Increase Completion Rates Research Articles

Machine learning experiment management tools: a mixed-methods empirical study

Machine Learning (ML) experiment management tools support ML practitioners and software engineers when building intelligent software systems. By managing large numbers of ML experiments comprising many different ML assets, they not only facilitate engineering ML models and ML-enabled systems, but also managing their evolution—for instance, tracing system behavior to concrete experiments when the model performance drifts. However, while ML experiment management tools have become increasingly popular, little is known about their effectiveness in practice, as well as their actual benefits and challenges. We present a mixed-methods empirical study of experiment management tools and the support they provide to users. First, our survey of 81 ML practitioners sought to determine the benefits and challenges of ML experiment management and of the existing tool landscape. Second, a controlled experiment with 15 student developers investigated the effectiveness of ML experiment management tools. We learned that 70% of our survey respondents perform ML experiments using specialized tools, while out of those who do not use such tools, 52% are unaware of experiment management tools or of their benefits. The controlled experiment showed that experiment management tools offer valuable support to users to systematically track and retrieve ML assets. Using ML experiment management tools reduced error rates and increased completion rates. By presenting a user’s perspective on experiment management tools, and the first controlled experiment in this area, we hope that our results foster the adoption of these tools in practice, as well as they direct tool builders and researchers to improve the tool landscape overall.

When to Text? How the Timing of Text Message Contacts in Mixed-Mode Surveys Impacts Response

Abstract Using multiple modes of contact has been found to increase survey participation over a single contact mode. Text messaging has emerged as a new mode to contact survey participants in mixed-mode survey designs, especially for surveys that include web and/or phone data collection. However, it is unclear how to best combine text messages with mailings and other outreach contacts to improve response rates and data quality. To explore the effectiveness of using text messaging as a contact mode, we conducted a full factorial experiment that varies the sequencing of text messages with mailing contacts (early versus late reminder) and the time text messages were sent (morning versus afternoon). The experiment was implemented in a follow-up wave of a mixed-mode nationally representative longitudinal survey with two sample groups (Cooperative versus Other Respondents). For Cooperative Respondents, text reminders seemed to be effective at increasing completion rates, with the early text reminder being somewhat more effective than the late text reminder, at least early in the field period. For Other Respondents, text invitations were effective at improving the completion rate, but effects diminished quickly once the invitation letter was sent. Additionally, the early text reminder appears to be more effective than the late text reminder at increasing completion rates for Other Respondents. The sequencing of text messages did not affect data quality across sample groups or substantially impact nonresponse. The time of day the text messages were sent did not affect any of the outcome measures examined.

Nudges and Prompts Increase Engagement in Self-Guided Digital Health Treatment for Depression and Anxiety: Results From a 3-Arm Randomized Controlled Trial.

Accessible and effective approaches to mental health treatment are important because of common barriers such as cost, stigma, and provider shortage. The effectiveness of self-guided treatment is well established, and its use has intensified because of the COVID-19 pandemic. Engagement remains important as dose-response relationships have been observed. Platforms such as Facebook (Meta Platform, Inc), LinkedIn (Microsoft Corp), and X Corp (formerly known as Twitter, Inc) use principles of behavioral economics to increase engagement. We hypothesized that similar concepts would increase engagement in self-guided digital health. This 3-arm randomized controlled trial aimed to test whether members of 2 digital self-health courses for anxiety and depression would engage with behavioral nudges and prompts. Our primary hypothesis was that members would click on 2 features: tips and a to-do checklist. Our secondary hypothesis was that members would prefer to engage with directive tips in arm 2 versus social proof and present bias tips in arm 3. Our tertiary hypothesis was that rotating tips and a to-do checklist would increase completion rates. The results of this study will form a baseline for future artificial intelligence-directed research. Overall, 13,224 new members registered between November 2021 and May 2022 for Evolution Health's self-guided treatment courses for anxiety and depression. The control arm featured a member home page without nudges or prompts. Arm 2 featured a home page with a tip-of-the-day section. Arm 3 featured a home page with a tip-of-the-day section and a to-do checklist. The research protocol for this study was published in JMIR Research Protocols on August 15, 2022. Arm 3 had significantly younger members (F2,4564=40.97; P<.001) and significantly more female members (χ24=92.2; P<.001) than the other 2 arms. Control arm members (1788/13,224, 13.52%) completed an average of 1.5 course components. Arm 2 members (865/13,224, 6.54%) clicked on 5% of tips and completed an average of 1.8 course components. Arm 3 members (1914/13,224, 14.47%) clicked on 5% of tips, completed 2.7 of 8 to-do checklist items, and completed an average of 2.11 course components. Completion rates in arm 2 were greater than those in arm 1 (z score=3.37; P<.001), and completion rates in arm 3 were greater than those in arm 1 (z score=12.23; P<.001). Engagement in all 8 components in arm 3 was higher than that in arm 2 (z score=1.31; P<.001). Members engaged with behavioral nudges and prompts. The results of this study may be important because efficacy is related to increased engagement. Due to its novel approach, the outcomes of this study should be interpreted with caution and used as a guideline for future research in this nascent field. RR2-10.2196/37231.

The Nexus between Institutional Environment and Academic Performance of Public Secondary Schools in Nyamira County, Kenya

The institutional environment, including staff competence, resource use, and school culture, significantly contributes to student failure, as these factors are major macro-environmental factors. The institutional environment can therefore play a positive role in students' academic performance and improvement. This study examined the complex relationship between core competencies, institutional culture, resource utilization, and academic performance in the field of education. The independent variables consisted of core competencies such as teacher experience, in-service training, and teaching methods; institutional culture, which included rules and regulations, mission and vision, and school routines; and resource utilization, which encompassed instructional materials, infrastructure, and compensation. The dependent variable was academic performance, assessed through student academic scores, transition rates, and completion rates. A qualitative approach was utilized, employing desktop analysis of secondary data. The results revealed significant correlations between core competencies, institutional culture, resource utilization, and academic performance. Educators with extensive experience and relevant training, operating within a supportive institutional culture characterized by clear rules and regulations and a compelling mission and vision, were associated with improved student academic scores, higher transition rates, and increased completion rates. Furthermore, proper allocation of resources, including high-quality instructional materials, robust infrastructure, and competitive compensation for educators, positively influenced academic performance outcomes. These findings emphasize the importance of investing in teacher development, cultivating a positive institutional culture, and optimizing resource allocation to enhance academic performance and promote student success. The study recommends targeted interventions to improve core competencies among educators, foster a supportive institutional environment, and prioritize resource allocation to support effective teaching and learning practices. By implementing these recommendations, educational institutions can create an environment conducive to academic excellence and enhance positive student outcomes.

Enhancement of Preoperative Mental Health Assessment Through Clinical Nurse Specialist Project Leadership.

The aim of the project was to discern whether a collaborative, consultative-rich, clinical nurse specialist-led project could increase completion rates of a patient health questionnaire for depression and a generalized anxiety disorder questionnaire with appropriate referrals in adult patients in the ambulatory and hospital settings of a robust cardiovascular surgery practice before cardiovascular surgery. The Define, Measure, Analyze, Improve, Control implementation methodology guided this quality improvement project. The workflow was analyzed in collaboration with stakeholders, and barriers to and facilitators of questionnaire completion were identified. Interpreter services partnerships were enhanced and used for patients with a preferred language other than English. Weekly data analysis assessed ongoing questionnaire completion rates. Documented completion rates of questionnaires improved across ambulatory and hospital settings by 15%. Patients with a preferred language other than English had an 80-percentage-point increase in documented questionnaire completion. Clinical nurse specialists are poised to lead projects because of their use of the collaborative and consultative core competencies. A formal electronic health record report was established for monitoring outcomes. Embedding questionnaire administration within the standard workflow of ambulatory and hospital staff makes administering questionnaires preoperatively a sustainable practice in both settings.

Contribution of community participation in education development projects: A case of community secondary schools in Butiama District council

Community participation in education development projects is very vital. However, studies left the area of community participation in education development projects unstudied. This study was conducted in Butiama District Council to explore the contribution of community participation in education development projects. Specifically, the study assessed the contribution of community participation in school projects. The study used a case study research design with a sample of 123 respondents which involved households. Simple random and purposive sampling techniques were employed to obtain respondents. Data were analyzed using descriptive statistics. The study indicated that community participation in school projects had a great contribution to schools in the construction of more classes/school facilities, recruitment of more teachers, and purchase of stationery; in terms of students it reduced students' dropout cases, increased completion rate and school attendance; and in terms of households it contributed on provision of employment opportunities to households and money contribution to the schools. It was recommended that facilitators need to deliberately create an enabling environment for the community to participate effectively in their development projects, the awareness creation of the need for all community members to effectively contribute to their development plans, irrespective of gender, social economic, and educational prominence. This study recommends that school management should collaborate with Community Development officers, Ward Executive Directors, and community members to discuss school-based matters to counteract challenges facing school projects.

Attention-based contextual local and global features for urgent posts classification in MOOCs discussion forums

The Massive Open Online Courses (MOOCs) platform offers communication channels for students to share concerns about the educational process. Due to the large number of students compared to the instructors’, it is challenging to identify urgent forum posts that require attention and prompt response from the instructor. This paper presents an innovative automated classification model called the “Attention Based on Contextual Local and Global Features (AT-CX-LGF)” classifier to identify MOOCs’ urgent posts. It can aid instructors in managing many posts and prioritizing their responses, allowing them to respond more quickly to student questions and reduce dropout rates while increasing completion rates. The suggested model obtains word embedding to represent the context information using BERT (Bidirectional Encoder Representation from Transformer). It depends on several phases. First, it extracts local and semantic (or global) contextual features using multi-layer CNN and Bi-LSTM. Then, two attention layers parallelly identify the most significant local and global features. After that, the outputs of the attention layers are concatenated and normalized. Finally, fully connected, and sigmoid layers are used for the classification process. On three groups (A, B, C) gathered from the Stanford MOOC Posts dataset, the AT-CX-LGF classifier obtained urgent posts recall of 87%, 87.1%, and 90.6% with 5.5%, 2.4%, and 7.5% improvements over the most recent algorithms, respectively. Furthermore, the model outperformed the state-of-the-art method in the weighted F1-score with handling the concept drift of the dataset.

Feasibility of Using Research Electronic Data Capture (REDCap) to Collect Daily Experiences of Parent-Child Dyads: Ecological Momentary Assessment Study.

Intensive longitudinal data collection, including ecological momentary assessment (EMA), has the potential to reduce recall biases, collect more ecologically valid data, and increase our understanding of dynamic associations between variables. EMA is typically administered using an application that is downloaded on participants' devices, which presents cost and privacy concerns that may limit its use. Research Electronic Data Capture (REDCap), a web-based survey application freely available to nonprofit organizations, may allow researchers to overcome these barriers; however, at present, little guidance is available to researchers regarding the setup of EMA in REDCap, especially for those who are new to using REDCap or lack advanced programming expertise. We provide an example of a simplified EMA setup in REDCap. This study aims to demonstrate the feasibility of this approach. We provide information on survey completion and user behavior in a sample of parents and children recruited across Canada. We recruited 66 parents and their children (aged 9-13 years old) from an existing longitudinal cohort study to participate in a study on risk and protective factors for children's mental health. Parents received survey prompts (morning and evening) by email or SMS text message for 14 days, twice daily. Each survey prompt contained 2 sections, one for parents and one for children to complete. The completion rates were good (mean 82%, SD 8%) and significantly higher on weekdays than weekends and in dyads with girls than dyads with boys. Children were available to respond to their own survey questions most of the time (in 1134/1498, 75.7% of surveys submitted). The number of assessments submitted was significantly higher, and response times were significantly faster among participants who selected SMS text message survey notifications compared to email survey notifications. The average response time was 47.0 minutes after the initial survey notification, and the use of reminder messages increased survey completion. Our results support the feasibility of using REDCap for EMA studies with parents and children. REDCap also has features that can accommodate EMA studies by recruiting participants across multiple time zones and providing different survey delivery methods. Offering the option of SMS text message survey notifications and reminders may be an important way to increase completion rates and the timeliness of responses. REDCap is a potentially useful tool for researchers wishing to implement EMA in settings in which cost or privacy are current barriers. Researchers should weigh these benefits with the potential limitations of REDCap and this design, including staff time to set up, monitor, and clean the data outputs of the project.

MHealth Early Intervention to Reduce Posttraumatic Stress and Alcohol Use After Sexual Assault (THRIVE): Feasibility and Acceptability Results From a Pilot Trial

Background Sexual assault is associated with increased risk for both posttraumatic stress (PTS) and alcohol misuse. Mobile health interventions have shown promise in addressing PTS and substance use in trauma survivors and might be a promising strategy in extending the reach of early interventions to individuals who have recently experienced trauma. Objective This study assesses the feasibility and acceptability of THRIVE, a mobile health early intervention for recent survivors of sexual assault involving a cognitive behavioral app used daily over 21 days with weekly telephone coaching. Methods Twenty adult female survivors of past–10-week sexual assault with elevated PTS and alcohol use were randomized to receive the THRIVE intervention as part of a pilot randomized controlled trial. We sought to understand feasibility by examining rates of completion of intervention activities and testing changes in participants’ self-reported knowledge of key intervention concepts from baseline to after the intervention. We assessed acceptability by collecting self-report ratings of satisfaction with the intervention and app usability in a follow-up survey. The coach took notes during coaching calls to track call content and record participant feedback; these notes were qualitatively analyzed to elaborate on the aforementioned domains. Results Feasibility was demonstrated by moderate rates of activity completion: all participants at least opened the app, 19 (95%) of the 20 participants completed at least 1 cognitive behavioral exercise, and 16 (80%) of the 20 participants attended all 4 coaching calls. Participants completed cognitive behavioral exercises on an average of 10.40 (SD 6.52) out of 21 days. The coaching call notes documented participant comments that app-generated reminders increased completion rates. Feasibility was also demonstrated by the finding that knowledge changes occurred from baseline to after the intervention; this indicated that THRIVE was successful in conveying key concepts. Acceptability was demonstrated by high participant ratings of THRIVE’s usability; the ratings corresponded to a B+ usability grade. The coaching call notes documented that usability was increased by the coaching calls, the app exercises’ clarity, and the app exercises’ inclusion of suggestions; however, the coaching call notes also documented that some of the participants found aspects of the app exercises to be difficult or confusing. Acceptability was also demonstrated by participant ratings of satisfaction: most of the participants (15/16, 94%) rated the app as either moderately helpful or very helpful. The coaching call notes documented that the cognitive behavioral activity modules were seen as appealing and that the positive impact of the intervention contributed to participants’ satisfaction. Conclusions These findings suggest that THRIVE is feasible and acceptable to survivors of recent sexual assault and that further testing of THRIVE is warranted. Trial Registration ClinicalTrials.gov NCT03703258; https://clinicaltrials.gov/ct2/show/NCT03703258

Leverage Title V grant funding to scale student success projects on campus

CHICAGO — Waubonsee Community College, a Hispanic‐serving institution an hour west of Chicago, has been awarded three consecutive Title V grants, starting in 2010, for building equity and helping scale projects that lead to increased completion rates for Latino/Latina and adult students.

Pre-Ride Biomarkers and Endurance Horse Welfare: Analyzing the Impact of the Elimination of Superoxide Dismutase, δ-Aminolevulinic-Dehydratase, Thiobarbituric Acid Reactive Substances, Iron, and Serum Amyloid A Levels in Elite 160 km Endurance Rides.

High elimination rates and concerns for horse welfare are important issues in endurance riding. Improved understanding of the causes of elimination could increase completion rates in this sport. We have identified pre-ride laboratory risk factors that enable an assessment of potential elimination before the ride. A longitudinal cohort study was performed among 49 healthy horses competing in the 160 km endurance ride at the 2016 World Championship of Endurance Riding in Samorin/Slovakia. Blood samples were taken before the event. For statistical evaluation, horses were categorized into three groups: finishers, lame horses, and metabolically eliminated horses. Risk factors were calculated for each group using multinominal logistic regression. δ-Aminolevulinic-dehydratase (ALAD), thiobarbituric acid reactive substances (TBARSs), iron, and serum amyloid A (SAA) were measured and did not show an impact on the race outcome, but elevated pre-ride superoxide dismutase (SOD) was shown to have an effect on lameness elimination (p = 0.011). It might serve as an indicator for withdrawing horses at risk of later elimination before endurance rides, ultimately resulting in lower elimination rates and an increase in overall horse welfare.

Republic of Sudan Education System Reform: The Causal Effect on Welfare of Women and Children

This paper explores a change in education law in the Republic of Sudan, also known as Northern Sudan, to estimate the causal effect of compulsory education on the welfare of women and children. The aim is to investigate the impact of education policies on women and children’s well-being and point out the limitations of these policies in conservative societies. The policy extended the duration of primary education from five years to eight, made it compulsory and reduced the entry age from seven to six. It was proposed in 1995 and implemented in 1998, affecting individuals born from July 1993 onwards. The birth-date Regression Discontinuity Design is implemented as the main methodology to investigate the engagement with education and outcome variables of interest after versus before the cut-off point, by using the UNICEF Multiple Indicator Survey Data. This methodology enables overcoming the endogeneity problem when dealing with observational data. The results suggest that the policy increased completion rates of primary education and participation of women in the labour force but did not increase participation in education. Moreover, there is limited evidence of any welfare effect of the policy. The paper also investigates possible reasons for the policy being ineffective in increasing participation rates. The paper recommends that before taking an essential step towards the goal of universal primary education, the government failed to address existing problems such as the unavailability of schools, long distances to schools, school fees and child labour, which discourage families from sending their daughters to school to increase the effectiveness of the policy. In Muslim societies where informal institutions dominate written rules, compulsory education policies are not likely to yield the expected outcomes, such as equal access for girls to education, unless they are accompanied by huge investment. This paper contributes to the existing literature by highlighting the impact of educational reform policies, discussing issues that limit their effectiveness and making propositions to improve the impact of these policies in such societies.

Student Characteristics Leading to Students’ Dropout from Mixed-Day Secondary Schools in Bomet East Sub-County, Kenya

Kenya’s education sector has faced many bottlenecks one being school dropouts. In 2018, the Kenyan government came up with 100% transition rate from primary school to secondary school to increase access to secondary school education which was hoped to result in increased completion rates. This study aimed at investigating Student’s Characteristics Leading to Students’ Dropout from Mixed-Day Secondary Schools in Bomet East Sub-County, Kenya for the period between the year 2019 and 2022. This study investigated individual student’s reasons as to why students drop out of school and suggested recommendations on what can be done about it. This study was guided by the objective: to investigate the student’s-related factors leading to school dropout. The researcher based the study on The Classical Theory of Equal Opportunities and Social Darwinism which reiterates that each person is born with some ability that cannot be altered but can be nurtured and is unique to that particular individual. To collect data from Principals, teachers and students of the sampled Mixed Day Secondary schools, the researcher employed Descriptive Survey. Before embarking on actual research, Piloting was carried out. Questionnaires and interview schedules were used to collect data while Percentages and Frequencies were used to analyze the data. Analysis was done by Statistical Package for Social Sciences (SPSS). The study revealed that the following student’s characteristics lead to students’ dropout; financial problems, peer influence, pregnancy, drug abuse, operating motorcycle business, over age, community/ family, family child labour, negative attitude to schooling, migration and health issues. The study suggests six recommendations to curb school dropouts. The researcher hopes that the findings will benefit the teachers, school principals and other school managers and the Ministry of Education to put necessary measures in place to deal with the dropout problem. The findings will add .......

Leverage Title V grant funding to scale student success projects on campus

CHICAGO — Waubonsee Community College, a Hispanic-serving institution an hour west of Chicago, has been awarded three consecutive Title V grants, starting in 2010, for building equity and helping scale projects that lead to increased completion rates for Latinx and adult students.

Leverage Title V grant funding to scale student success projects on campus

CHICAGO — Waubonsee Community College, a Hispanic‐serving institution an hour west of Chicago, has been awarded three consecutive Title V grants, starting in 2010, for building equity and helping scale projects that lead to increased completion rates for Latinx and adult students.

Leverage Title V grant funding to scale student success projects on campus

CHICAGO — Waubonsee Community College, a Hispanic‐Serving Institution an hour west of Chicago, has been awarded three consecutive Title V grants, starting in 2010, for building equity and helping scale projects that lead to increased completion rates for Latinx and adult students.

A Leadership Intervention Targeting Job Satisfaction Among ABA Practitioners

Organizational culture shapes workplace dynamics and employee relations. Leaders contribute to this by setting the parameters for behavioral expectations and modeling them. In this pilot study, it was hypothesized that a motivational email would increase job satisfaction and increase completion rates of clinical notes. Pretest posttest T-tests were performed to determine significant differences between scores in the experimental and control group. The results indicated a significant difference in job satisfaction when receiving a positive motivational email. The completion of clinical notes increased and there was a significant difference in completing clinical notes when receiving a positive motivational email. The findings of this study aligned with the current literature available on the topic of employee job satisfaction. Using these findings to make shifts in the way an organization operates and provides a positive work environment for their employees will yield happier employees who have a higher level of performance.

An Investigation of School Characteristics Leading to Students’ Dropout from Mixed-Day Secondary Schools in Bomet East Sub-County, Kenya

The Education Sector in Kenya has faced many challenges particularly school dropouts, which is an indicator of low internal efficiency during the past two decades. The Kenyan government came up with 100% transition rate from primary school to secondary school in 2018 to increase access to secondary school education which will in turn result in increased completion rates. This study sought to investigatee School Characteristics Leading to Students’ Dropout from Mixed-Day Secondary Schools in Bomet East Sub-County, Kenya for the period between the year 2019 and 2022. This study examined why students drop out of school and suggested recommendations on what can be done about it. This study was guided by the objective: to investigate the school-related factors leading to school dropout. The study was based on The Classical Theory of Equal Opportunities and Social Darwinism which assert that each person is born with a given amount of capacity, which, to a large extent, is inherited and cannot be substantially changed. Descriptive Survey Research Design was used to collect data from Principals, teachers and students of the sampled Mixed Day Secondary schools. Piloting was carried out. Questionnaires and interview schedules were used to collect data. Percentages and Frequencies were used to analyze the data. Analysis was done by Statistical Package for Social Sciences (SPSS). It was found out that the following school characteristics lead to students dropout; poor performance, expulsion, school dislike, long distance to school, gender violence, inadequate learning resources, harsh punishment and hatred towards a teacher. The study suggests three recommendations to curb school dropouts. The findings are hoped to benefit the teachers, school principals and other school managers as well as the Ministry of Education to put necessary measures in place to curb the dropout problem. The findings will also add new knowledge to the existing one.

BROADENING PARTICIPATION IN STEM THROUGH ALTERNATIVE PREPARATION PROGRAMS: AN EXPLORATION OF RACE, GENDER, AND ADMISSIONS POLICIES IN A CODING AND APPRENTICESHIP PROGRAM

While previous research has explored the entrance and persistence of underrepresented groups in traditional STEM preparation programs, previous research has not explored these trends in alternative STEM preparation programs, such as coding bootcamps, nor the degree to which more equity-focused admissions policies can alter these trends within these types of programs. We fill this gap by examining entrance and persistence patterns across six cohorts of a large coding and apprenticeship program-LaunchCode (N &amp;#61; 4,868). We then leverage a natural experiment in which LaunchCode adopted more equity-focused admissions policies. We focus on three unique phases of LaunchCode's program: admissions, course completion, and employment connection through an accompanying apprenticeship program. We conduct five sets of logistic regression models across both individual and combined program phases with separate interaction terms for admissions policy change and race, gender, and entrance exam test scores. Overall, when we combine admission and course completion phases, we find that Black individuals and individuals with lower entrance exam test scores are no longer at a significant disadvantage after the change in admissions policy, while Hispanic individuals and females appear to have a relative advantage. However, when focusing solely on those who were admitted, we observed increased completion rates only among individuals with lower entrance exam test scores. Moreover, we did not observe any instances of increased persistence for these groups in the models that included the apprenticeship phase. These findings demonstrate the promise of equity-focused admissions policies for increasing access to alternative STEM education programs for women and persons of color, as well as the limitations of these policies for increasing persistence for women and persons of color in STEM.

Right heart catherisation – a virtual reality

Abstract Introduction Right heart catheterisation (RHC) is the gold standard for assessing patients with pulmonary hypertension. Doctors require training in this procedure in a safe and friendly environment with minimal risk to patients. Due to the Covid pandemic, formal RHC teaching workshops were cancelled in our country, so we sought to develop a Virtual Reality Right Heart Catheterisation (VRRHC) training program to fulfil this area of need without the need for face to face contact. The aim was to improve training, competency and confidence in this technique with improved diagnostic skills and reduction of procedural errors. Method We approached a health technology company to design a VRRHC training module based on our current RHC simulation workshops. Phase 1 required virtual insertion of RHC via the right internal jugular vein using micro-puncture, double Seldinger technique under ultrasound guidance, followed by insertion of the RHC to the right atrium, right ventricle and pulmonary artery with pulmonary artery occlusion using real time pressure tracings and fluoroscopy. Thermodilution cardiac outputs and chamber saturations were also performed. The proprietary platform technology was delivered via a laptop and VR headset. Clinicians perform the VRRHC with imaging, monitoring and haptic feedback with the collection of real time performance tracking allowing user data (e.g. failed steps and proficiency scores) to be captured and subsequently visualised in the learning management system. We collected analytics and data on user engagement, experience and retention, targeted learning outcomes and learning curve, reduction in operating costs, reduction in procedure times due to higher proficiency, early diagnosis of pulmonary hypertension, reduced complications, improved interpretation and diagnosis. Results The program was launched in October 2021. Preliminary data shows a learning curve is associated with both using VR (10–15 minutes) and the RHC procedure itself. Initial time to completion of the RHC was 30–40 mins, reducing to 20–30 minutes with experience and 15 minutes in experts. Completion rates increase with experience from 40–50% to 100% and error rates reduce with frequency of completion. Conclusion A Virtual Reality Right Heart Catheter training program is safe, feasible and non-invasive. Increased experience results in increased completion rates, reduced procedure time and reduced errors. Using this program will potentially have beneficial effects on doctor training, outcomes, patient safety and health economics with no risk to a real patient. Funding Acknowledgement Type of funding sources: Private grant(s) and/or Sponsorship. Main funding source(s): Janssen Pharmaceuticals