Interactive Educational Module Research Articles

Interactive iPad-Based Education for Parents of Patients with Cleft Lip and Palate.

To assess the effectiveness of an interactive iPad-based educational module (cleft iBook) in enhancing parent/caregiver education related to cleft lip and/or cleft palate (CL/P) care. A prospective study involving pre- and post-intervention surveys. The study was conducted at a craniofacial clinic in a dedicated children's hospital specifically during initial consultations for CL/P care. Thirty-two participants (parents/legal guardians/caregivers) ≥18 years of age, English and/or Spanish-speaking, and attending with a child with CL/P. Participants were provided with iPads and engaged with the interactive iPad-based educational module. Pre- and post-intervention surveys were administered. The survey assessed the understanding of a CL/P diagnosis and management and usability of the iBook. Survey responses were graded on a 5-point Likert scale. Total scores for pre- and post-intervention surveys were compared. Utilizing the cleft iBook module before consultation significantly enhanced comprehension in multiple domains: prenatal development of CL/P, dento-facial molding, surgical techniques, steps after the initial consultation, postoperative care, and the necessity of long-term care for affected children (P < .01). Cumulative survey scores increased by 10.2 points, reflecting significantly improved responses regarding overall comprehension (P < .001). The interactive, iPad-based cleft educational module emerges as a viable, digital strategy for providing education and empowerment to parents and caregivers navigating the challenges of caring for a child with CL/P. The cleft iBook serves as a readily accessible resource, fostering connections among the child, caregivers, and care team.

Abstract 17: Associations Between Digital Health App Engagement and Physical Activity Among African American Women With Cardiovascular-Kidney-Metabolic Syndrome: Data From the Step It Up Digital Health-Enabled Physical Activity Intervention

Background: Physical activity (PA) improves cardiovascular-kidney-metabolic health (CKMH); however, few digital health tools to increase PA are tailored for populations disproportionately impacted by adverse social determinants, such as African American (AA) women. Less is known about the effects of engagement with digital health applications (apps) on PA among AA women from under-resourced communities. The objective was to examine associations between app engagement and PA over six months in the Step It Up (SIU) digital health PA intervention. Methods: We enrolled women with ≥Stage 1 CKM syndrome (overweight/obesity) from resource-limited Washington, DC areas into SIU. Before the study, we created the SIU app with community-engaged approaches. Participants used the SIU app and a Fitbit Charge 2 PA monitor for the study. After collecting baseline PA data for two weeks, the app provides interactive PA educational modules, motivational and place-tailored messages about PA, and CKMH self-monitoring tools for six months. We examined associations between overall app and specific feature engagement (i.e. ecological momentary stress assessments (EMA) completed when opening the app, goal setting, modules) with PA (in steps/day) using linear mixed modeling. Results: Participants (N=57) had mean age=60±14 years and BMI=37±8 kg/m 2 . Overall app engagement was positively associated with PA, with each unit increase in engagement associated with 148 more steps/day (p&lt;0.001, Table). Of the app features, engagement with the app EMA was significantly associated with higher PA (p&lt;0.001). Engagement with app goal-setting tools and modules were less significantly associated with higher PA (p=.06 and p=.07 respectively). Conclusions: Engagement with community-tailored, digital health tools like the SIU app can increase PA for AA women with CKM syndrome from under-resourced communities. Future studies should identify methods for increasing engagement in digital health interventions to improve PA and CKMH among AA women.

Forms of interaction between the National Medical Research Center for Anesthesiology and Critical Care Medicine (for adults) and the regions of the Russian Federation

In order to implement the Federal Project “Development of a Network of National Medical Research Centers and Implementation of Innovative Medical Technologies”, the National Medical Research Center (NMRC) on the “Anesthesiology and Intensive Care (for adults)” was established in 2021 on the basis of the Sechenov First Moscow State Medical University (Sechenov University), designed to perform organizational and methodological management of specialized units of medical organizations of regions of the Russian Federation. Aim. Evaluate the contribution of Sechenov University to the implementation of the federal project “Development of a network of medical research centers and the introduction of innovative medical technologies” using the unique experience of the NMRC as an example.. Materials and methods. Analysis of the results of NMRC visits to the regions of the Russian Federation. Reports review of medical organizations of the regions of the Russian Federation. The involvement of medical personnel of the regions in the system of continuous medical education, including scientific and practical events carried out by NMRC, and the demand for the use of telemedical consultations were assessed. Results. During 17 months of the NMRC work 15 of on-site inspections in the regions of Russian Federation were carried out in order to analyze the level of anesthesiology and intensive care services in the regions of Russian Federation, 2577 telemedical consultations were provided, and 15 interactive educational modules for the portal of continuous medical and pharmaceutical education of Ministry of Health of Russia were prepared. Conclusion. The main forms of NMRC’s interaction with the regions of the Russian Federation are organizational and methodological, scientific and educational support of the representatives of healthcare practitioners and regional healthcare authorities. The NMRC activities are aimed at improving the quality of medical care in the field of anesthesiology and intensive care in the regions of the Russian Federation and the formation of a value-oriented approach in modern health care.

User-Guided Enhancements to a Technology-Facilitated Resilience Program to Address Opioid Risks Following Traumatic Injury in Youth: Qualitative Interview Study.

Youth with traumatic injury experience elevated risk for behavioral health disorders, yet posthospital monitoring of patients' behavioral health is rare. The Telehealth Resilience and Recovery Program (TRRP), a technology-facilitated and stepped access-to-care program initiated in hospitals and designed to be integrated seamlessly into trauma center operations, is a program that can potentially address this treatment gap. However, the TRRP was originally developed to address this gap for mental health recovery but not substance use. Given the high rates of substance and opioid use disorders among youth with traumatic injury, there is a need to monitor substance use and related symptoms alongside other mental health concerns. This study aimed to use an iterative, user-guided approach to inform substance use adaptations to TRRP content and procedures. We conducted individual semistructured interviews with adolescents (aged 12-17 years) and young adults (aged 18-25 years) who were recently discharged from trauma centers (n=20) and health care providers from two level 1 trauma centers (n=15). Interviews inquired about reactions to and recommendations for expanding TRRP content, features, and functionality; factors related to TRRP implementation and acceptability; and current strategies for monitoring patients' postinjury physical and emotional recovery and opioid and substance use. Interview responses were transcribed and analyzed using thematic analysis to guide new TRRP substance use content and procedures. Themes identified in interviews included gaps in care, task automation, user personalization, privacy concerns, and in-person preferences. Based on these results, a multimedia, web-based mobile education app was developed that included 8 discrete interactive education modules and 6 videos on opioid use disorder, and TRRP procedures were adapted to target opioid and other substance use disorder risk. Substance use adaptations included the development of a set of SMS text messaging-delivered questions that monitor both mental health symptoms and substance use and related symptoms (eg, pain and sleep) and the identification of validated mental health and substance use screening tools to monitor patients' behavioral health in the months after discharge. Patients and health care providers found the TRRP and its expansion to address substance use acceptable. This iterative, user-guided approach yielded novel content and procedures that will be evaluated in a future trial.

Reducing Stress after Trauma (ReSeT): study protocol for a randomized, controlled trial of an online psychoeducational program and video therapy sessions for children hospitalized after trauma

BackgroundPost-traumatic stress symptoms develop in a quarter to half of injured children affecting their longer-term psychologic and physical health. Evidence-based care exists for post-traumatic stress; however, it is not readily available in some communities. We have developed an eHealth program consisting of online, interactive educational modules and telehealth therapist support based in trauma-focused cognitive behavioral therapy, the Reducing Stress after Trauma (ReSeT) program. We hypothesize that children with post-traumatic stress who participate in ReSeT will have fewer symptoms compared to the usual care control group.MethodsThis is a randomized controlled trial to test the effectiveness of the ReSeT intervention in reducing symptoms of post-traumatic stress compared to a usual care control group. One hundred and six children ages 8–17 years, who were admitted to hospital following an injury, with post-traumatic stress symptoms at 4 weeks post-injury, will be recruited and randomized from the four participating trauma centers. The outcomes compared across groups will be post-traumatic stress symptoms at 10 weeks (primary outcome) controlling for baseline symptoms and at 6 months post-randomization (secondary outcome).DiscussionReSeT is an evidence-based program designed to reduce post-traumatic stress symptoms among injured children using an eHealth platform. Currently, the American College of Surgeons standards suggest that trauma programs identify and treat patients at high risk for mental health needs in the trauma system. If effectiveness is demonstrated, ReSeT could help increase access to evidence-based care for children with post-traumatic stress within the trauma system.Trial registrationClinicalTrials.gov NCT04838977. 8 April 2021.

Effect of an avatar-based discharge education application on knowledge and behaviour in people after acute coronary syndrome: protocol for a pragmatic prospective randomised controlled trial

IntroductionMany hospital presentations for acute coronary syndrome (ACS) occur in people previously hospitalised with coronary heart disease (CHD), leading to increased costs and health burden. Secondary prevention education including a...

Machine learning-augmented fluid dynamics simulations for micromixer educational module.

Micromixers play an imperative role in chemical and biomedical systems. Designing compact micromixers for laminar flows owning a low Reynolds number is more challenging than flows with higher turbulence. Machine learning models can enable the optimization of the designs and capabilities of microfluidic systems by receiving input from a training library and producing algorithms that can predict the outcomes prior to the fabrication process to minimize development cost and time. Here, an educational interactive microfluidic module is developed to enable the design of compact and efficient micromixers at low Reynolds regimes for Newtonian and non-Newtonian fluids. The optimization of Newtonian fluids designs was based on a machine learning model, which was trained by simulating and calculating the mixing index of 1890 different micromixer designs. This approach utilized a combination of six design parameters and the results as an input data set to a two-layer deep neural network with 100 nodes in each hidden layer. A trained model was achieved with R2 = 0.9543 that can be used to predict the mixing index and find the optimal parameters needed to design micromixers. Non-Newtonian fluid cases were also optimized using 56700 simulated designs with eight varying input parameters, reduced to 1890 designs, and then trained using the same deep neural network used for Newtonian fluids to obtain R2 = 0.9063. The framework was subsequently used as an interactive educational module, demonstrating a well-structured integration of technology-based modules such as using artificial intelligence in the engineering curriculum, which can highly contribute to engineering education.

Development of Web-Based Education Modules to Improve Carer Engagement in Cancer Care: Design and User Experience Evaluation of the e-Triadic Oncology (eTRIO) Modules for Clinicians, Patients, and Carers.

Carers often assume key roles in cancer care. However, many carers report feeling disempowered and ill-equipped to support patients. Our group published evidence-based guidelines (the Triadic Oncology [TRIO] Guidelines) to improve oncology clinician engagement with carers and the management of challenging situations involving carers. To facilitate implementation of the TRIO Guidelines in clinical practice, we aimed to develop, iteratively refine, and conduct user testing of a suite of evidence-based and interactive web-based education modules for oncology clinicians (e-Triadic Oncology [eTRIO]), patients with cancer, and carers (eTRIO for Patients and Carers [eTRIO-pc]). These were designed to improve carer involvement, communication, and shared decision-making in the cancer management setting. The eTRIO education modules were based on extensive research, including systematic reviews, qualitative interviews, and consultation analyses. Guided by the person-based approach, module content and design were reviewed by an expert advisory group comprising academic and clinical experts (n=13) and consumers (n=5); content and design were continuously and iteratively refined. User experience testing (including "think-aloud" interviews and administration of the System Usability Scale [SUS]) of the modules was completed by additional clinicians (n=5), patients (n=3), and carers (n=3). The final clinician module comprises 14 sections, requires approximately 1.5 to 2 hours to complete, and covers topics such as carer-inclusive communication and practices; supporting carer needs; and managing carer dominance, anger, and conflicting patient-carer wishes. The usability of the module was rated by 5 clinicians, with a mean SUS score of 75 (SD 5.3), which is interpreted as good. Clinicians often desired information in a concise format, divided into small "snackable" sections that could be easily recommenced if they were interrupted. The carer module features 11 sections; requires approximately 1.5 hours to complete; and includes topics such as the importance of carers, carer roles during consultations, and advocating for the patient. The patient module is an adaptation of the relevant carer module sections, comprising 7 sections and requiring 1 hour to complete. The average SUS score as rated by 6 patients and carers was 78 (SD 16.2), which is interpreted as good. Interactive activities, clinical vignette videos, and reflective learning exercises are incorporated into all modules. Patient and carer consumer advisers advocated for empathetic content and tone throughout their modules, with an easy-to-read and navigable module interface. The eTRIO suite of modules were rigorously developed using a person-based design methodology to meet the unique information needs and learning requirements of clinicians, patients, and carers, with the goal of improving effective and supportive carer involvement in cancer consultations and cancer care.

Multimodality, online oncology learning resources: Meeting residents where they are—A pilot to create a new oncology curriculum.

11035 Background: The Accreditation Council for Graduate Medical Education (ACGME) requires internal medicine residents to have access to different medical subspecialties, including hematology/oncology. While inpatient rotations in hematology/oncology have been associated with a decreased interest in a career in oncology, dedicated educational sessions have been shown to improve residents’ interest in the field. In recognition of different learning styles and modalities and the need for asynchronous delivery, we aimed to build an effective curriculum for oncology learners using interactive, multimodality, online learning tools and resources. Methods: Using the Canvas online learning management system, individual learning modules covering major cancer types were created. Each learning module consisted of a pre-survey assessing the learners’ evaluation of their own knowledge and comfort with the topic, a brief audio or video file covering high-yield information about the cancer type, interactive case-based questions reviewing and reinforcing the information, and a post-survey assessing the change in the learners’ evaluation of their knowledge and comfort in clinical application of the information. The pre- and post-surveys were rated on a 5-point Likert scale. Median values and interquartile ranges are reported. A one-sided t-test was used to compare responses. Results: Two fully completed learning modules have been created. The lung cancer module included a high-yield, 10-minute voice-over PowerPoint presentation followed by interactive, case-based questions. The breast cancer module used a high-yield, 10-minute podcast with an accompanying handout for notes followed by case-based interactive questions. Seven learners have completed both pre- and post-survey responses for comparison. Two were completed by PGY1, 4 by PGY2, and 1 by a PGY3 resident. Median rating of the learners’ knowledge of the specific cancer type increased from 2- Fair (1.5) on the pre-survey to 3- Neutral (1) after completing the learning module (p = 0.001). 100% of learners agreed or strongly agreed that their knowledge increased after completing the module. All 7 residents felt more comfortable with their clinical application of the cancer topic material after completing the module, median 2(1) on pre-survey vs. 3(0.5) on post-survey; p = 0.0004. Conclusions: The creation of online, multimodality learning resources has resulted in improvements in learners’ perceived knowledge and comfort with clinical application of oncology topics. Using learning science principles, this pilot project serves as the foundation for further innovative and interactive educational resources and modules created for oncology learners.

Patients’ perceptions of the post-pancreatectomy discharge process

BackgroundComplications after pancreatectomies contribute to poor outcomes. Patients are expected to identify signs/symptoms leading to these complications but may be poorly educated on how to identify them. We assessed the impact of an educational tool on patient perceptions of, and satisfaction with the discharge process, and its effect on readmission rates. MethodsA prospective cohort study with retrospective chart review including patients who underwent pancreatic resection was undertaken. An interactive educational module (iBook) that provided information about the procedure, possible complications, and peri-discharge information was implemented. English-speaking patients were equally divided into the pre- and post-iBook cohorts. Primary outcome was patients’ satisfaction with discharge; Secondary outcomes were 30- and 90-day readmission rates. Results100 patients were included. Mean age was 65.5 ± 12.6, 46% were female, and 92.3% were white. Most patients underwent Whipple procedures (72%), and distal pancreatectomies (26%). In the post-implementation group, 92% were satisfied with the discharge process, and 89% reported it was a good tool. There were no statistical differences in 30- and 90-day readmission rates between cohorts. ConclusionThe iBook positively impacted patients’ satisfaction and preparedness for discharge. Readmission rates were not statistically significantly impacted but could be investigated with further studies of greater sample sizes.

A sequential, multiple assignment randomized trial comparing web-based education to mobile video interpreter access for improving provider interpreter use in primary care clinics: the mVOCAL hybrid type 3 study protocol

BackgroundIndividuals who use a language other than English for medical care are at risk for disparities related to healthcare safety, patient-centered care, and quality. Professional interpreter use decreases these disparities but remains underutilized, despite widespread access and legal mandates. In this study, we compare two discrete implementation strategies for improving interpreter use: (1) enhanced education targeting intrapersonal barriers to use delivered in a scalable format (interactive web-based educational modules) and (2) a strategy targeting system barriers to use in which mobile video interpreting is enabled on providers’ own mobile devices.MethodsWe will conduct a type 3 hybrid implementation-effectiveness study in 3–5 primary care organizations, using a sequential multiple assignment randomized trial (SMART) design. Our primary implementation outcome is interpreter use, calculated by matching clinic visits to interpreter invoices. Our secondary effectiveness outcome is patient comprehension, determined by comparing patient-reported to provider-documented visit diagnosis. Enrolled providers (n = 55) will be randomized to mobile video interpreting or educational modules, plus standard interpreter access. After 9 months, providers with high interpreter use will continue as assigned; those with lower use will be randomized to continue as before or add the alternative strategy. After another 9 months, both strategies will be available to enrolled providers for 9 more months. Providers will complete 2 surveys (beginning and end) and 3 in-depth interviews (beginning, middle, and end) to understand barriers to interpreter use, based on the Theoretical Domains Framework. Patients who use a language other than English will be surveyed (n = 648) and interviewed (n = 75) following visits with enrolled providers to understand their experiences with communication. Visits will be video recorded (n = 100) to assess fidelity to assigned strategies. We will explore strategy mechanism activation to refine causal pathway models using a quantitative plus qualitative approach. We will also determine the incremental cost-effectiveness of each implementation strategy from a healthcare organization perspective, using administrative and provider survey data.DiscussionDetermining how these two scalable strategies, alone and in sequence, perform for improving interpreter use, the mechanisms by which they do so, and at what cost, will provide critical insights for addressing a persistent cause of healthcare disparities.Trial registrationNCT05591586.

Experience-based design: Empowering individuals while they wait for interprofessional chronic pain care

ObjectivesChronic pain is highly prevalent and a leading cause of disability. Long wait times for interprofessional care provide an opportunity to introduce web-based interventions that improve psychosocial function and patients’ readiness and ability to manage their condition. Here we describe the process of partnering with people with lived experience (PWLE) to develop an online self-management program enhanced by motivational interviewing. We also report the multiphase usability testing of the program. MethodsPWLE were included in all aspects of this project from program inception to content creation, module development, usability testing, and knowledge dissemination. Phase 1 included the development of the interactive, web-based modules. This process involved weekly meetings and asynchronous content creation with a core team of interprofessional pain experts, researchers, and PWLE. Phase 2 included usability testing by our PWLE and clinical expert advisory. Phase 3 included survey-based usability testing with a sample of 10 PWLE. ResultsWe created a chronic pain & motivational empowerment program includes a series of eight interactive educational web-based modules. Topics included: setting expectations, chronic pain explained, biopsychosocial factors, empowered management, self-awareness & compassion & acceptance, values, goal setting, and communication. The program is accompanied by a reflection journal and can be enhanced by one-on-one coaching sessions using a motivational interviewing approach. Phase two usability testing resulted in numerous content changes and the addition of accessibility features. Phase 3 usability testing with PWLE found the program highly accessible and easy to use. ConclusionsThe engagement of our PWLE team member and advisors made the online program more relevant, sensitive and helpful to the needs of people with pain. Practical valueThis PWLE-centric project sets the foundation for future work to examine the feasibility and effectiveness of the program for supporting individuals with chronic pain self-manage.

Razvoj i implementacija protokola za prevenciju Clostridioides difficile infekcija usmerenog na poboljšanje sestrinskih veština

Introduction: Hospitalized patients have an increased risk of developing infections caused by Clostridioides difficile. Due to the changing epidemiology of C. difficile, it is necessary to educate nurses about the implementation of prevention measures, but also about the criteria for obtaining a quality sample of feces in order to establish an etiological diagnosis in a timely manner. The aim of the study was to assess gaps and flaws in C. difficile infection (CDI) prevention policies and practices, and to determine whether a nurses knowledge about early identification and isolation of CDI patients improved after education. Methods: The research was conducted in a quasi-experimental study at the University Clinical Center of the Republka Srpska (UKC RS) in the period from May 2020 to December 2021 on a sample of 60 nurses. A survey questionnaire Centers for Disease Control and Prevention (CDC) was used as a research instrument and it was intended for the assessment of knowledge, attitudes and understanding about procedures for the prevention of infection with C. difficile. The applied strategy to prevent hospital CDI was based on the introduction of the concept of "package of care", which was based on scientific evidence. For the education of nurses, interactive educational modules were used that contained detailed prevention measures CDI in hospital conditions in accordance with the guidelines. Before and after the education, the participants completed a knowledge test about C. difficile and prevention CDI.The study was approved by the Ethics Committee of the UKC RS. Results: Only 5 (8.3%) respondents stated that they were informed about CDI prevention during the visit of a nurse from the infection control team. Most of the shortcomings during the assessment of CDI prevention at the observed clinics were related to the practice of sending feces samples for laboratory testing for C. difficile. Nurses showed highly statistically significant (p&lt;0.001) better knowledge about the importance of early identification of C. difficile and isolation of CDI patients in the post-education test. Conclusions: The implementation of a CDI prevention protocol intended for nurses can be one of the algorithms that will precisely identify C. difficile, and thus successfully implement CDI prevention measures.

JS-WHL-ISH-LANCET-3: HOW CAN CLINICIANS AND THE PUBLIC DETERMINE WHETHER A BLOOD PRESSURE MEASURING DEVICE IS CLINICALLY VALID?

The global market of blood pressure (BP) measuring devices was estimated at USD 2.1 billion in 2021, and the forecast is to grow at 13.5% per year and reach USD 4.5 billion in 2027. The accuracy of cuff BP monitors needs to be tested using one of the established validation protocols, such as the US AAMI, the UK BHS, the European ESH-IP, or the ISO. In 2018 the AAMI/ESH/ISO Universal Standard (ISO 81060–2:2018) was agreed for global use, and using the previous protocols in not encouraged anymore. Unfortunately, of almost 5,000 BP device models on the market, fewer than 10% have a validation study documenting the measurement accuracy using one of the above-mentioned validation protocols and the results published in a peer-review PubMed journal. Another issue is that an electronic BP monitor which has been successfully validated in adults may not be accurate in some special populations, including children, pregnant women, individuals with very large arms (circumference larger than 42 cm) and patients with arrhythmias (particularly atrial fibrillation). Thus, separate validation is necessary in these populations. Thus, it is essential that healthcare professionals, individuals with hypertension, and the public have access to valid information for which devices are properly validated. In 2003, Eoin OBrien founded the first website providing online updated lists of properly validated BP measuring devices. Several websites are currently available providing lists of validated devices (see Table), of which some are national (devices locally available; website in local language), and others do not have scientific supervision. STRIDE BP is a non-profit organisation founded by 24 distinguished scientists, operating in affiliated with the International Society of Hypertension, the European Society of Hypertension, and the World Hypertension League. STRIDE BP has an online peer-review system for PubMed published validation studies, and applies a review process which is more systematic and strict than that of PubMed journals. Thus, STRIDE BP may reject a device which appears as accurate in a PubMed published validation study. STRIDE BP provides lists of validated devices in 3 languages (English, Spanish, Chinese). List of validated devices are provided for adults, but also separately for children and for pregnant women, for use in the office/clinic, at home, and for 24-hour ambulatory BP monitoring. STRIDE BP also has an online accredited e-learning platform for healthcare professionals, with interactive educational modules for the established BP measurement methods (office, home, ambulatory).

Implementing Perioperative Cardiac Risk Assessment in an Internal Medicine Residency Program: Experience from a Community Hospital

BackgroundACGME requires all Internal Medicine training programs to structure the curriculum to optimize resident educational experiences, including perioperative medicine. Teaching residents about perioperative risk management is challenging in a community hospital with limited resources and low surgical volume.ObjectiveOur goal was to introduce an interactive educational module on perioperative cardiac risk assessment and management in a community residency training program.MethodsThe study was a single-center online education-based intervention from September 2020 to January 2021. 24 categorical internal medicine residents at MetroWest Medical center were included. A self-paced online education program followed by two sessions of a 30-minute, group modulated review and discussion were provided monthly. The pre- and post-evaluation with 20 questions were conducted to assess perioperative cardiac risk assessment and peri-operative cardiac risk management before and after education.Results20 out of 24 residents (83%) were included in the analysis. Medicine residents performed significantly better after involvement with the educational module by comparing the pre- and post-evaluation score (10.7 ± 2.7 vs. 13.8 ± 1.8, p < 0.001, respectively). The most significant improvement was noticed in postgraduate year PGY-1 residents (5.1 ± 2.5, p < 0.001), followed by PGY-2 (2.7 ± 1.6, p = 0.004), but not significant in PGY-3 residents (1.6 ± 2.3, p > 0.05).ConclusionImplementing an interactive multi-modular curriculum in a community hospital increased residents’ awareness and knowledge of perioperative cardiac risk assessment and management. We are confident that this will result in improved performance on the consult services.

Assessment of Oral Health Education with the Simplified Oral Hygiene Index in Military Students - A Comparative Study.

To assess the impact of participation in a group oral health education course on oral hygiene in Romanian military students compared to a non-participant control group. A sample of 318 participants was enrolled from 805 recruited students. Baseline and 6-month post-intervention Simplified Oral Hygiene Index (OHI-S) scores were compared between an oral health education intervention (OHE) group (N = 159) and a control group (N = 159) using Student's t-test. All participants received individualised instruction; only those in the OHE group participated in interactive group oral-health training. Post-intervention OHI-S scores improved statistically significantly (p< 0.05) in both groups compared to baseline scores. The OHE group's post-intervention OHI-S scores were statistically significantly better (p< 0.05) than the control group's intervention scores. Women had better OHI-S scores than men at both time points. An interactive educational module produced favorable oral health results. It would be appropriate to provide an oral health course to military students aimed at supporting the maintenance of good oral health.

Building Obstetric Provider Capacity to Address Perinatal Depression Through Online Training.

Background: Perinatal depression is common, underdiagnosed, and undertreated. Obstetric providers often do not receive training in perinatal depression, despite being the frontline providers for perinatal individuals. The objective of this study was to develop and pilot test an online training module to assess feasibility, efficacy, and acceptance in improving obstetric providers' knowledge, skills, and practices regarding perinatal depression. Materials and Methods: We designed, developed, and implemented an online, asynchronous, interactive educational module that trains obstetric providers to: (1) know the prevalence and impact of perinatal depression; (2) use validated tools for depression screening; (3) assess for depression; and (4) start and/or refer for treatment. Formative evaluation with five providers, iterative module and question refinement, and a pilot test with pre- and post-test knowledge and self-efficacy questions were conducted. Results: Sixteen obstetric providers averaged a 32% improvement in their pre- to post-test scores (p < 0.01). The average pretest score was 49% (range 20%-70%), and the average post-test score was 81% (range 70%-95%). Provider beliefs (p = 0.01), self-efficacy (p < 0.01), and confidence (p < 0.01) in treating perinatal depression were also significantly increased between pre- and post-test. Average Likert scores on overall training satisfaction were very high post-training completion (4.44 out of 5, with 5 being most positive). Conclusions: The module was feasible and effective at improving provider knowledge of perinatal depression, self-rated confidence, and self-efficacy. Improving the knowledge and skills of obstetric providers regarding depression is a critical part of any intervention aimed to close gaps in care and help ensure that patients receive optimal treatment.

Analysis of the involvement of dentist in the educational process on the portal of continuous medical and pharmaceutical education of the Ministry of Health of the Russian Federation

Was to analyze the efficacy of interactive continuous medical education (CME) in dentist in the Russian Federation. The study assessed statistical data provided by Continuous Medical and Pharmaceutical Education Center of Pirogov Russian National Research Medical University. The rate of dentists involved in CME is the greatest in Central (29%), Volga (21%) and Siberian (13%) federal districts and the lowest in North Caucasian (3%) federal district. The involvement in CME among dentists is more than 65% registered in an active five-year cycle. Most of the registered in an active five-year cycle work in state institutions. The most popular among dentists are interactive educational modules. Conclusion. Average dentist involved in CME lives Central federal district, works in a state institution, and prefers interactive educational modules to other educational elements.

Safety and efficacy of a prescription digital therapeutic as an adjunct to buprenorphine for treatment of opioid use disorder

Objectives To evaluate the safety and efficacy of a digital therapeutic in treatment-seeking individuals with opioid use disorder (OUD) in an analysis of randomized clinical trial (RCT) data (ClinicalTrials.gov identifier: NCT00929253). Methods Secondary analysis of an RCT including 170 adults meeting DSM-IV criteria for OUD. Participants were randomized to 12-weeks of treatment-as-usual (TAU) or TAU plus a digital therapeutic providing 67 digital, interactive educational modules based on the Community Reinforcement Approach. TAU consisted of buprenorphine maintenance therapy, 30 min biweekly clinician interaction, and abstinence-based contingency management. Primary endpoints were treatment retention and abstinence (negative urine drug screen) during weeks 9–12 of treatment. Safety was assessed by evaluating adverse events. Results Participants randomized to TAU plus a digital therapeutic had significantly greater odds of opioid abstinence during weeks 9–12 compared to TAU: 77.3 versus 62.1%, respectively (p=.02), OR 2.08, 95% CI 1.10–3.95. The risk of patients leaving treatment was significantly lower in the digital therapeutic group (HR 0.49, 95% CI 0.26–0.92). No significant difference was observed in the rate of adverse events between groups (p=.42). Conclusions A prescription digital therapeutic (PDT) in combination with buprenorphine therapy improves clinically significant patient outcomes including abstinence from illicit opioids and retention in treatment compared with treatment as usual.

Принципы оценки информативности онлайн-курсов непрерывного образования специалистов здравоохранения

To date, only a few researchers work on the issue of evaluating the quality of online courses. This problem is highly relevant, but not sufficiently developed. And its solution, in our opinion, is directly related to the assessment of the informativeness of online courses. The purpose of the study is to develop a set of principles for evaluating the informativeness of a special type of online courses, the interactive educational modules for continuing education of healthcare professionals. These modules are accessed through an online learning platform, the portal for continuing medical and pharmaceutical education.