Methods: A physician and an endocrinologist developed patient and student training modules. Modules were administered to students by the authors and to patients by the trained students. Improvement in knowledge and attitudes was assessed by improvement in posttest scores and by qualitative analysis of the patient and student feedback. Results: We found that patient knowledge about diabetes and its management improved after contact with the diabetes educator as assessed by a marked increase in posttest scores. Students found that training patients in diabetes care improved the depth and range of their knowledge about diabetes and its management. This method of using students as diabetes educators facilitates both patient and trainer learning. Students who worked with patients using this module noted patient questions and suggested additional points of interest be covered in the module based on patient questions. We are currently incorporating these points into the module. We believe that this module on practical management of diabetes can be included in the curriculum for MBBS students in our university. Conclusion: Using medical students as diabetes educators improves student knowledge and patient self management of diabetes

Impact of an Interactive Vascular Surgery Web-Based Educational Curriculum on Surgical Trainee Knowledge and Interest

The surgical council on resident education developed an online competency-based self-study curriculum for general surgery residency trainees. Vascular surgery trainees are yet to have a similarly validated and readily accessible self-study curriculum. We sought to determine the effect of an interactive online vascular surgery curriculum on trainee knowledge and interest in vascular surgery. Over 15 months, 53 trainees (36 medical students and 16 surgical residents) performing a vascular surgery rotation were enrolled in a prospective, randomized, 2-cohort study. Before starting a 4-week rotation, trainee baseline demographics were collected, and a pretest was administered to evaluate baseline vascular surgery knowledge. During the same study period, 31 trainees (GROUP 1) were randomized to an interactive online curriculum with weekly reading assignments, and 21 trainees (GROUP 2) did not have access to the online curriculum. At the conclusion, all trainees received a posttest and survey to evaluate any change in vascular surgery knowledge and interest. Although 26.8% of trainees predicted that online computer modules would be a beneficial learning tool, most of trainees indicated textbook reading and case discussions are preferred. Analysis of GROUPS 1 and 2 revealed no significant differences in the average trainee age, training level, sex, or number of surgical cases observed during the rotation. Improvement in vascular surgery knowledge in GROUP 1 was significantly higher compared to GROUP 2 (average increase in posttest scores of 16.1% vs 6.6%, p = 0.009). New interest in vascular surgery was increased by 22.2% in GROUP 1, but was decreased by 40% in GROUP 2 (p < 0.001). Basic vascular surgery principles can be efficiently introduced through an interactive online curriculum. This type of self-study can improve trainee knowledge, and foster interest in vascular surgery. As in other specialties, a standardized and validated online vascular surgery curriculum should be developed for emerging trainees.

Changes in Knowledge and Attitude from a Short-Term Aquatic Education Program

Short-term field days are a common outreach tool for watershed programs, yet little is known about their effectiveness. To address this question, we conducted pre- and post-tests on 4th grade students who participated in a field day at a U.S. Forest Service campground. In addition to assessing the value of the single field day, we also tested the value of additional activities on knowledge gain and retention over time. Classes that only participated in the field days demonstrated a significant increase in knowledge after 2 weeks and after 8 months, although the 8-month scores decreased significantly compared with the 2-week scores. We found a similar pattern for classes that received pre- and post-classroom lessons on water. A third group of classes participated in a second field day toward the end of the school year. As with the other groups, this group demonstrated a significant increase in post-test scores, but no significant decrease in post-test scores over time. We also evaluated the single field day for evidence of changed attitudes about protecting streams. We found a heightened sense of stewardship in this group on the 2-week post-test. We conclude that short-term environmental education programs can be effective at increasing knowledge and promoting feelings of stewardship. We also conclude that enhancing these programs with high-quality lessons or additional field experiences may result in greater retention over time.

Impact of modular training on tobacco control on the knowledge of health workers in two jurisdictions of northern India.

National Tobacco Control Programme was launched in India in year 2007-08. It was realized that community health workers can play an important role of agents for positive change to bring down the tobacco morbidity and mortality in the country. Keeping this in view, a health worker guide was developed by the Government of India, Ministry of Health and Family Welfare (GOI) in collaboration with The Union South-East Asia (The Union) in the year 2010. The guide provides the information needed by the most basic level of health workers to effectively address the problem of tobacco use in the community. A modular training was conducted in two jurisdictions in India (namely, Chandigarh and Hamirpur (Himachal Pradesh)) to assess the usefulness of the guide as training material for community health workers in undertaking tobacco control activities at community and village levels. A total of 271 participants were trained, which included 133 from Chandigarh and 138 from Hamirpur. The pre and post-training assessment of knowledge of health worker was done. There was marked increase in post-test scores as compared to the pretest scores. The health workers scoring more than 60% increased from 40% in the pretest to over 80% in the post-test. Only three workers had a post-test score of less than 30% against 54 workers in the pretest. The understanding on tobacco control had increased significantly after the training in each group. It is strongly recommended that such training should be replicated to all community health workers across all the states in India.