Interactive Educational Sessions Research Articles

Effects of a culturally tailored low-glycaemic index dietary educational intervention on reducing cardiometabolic risk among Chinese adults with obesity: a randomised controlled trial.

An assessor-blinded randomised controlled trial was conducted to assess the effect of a culturally tailored low-glycaemic index (GI) dietary educational intervention on body mass index and cardiometabolic risks for Chinese people with obesity in Hong Kong. A total of 166 Chinese adults in Hong Kong with obesity were randomised to the intervention group (n=83) or the control group (n=83). The intervention group received the culturally sensitive low-GI dietary educational intervention based on the Health Belief Model, consisting of an educational booklet, one individual interactive educational session, and three follow-up telephone calls. The control group received general advice on a healthy diet, including a pamphlet, one individual education session, and three follow-up telephone calls. Outcome measures included body mass index, cardiometabolic risk-factors, dietary intake variables and sense of satiety. Data collection was conducted at baseline and post-intervention at 12-week. Generalized estimating equation model was used to compare the difference in changes in outcome variables between groups. Compared with the control group, the intervention group exhibited a significant reduction in dietary glycaemic load (β=-6.963, p=0.026) at post intervention. No significant effects were found on other outcomes. A 12-week culturally tailored and Health Belief Model-based low-GI dietary educational intervention significantly reduced the dietary glycaemic load and showed the feasibility of the low-GI dietary intervention in Chinese adults in Hong Kong with obesity. A longer intervention period and follow-up might be required to achieve improvements in reducing cardiometabolic risk factors in people with obesity. ClinicalTrials.gov Identifier: NCT04152213.

Whiteboard Application Using Machine Learning Model

Abstract: The Whiteboard Application Using OpenCV is a digital platform designed to replicate the functionality of traditional physical whiteboards while harnessing the capabilities of computer vision technology. This application allows users to draw, write, and collaborate in a digital space, enhancing remote communication, creative expression and interactive learning experiences. The application supports real-time collaboration, allowing multiple users to engage in synchronous drawing and annotation on a shared canvas. The integration of collaborative features promotes remote teamwork, virtual brainstorming, and interactive educational sessions. The application includes an undo/redo functionality that maintains a history of actions, enabling users to correct mistakes or explore different design iterations without limitations. The user interface (UI) is designed for ease of use and efficient navigation. The intuitive interface ensures that users, regardless of their technical proficiency, can seamlessly access and employ the application's features.

Interventions to promote health literacy among working-age populations experiencing socioeconomic disadvantage: systematic review.

Experiencing financial insecurity and being underserved is often associated with low health literacy, i.e., the ability to identify, obtain, interpret and act upon health information, which may result in poor health outcomes. Little is known about effective interventions for promoting health literacy among underserved populations. The objective of this systematic review is to summarize the literature on such interventions and identify characteristics that differentiate more effective interventions. Following PRISMA guidelines we searched the databases SCOPUS, Pubmed, Web of Science core collection and CINAHL. We included primary studies with a quantitative study design and control groups testing interventions to increase health literacy or health knowledge in underserved populations between 18 and 65 years. Where possible, we converted effect sizes into Cohen's d and compared mean differences of intervention and control groups. Albatross plots were created to summarize the results according to different health literacy and health knowledge outcomes. We screened 3,696 titles and abstracts and 206 full texts. In total, 86 articles were analyzed, of which 55 were summarized in seven albatross plots. The majority of the studies (n = 55) were conducted in the United States and had a randomized controlled study design (n = 44). More effective intervention approaches assessed needs of participants through focus group discussions prior to conducting the intervention, used bilingual educational materials, and included professionals fluent in the first languages of the study population as intervention deliverers. Additionally, the use of educational materials in video and text form, fotonovelas and interactive group education sessions with role playing exercises were observed to be effective. Although the outcomes addressed in the included studies were heterogeneous, effective intervention approaches were often culturally sensitive and developed tailored educational materials. Interventions aiming to promote health literacy in underserved populations should hence consider applying similar approaches.Systematic review registration: https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=323801, PROSPERO registration ID: CRD42022323801.

Climate Change and Mental Health: An Interactive Educational Session.

Climate change is the single biggest health threat facing humanity, with direct and indirect impacts on mental health, yet health impacts of climate change remain notably absent from most medical school curricula. We describe a timely interactive educational session on climate change and mental health that was implemented and studied on a medical student clinical psychiatry rotation. We developed a 1-hour introductory session on the mental health impacts of climate change and potential solutions. The session was delivered to third-year medical students on their 4-week clinical psychiatry rotation and included pre- and postsession survey questions assessing their knowledge, comfort, and readiness regarding the topic. Seventy students participated in the session, with 49 students completing the pre- and postsession surveys, giving a response rate of 70%. The average score for the four Likert-scale questions on the survey increased from 2.7 presession to 3.9 postsession on a 5-point scale (1 = strongly disagree, 5 = strongly agree). All questions displayed statistically significant improvement. Qualitative analysis identified knowledge gained about the mental health impacts of climate change as the most important aspect of the session to students. The introductory session effectively filled an urgent need in medical education curricula regarding climate change's effects on human health. Overall, distribution of and improvement upon this timely teaching content can serve a valuable role in medical student education as the effects of climate change, particularly on mental health, continue to progress throughout the century.

Learning Pelvic Anatomy and Pathology Through Drawing: An Interactive Session in the Obstetrics and Gynecology Clerkship.

Within undergraduate medical education, there is a gap between students' understanding of anatomy and application of that knowledge within surgical specialties. The integration of drawing, in conjunction with traditional learning, has been shown to increase retention and understanding of information. Currently, no educational curriculum integrates drawing to aid in medical students' understanding of surgical pelvic anatomy. We anticipated that the utilization of drawing anatomy in an OB/GYN clerkship would enhance students' ability to explain surgical pelvic anatomy and pelvic pathology. At the beginning of the OB/GYN clerkship, third-year medical students participated in an interactive, 1.5-hour session requiring them to draw pelvic anatomy, present their work, and explain topics related to pelvic surgery and pathology to the other clerkship students. At the end of their clinical rotation, the students were invited to complete a five-item survey to assess long-term retention and understanding of concepts presented in the session. Frequencies and percentages were calculated for all categorical/ordinal variables to describe survey participants and question responses. Thirty-seven of 44 respondents (84%) reported that the anatomy interactive session prepared them for the surgical portion of the OB/GYN clinical rotation. Thirty-five respondents (80%) reported that drawing the pelvic structures helped their understanding of pelvic pathology; 33 respondents (75%) reported they had a thorough understanding of pelvic anatomy after taking the OB/GYN anatomy interactive educational session (p < .001). Our session shows that integrating drawing and anatomy increases students' ability to discuss pelvic pathology and surgical anatomy.

757. Bridging the Gap: An Educational Intervention to Increase HIV PrEP Access in Resident Primary Care Clinics

Abstract Background HIV Pre-Exposure Prophylaxis (PrEP) is a safe and effective way to prevent HIV acquisition. Yet, in 2020, only 25% of individuals in the US and Puerto Rico who had an indication for PrEP received a PrEP prescription. While PrEP is accessible to primary care clinicians, many do not feel comfortable prescribing PrEP. Clinician education has been identified as a key opportunity to increase access and comfort in prescribing PrEP. Methods An educational intervention was designed aiming to increase PrEP knowledge and prescribing among residents and preceptors in the primary care clinics at Brigham and Women’s Hospital (BWH). The intervention followed the six steps described in Kern’s model of curriculum development (Figure 1). After formal needs assessment, an in-person interactive teaching session was designed and presented. This was supplemented by an online reference guide and note template dot phrases accessible in the electronic medical record (EMR). The curriculum was evaluated with pre and post intervention surveys. Survey data were analyzed using descriptive statistics and one tailed T tests. Results Of the approximately 30 residents and preceptors who participated in the intervention, 19 completed the pre survey and 9 completed the post survey. Only 37% (7/19) of pre survey respondents reported having had PrEP education in the past. 21% (4/19) had prior teaching during medical school, 21% (4/19) during residency, and 16% (3/19) in continuing medical education courses. Participants indicated that their comfort with prescribing PrEP increased overall after the intervention with a statistically significant increase in reported confidence in their ability to prescribe PrEP (mean Likert scale value of 3.88 vs 2.95, p = 0.03) (table 1). Conclusion PrEP is an underutilized modality in preventing HIV transmission, but many primary care clinicians do not feel comfortable prescribing PrEP even though it is accessible in primary care settings. Systematic PrEP education is lacking in the UME, GME, and CME settings. Targeted, interactive, multimodal educational interventions can be effective in increasing comfort with PrEP prescribing. Support from leadership and learner buy-in is critical for effective training. Disclosures All Authors: No reported disclosures

1272. Teaching the ABCs of ASB in a 60-minute educational intervention. A quality improvement project.

Abstract Background Asymptomatic bacteriuria (ASB) refers to the presence of bacteria in the urine of individuals that do not present with symptoms of urinary tract infection (UTI). Treatment for ASB is not recommended in most cases. [1] Previous studies have shown that provider education on proper antibiotic use has been effective in mitigating the ongoing wave of antimicrobial-resistant organisms across hospitals in the United States.[2] We aimed to decrease the proportion of cases classified as having asymptomatic bacteria by 20% in four months after the intervention using a small group discussion and a presentation. Methods We evaluated the rates of inappropriate antimicrobial prescribing for asymptomatic bacteriuria (ASB) for 4 months before educational intervention and 4 months after. Data was extracted from the electronic medical record (Cerner®), imported into REDCap®, and with standardized manual chart review. Data analysis was completed using STATA® 17 &amp; 18. Results The mean duration of antibiotic therapy was 7.9 days in the pre-intervention group and 6.1 days in the post-intervention group. See Table 1 for more details on demographics. Following the intervention, the rate of inappropriate use of antimicrobial therapy in ASB was reduced by 29.8% (p-value 0.035). The mean duration of antibiotic therapy decreased by almost 2 days in the post-intervention group. Conclusion This quality improvement project suggests that focused interventions of short interactive educational sessions in small groups may reduce the inappropriate use of antibiotics in ASB by almost 30%. The mean duration in days of antibiotic treatment decreased from 7.9 days to 6.1 days in the pre and post-intervention groups (p-value 0.060). Of note the total number of cases with providers selecting UTI as an indication was also lower in the post-intervention group and although we can’t determine causality, it provided evidence of a lower number of cases, providers initially classified as UTI between the pre and post-intervention period from 33 to 19. Further research may include incorporating small groups and interprofessional educational interventions to help implement good antimicrobial stewardship in inpatient care facilities. [4,5,6] Disclosures All Authors: No reported disclosures

Gamification in Point of Care Ultrasound Education

Gamification, or the use of interactive educational sessions with a healthy dose of competition, can help motivate learners and lead to increased retention of skills and knowledge.

Effects of a Community Health Worker-Led Health Literacy Intervention on Lifestyle Modification Among Patients With Hypertension and Diabetes in the City of Harare, Zimbabwe: Protocol for a Cluster Randomized Controlled Trial.

Hypertension and diabetes are among the most common noncommunicable diseases in Zimbabwe. These 2 conditions are largely prevented and controlled by lifestyle modifications, such as healthy eating habits, physical activity, and avoiding the use of tobacco and alcohol. This study aims to evaluate the effects of a community health worker (CHW)-led health literacy intervention on lifestyle modification among patients with diabetes and hypertension in the City of Harare, Zimbabwe, in terms of (1) adherence to recommended lifestyle changes, (2) blood pressure and blood glucose levels, and (3) medication adherence. This is a 6-month-long cluster randomized controlled trial, which will be conducted in primary health care clinics in the city of Harare. A total of 14 clinics will be randomly allocated into either the intervention or control group. A total of 680 (49 participants per clinic) adult patients with hypertension and diabetes will be enrolled for the trial. Participants in the intervention arm will receive a simple health literacy intervention on lifestyle modification, which will be delivered by trained CHWs, while those in the control arm will receive usual care. The intervention consists of 4 face-to-face interactive educational sessions and monthly support visits by trained CHWs and will be carried out over a period of 6 months. The primary study outcomes will be blood pressure and blood glucose levels and levels of adherence to the recommended lifestyle modifications. Other outcomes will include adherence to medication. Data management and analysis will be done using Epi Info software, and the data will be analyzed using the intention-to-treat principle. Recruitment of study participants commenced on June 1, 2023, and was completed on July 30, 2023. Baseline data are being collected after participants' recruitment, and the final data collection will be completed by January 31, 2024. There is an information dearth regarding the effectiveness of CHW-led interventions for the management and control of hypertension in Zimbabwe. Our study offers an opportunity to show the effectiveness of CHWs in addressing the gaps in the management of hypertension and diabetes. The findings from our study will provide crucial evidence on the effectiveness and feasibility of a simple intervention delivered by CHWs in resource-constrained areas. PRR1-10.2196/47512.

Knowledge Regarding Evidence-Based Guidelines on Ventilator-Associated Pneumonia Prevention Bundle among Critical Care Nurses

Background: In critical care units, ventilator-associated pneumonia is still a frequent and possibly fatal consequence of ventilator therapy. Choosing the most urgent care and knowing how to prevent ventilator-associated pneumonia may help nurses become more alert, which will improve the quality of care and prevent a serious problem in Nepal. Thus, this study aimed to assess the knowledge regarding evidence-based guidelines on ventilator-associated pneumonia prevention bundle among critical care nurses.&#x0D; Materials and Methods: Data were collected through a self-administered structured questionnaire using the non-probability total enumerative sampling technique among 132 critical care nurses. Data analysis was carried out using SPSS version 20. For descriptive statistics frequency, percentage, mean, and standard deviation were calculated. For inferential statistics, the Chi-square test was used to find out the association between the levels of knowledge regarding Evidence-Based Guidelines on the VAP Prevention Bundle among Critical Care Nurses.&#x0D; Results: One hundred and thirty-two critical nurses participated in this study. 51.5 % had a poor level of knowledge, whereas, 45.5 % had an average level of knowledge and only 3.0 % had a good level of knowledge. There was a statistically significant association between the level of knowledge and the respondents’ working experience.&#x0D; Conclusion: According to the study's findings, the majority of respondents had inadequate knowledge. Regular formal training and interactive educational sessions are required to evaluate knowledge of the VAP prevention bundle, particularly in light of the high nurse turnover rate.

PENINGKATAN KETERAMPILAN KADER POSYANDU DALAM MEMBERIKAN EDUKASI DENGAN METODE EMOTIONAL DEMONSTRATION DALAM UPAYA PENCEGAHAN STUNTING DI POSYANDU CEMPAKA DESA PONDOK MEJA KECAMATAN MESTONG MUARO JAMBI

Stunting is still a public health problem in Pondok Meja Village, one of which is in the Cempaka posyandu area. The results of an interview with the Head of the Cempaka Posyandu Cadre, Pondok Meja Village, stated that in the Cempaka Posyandu, Pondok Meja Village, Muaro Jambi itself recorded ten children who were stunted and were currently under the supervision of the Pondok Meja village government and received assistance from the village. For this reason, the ability of cadres must be improved, one of which is the Emotional Demonstration (Emo Demo) method. The emotional demonstration approach is one way of health education through interactive education sessions using games between individuals, groups or communities involving child development stages. Based on this, the ability of cadres to provide counselling must continue to be improved, especially with the proper method, so that it can facilitate its implementation. This method is designed with a demonstration approach that plays on emotional aspects. With this method, the community will more easily understand the problems that cause stunting.

Concussion education for New Zealand high school rugby players: A mixed-method analysis of the impact on concussion knowledge, attitudes and reporting behaviours

Players who lack the knowledge to recognise the signs and symptoms of concussions may be less likely to disclose their injury. New Zealand Rugby's Community Concussion Initiative includes an interactive education session highlighting peer-recognition of concussions. This mixed-method study examined the effect of an education session on high school players’ concussion knowledge and attitudes as well as the impact of player demographics on these variables. Focus groups were used to explore player experiences. The RoCKAS-ST was used to measure concussion knowledge/attitudes before and after the education session. Multiple linear regression examined associations between demographic variables, including school decile (relative wealth of the geographic region the school serves), and pre-education concussion knowledge/attitudes scores. Wilcoxon signed-rank tests compared pre-concussion and post-concussion knowledge/attitudes scores. Qualitative data were analysed via thematic analysis. Overall, 532 players completed questionnaires; 75 players participated in focus groups. Pasifika players had lower concussion knowledge than NZ Europeans ( p &lt; .001). Mid-decile schools had higher concussion attitudes scores than low decile schools ( p &lt; .001). Pre-education and post-education session concussion attitudes and knowledge scores did not differ significantly, suggesting the one-off education session was not successful in improving these outcomes. Players identified: (i) the education session to be valuable, but some uncertainties remained; (ii) the importance of player comfort, interaction and comprehension; (iii) the need for role models, real stories and regular content refreshers. Requests for presenter diversity, support and easily understood information were more prominent in Māori/Pasifika and low-decile groups. Greater consideration of these factors is necessary in the development of education interventions.

P-574 Qualitative evaluation of fertility education for emerging adults in Denmark – a pilot study

Abstract Study question What are emerging adults’ attitudes towards fertility education? Summary answer Emerging adults find it relevant and important to learn about fertility from health professionals during high school. What is known already Women and men in many countries increasingly postpone family building. Studies have shown that people tend to underestimate the decline in fecundity with advancing age, overestimate the success rate of fertility treatment, and have insufficient knowledge on how to protect their fertility potential. Postponement of parenthood may be a consequence of insufficient knowledge about fertility. Fertility awareness interventions take a preventative focus with the goal of reducing future infertility and promoting informed decision-making so that people can meet their family building goals. Studies among emerging young adults in Denmark show they desire fertility education during their youth educational training. Study design, size, duration A fertility education intervention was conducted with the aim of teaching 250 emerging adults from high schools about fertility. The intervention was an interactive two-hour educational session provided by health professionals at Rigshospitalet, Copenhagen, Denmark. The participants were educated in female and male fertility, fertility decline, myths about fertility and reproductive sustainability. Around one week later, semi-structured qualitative focus group interviews were conducted with some of the participants to evaluate the intervention. Participants/materials, setting, methods The study participants (n = 20) were single or cohabiting men and women from six different high schools in Copenhagen, Denmark. Study participants were between 18 and 19 years old. The six focus group interviews were audiotaped, anonymized and transcribed in full. Data were analyzed using qualitative content analysis following the method by Graneheim and Lundman. Main results and the role of chance Overall, the participants found it very important and relevant to learn about fertility, and they wanted to know more about fertility and family building than was possible during this short intervention. The participants wanted to learn about fertility when they were at high school, so they have the information they need prior to starting their family in the future. They saw the importance of understanding the choices they make today and the effects this can have on their future fertility potential. It was important for them that the educational intervention was not a scare campaign, but an open discussion about fertility. Study participants asked for solutions at a structural societal level to make it easier for younger people in the 20’ies to start a family if so desired. Some of the emerging adults found the teaching language was too heteronormative, and this made it difficult for them to see themselves included. Engagement during the intervention and the possibility to ask questions to the teachers was important for the study participants. After the educational intervention, some of the participants started to reflect about their fertility, and some changed their intentions regarding their ideal age to have their first and last child. Limitations, reasons for caution The study participants had all chosen to be a part of this study. Attitudes towards family building, how we talk about fertility and family building is associated with societal and cultural context. Hence, emerging adults in other societal and cultural settings may have different needs and opinions on fertility education. Wider implications of the findings This study contributes to the understanding and implementation of future fertility awareness educational interventions and campaigns targeted to and effective among emerging adults. Hence, the findings can be useful in the process of increasing fertility awareness in this population. Trial registration number N/A

The Ethics of Overlapping Relationships in Rural and Remote Healthcare. A Narrative Review

It is presently unclear whether a distinct “rural ethics” of navigating professional boundaries exists, and if so, what theoretical approaches may assist practitioners to manage overlapping relationships. To be effective clinicians while concurrently partaking in community life, practitioners must develop and maintain safe, ethical, and sustainable therapeutic relationships in rural and remote healthcare. A narrative review was conducted identifying a significant body of qualitative and theoretical literature which explores the pervasiveness of dual relationships for practitioners working in rural and remote healthcare. Rather than viewing dual relationships as ethically unacceptable, much contemporary work focusses on the lived experiences of healthcare workers and explores what approaches may be available that both protect the therapeutic relationship while recognizing the unique nature of rural and remote healthcare practice. We conclude that practitioners must have a means of operating within a contextually informed ethics of professional boundaries. Drawing on pre-existing work, one schema is proposed that could form the basis for further engagement through interactive teaching sessions, professional development, mentoring, or guidelines.

Team-based learning-adopted strategy in pharmacy education: pharmacology and medicinal chemistry students’ perceptions

BackgroundTeam-based learning (TBL) provides an advanced teaching method for healthcare education; it is characterised by being an interactive teaching session that allows groups of learners to work together in teams to discuss and apply what they have learnt to certain clinical scenarios. The following study aims to evaluate the impact of TBL strategy on the students' comprehension and acquired knowledge, to allow better application and integration of knowledge. The aim of the study was to improve pharmacy students' skills in achieving learning outcomes by adapting TBL pedagogy in the lectures. Students’ feedbacks were collected via post-lecture survey.ResultsThe study was applied to pharmacy students covering two courses: Pharmacology III (Level 4) and Medicinal Chemistry I (Level 3) in a period of two-week lectures through the first semester of the academic year 2021/2022 in Future University in Egypt. The selected topics-related preparation materials were previously available on each course moodle page prior to the actual lecture, for the students to get prepared including growth hormone, sex hormones and their associated diseases for the pharmacology course and COVID-19 management for the Medicinal Chemistry course. The TBL lecture was started by dividing the students into teams and then readiness assurance tests were given, as individual readiness assurance test and then team readiness assurance test conceptual test were applied. The assessment of the students’ decision-making skills and problem solving was evaluated through solving-related clinical cases. All the learning outcomes were achieved with maximum participation and interaction via an open discussion between the lecturer and the students during the lecture. A total of 116 students answered the survey and confirmed their satisfaction, better understanding and more participation in TBL lectures compared to other topics taught with the ordinary methods. More than half of the students recommended the TBL method for better perception and participation.ConclusionThe students felt great appreciation for the team-based lecturing. Also, recommendations and suggestions were directed towards increasing the percentage of TBL lectures in the curriculum, as it helped them to concentrate more with high participation levels.

Making Headway in Surgical Education at Home and Abroad: Use of an Inexpensive Three-Dimensional Learning Model to Improve Plastic Surgery Resident Confidence in Mohs Defect Assessment and Closure Planning.

The development of simulation, particularly low-cost models, has become a focus of interest within plastic surgery education. Current simulators for Mohs reconstruction are either expensive or not reusable. The authors hypothesize that using a Styrofoam head model during an interactive teaching session will positively affect plastic surgery trainee comfort in designing Mohs reconstructive options. A cohort of integrated plastic surgery residents at a single institution performed a preactivity questionnaire to obtain baseline comfort in defect assessment and design for five Mohs defects. They subsequently underwent an interactive learning session and were instructed to design flaps on life-size Styrofoam heads with feedback from the senior author (M.L.B.). A postactivity questionnaire was completed to assess improvement in comfort in defect assessment and flap design. Three attending surgeons then compared trainee designs with the senior author's design to assess accuracy. All surveys were based on a five-point Likert scale. When analyzing all defects, average postactivity scores increased by 0.63 (SD, ±0.24) ( P = 0.008). Junior residents ( n = 8) had a greater increase in average score responses [mean, 1.07 (0.5 to 1.75)] compared with senior residents ( n = 9) [mean, 0.27 (0 to 1)] ( P < 0.001). When assessed by senior-level surgeons, senior residents had significantly greater accuracy in design for each defect ( P < 0.05) except cheek advancement flap ( P = 0.08). Participation in an interactive educational activity using a Styrofoam head model demonstrated significant improvements in trainee assessment and design of reconstructive options for Mohs defects.

Abstract B021: Adaptation and feasibility of a Spanish language nutrition and physical activity online intervention for rural-dwelling Latinos with obesity-related chronic diseases

Abstract Methods of providing nutrition and physical activity (PA) education for individuals with obesity-related chronic illnesses can be difficult to address in a primarily agricultural region where seasonal work schedules, limited medical resources, and geographical distances are significant barriers. To examine the feasibility of a program using online live Zoom-delivered sessions and text messaging in such a setting, we adapted an evidence-informed in-person intervention previously shown to be effective in urban Latino cancer survivors. Nineteen Spanish-speaking Latino women and one man were recruited to a single-arm intervention. Over 3-months, the intervention delivered 6 biweekly 2-hour interactive sessions led by a community health educator and a trained chef plus 4 text messages per week focused on nutrition and PA. All participants were given a Fitbit for self-monitoring PA and access to the Cook for Your Life bilingual website, which provides health recipes for cancer survivors. Preliminary assessments occurred using a pre-post study design. Sixty-five percent of the sample completed at least half of the sessions, 95% completed the data collection and found the check-in phone calls somewhat or very helpful. 100% indicated the live interactive educational sessions and the text messages were somewhat or very helpful. Eighty-four percent of participants found the FitBits and 63% found the website useful. Preliminary outcomes, significant lessons learned, and adaptations implemented accommodate the rural setting and online format, insights gained by participants during an exit interview, and implications for future research such as the exclusive use of smart phones to engage in the intervention, will be discussed. Citation Format: Rachel M. Ceballos, Sofia Cobos, Eileen Rillamas-Sun, Oscar Sanchez, Jayleen Ceja, Genoveva Ibarra, Allison Silverman, Katherine Guthrie, Heather Greenlee. Adaptation and feasibility of a Spanish language nutrition and physical activity online intervention for rural-dwelling Latinos with obesity-related chronic diseases [abstract]. In: Proceedings of the 15th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2022 Sep 16-19; Philadelphia, PA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr B021.

Investigation of an alternative education module in raising middle school student's awareness of acute stroke

IntroductionPublic knowledge and recognition of stroke and prompt calls to ambulance services when stroke is suspected are vital to the survival of stroke patients and to minimize their disability. In this study, our aim was to investigate the effectiveness of an online education session to increase middle school (11–14-year-old) students’ awareness of stroke. MethodsAn interactive education session was organized for students using the online education portal of a local middle school. The effectiveness of this intervention was measured using knowledge measurement tests before, immediately after, and three months after the session. The compliance of the data with the normal distribution was checked with the Kolmogorov-Smirnov test. The McNemar chi-square analysis was used to compare the distribution of correct and incorrect answers among the tests, and one-way analysis of variance was conducted to compare the mean values of correct answers. ResultsThe students’ stroke knowledge levels were found to be higher in both tests applied after the educational session and all the questions compared to the baseline evaluation. Stroke awareness was also determined to be higher among the students living with a family member aged over 65 years. ConclusionsOnline interactive education can increase students’ awareness of stroke. Such programs can be included in the education curriculum of schools. Public awareness of vital diseases should continue even in extraordinary situations, such as pandemics.

Assessment of decisional capacity for Alzheimer’s disease PET disclosure among cognitively symptomatic individuals

AbstractBackgroundOlder adults are highly interested in learning their Alzheimer’s disease (AD) positron emission tomography (PET) amyloid‐beta (Aβ) and tau results. However, knowledge about the meaning, uses, and risks of learning personal biomarker results is variable. Tools are needed to assess decisional capacity prior to biomarker disclosure, particularly for individuals with cognitive impairment.Methods30 participants (46.7% female; 93.3% white, age = 71.9±7.14 years) diagnosed with either mild cognitive impairment (MCI; 60.0%) or dementia‐Alzheimer’s type (DAT; 40.0%) completed Aβ and tau PET, an interactive education session and results disclosure decision‐making assessment. When available, cognitively unimpaired care partners (n = 27) attended these sessions and their ability to demonstrate decisional capacity for participant biomarker disclosure was assessed. Decisional elements evaluated included understanding of the meaning of biomarker results, appreciation of risks and benefits of engaging in disclosure, communication of a choice to learn the participant’s biomarker results, and demonstration of a rationale for engaging (or not) in disclosure. Chi‐squared tests were used to assess whether successful demonstration of each element differed by diagnosis.ResultMore participants with MCI (77.8%) than participants with DAT (25.0%) demonstrated disclosure decisional capacity (χ2 = 8.17, p = .008). Across the full sample, participants had the most difficulty understanding the difference between AD and DAT (34.6% incorrect), the meaning of elevated amyloid (19.0% incorrect) or tau (10.0% incorrect), and biomarker disclosure risks (19.0% incorrect). Compared to participants with DAT, those with MCI were more likely to demonstrate understanding of biomarker results (33.3% DAT v. 77.8% MCI; χ2 = 5.93, p = .024) and appreciation of personal benefits and risks of biomarker disclosure (33.3% DAT v. 83.3% MCI; χ2 = 7.75, p = .009). There were no differences in demonstration of rationale or communication of choice by diagnosis. All care partners demonstrated adequate decisional capacity for disclosure of the participant’s PET results.ConclusionAppreciation and understanding, two elements rarely evaluated in clinical or research settings, are more challenging than rationale or choice for cognitively impaired participants to demonstrate. Prior to disclosure, education should emphasize the possible meaning, usefulness, and risks of PET amyloid and tau information. Family or care partner disclosure decision‐making assessment should be a standard part of disclosure protocols.

Neuropathology Outreach in Ghana

Abstract Introduction/Objective Ghana has a population of over 31 million people and approximately 15 neurosurgeons but is currently without a dedicated neuropathologist. Here we present a month of neuropathology outreach performed at the Komfo Anokye Teaching Hospital (KATH) in Kumasi and the Korle-Bu Teaching Hospital (KBTH) in Accra. Methods/Case Report In February of 2022, a second-year neuropathology fellow and a board-certified neuropathologist traveled to Ghana to give 40 approximately 1.5 hour neuropathology didactic and interactive teaching sessions. A two-week format of outreach was developed for each site in Ghana and consisted of didactic lectures and interactive sessions covering the WHO 2021 brain tumor classification system, neuroautopsy, neuroinfectious disease, neurodegenerative disease, neuromuscular disease, forensic neuropathology, neurodevelopment, and unknown case conferences. Meanwhile, a pathology trainee worked remotely to organize 12 one-hour virtual general pathology lectures and develop continuing outreach. A survey of 16 questions including 12 multiple choice questions and four short answer questions was used to assess each component and the overall satisfaction of the outreach. Results (if a Case Study enter NA) Eight brains were examined at four neuroautopsy conferences and ten case consultations were performed upon request. Survey results showed no statistical differences amongst the 20 sessions. Comments were positive and included one respondent planning to redesign their PhD research to focus on neurodegenerative disease in Ghana and several others commenting on the utility of molecular updates. Suggestions for improvement included quizzes, including more morphology and IHC in lectures, sending digital slides before future visits, teaching spinal cord removal, and the need for continuing outreach in neuropathology, dermatopathology, cytopathology and gynecologic pathology. Conclusion This experience provides a useful and well-appreciated approach to delivering international neuropathology outreach. Opportunities in neuropathology on an international level range from educational to clinical practice and research.