Interactive Educational Workshops Research Articles

Epilepsy Smart Schools: Educational intervention improves knowledge, attitude, and practices regarding epilepsy among school teachers

IntroductionDiscrimination and stigma associated with epilepsy in schools impact the academic and mental aptitude of children with epilepsy. Teachers pre-sensitized to seizures exhibit a positive attitude along with better knowledge about epilepsy. The aim was to assess the impact of an interactive one-day educational workshop regarding epilepsy on the prevalent knowledge, attitude, and practices toward epilepsy among school teachers. MethodsConducted in December 2021 in a tertiary care teaching hospital of rural background in Northern India, this cross-sectional study included school teachers from government schools of Faridkot district of Punjab. The intervention consisted of a one-day interactive workshop on epilepsy and school health consisting of 100 minutes of lectures (4 lectures each of 25 minutes), 60 minutes of role plays, and 20 minutes of active discussion with participants (5 minutes after each session). The lectures were prepared using World Health Organization’s Mental Health Gap (WHO’s mhGAP) guidelines and elucidated knowledge regarding epilepsy and skills to provide first aid to seizures. School teachers were assessed on a pre and post-test structured questionnaire to assess their knowledge of, attitude, and practices regarding epilepsy before and immediately after the intervention. ResultsTwo hundred and thirty teachers participated and the majority were from government primary schools, mean age was 43 ± 7 years and females (n = 121,53%) outnumbered males. Commonly reported sources of information regarding epilepsy by school teachers were family and friends (n = 91,40%) followed by social (n = 82, 36%) and public media (n = 81,35%), and the least common were doctors (n = 56,24%) and healthcare workers (n = 29, 13%). Fifty-six percent (n = 129) had witnessed seizures in either a stranger(n = 84,37%), family, or friend (n = 31,13%) and student of their class(n = 14,6%). Post-educational intervention, significant improvement was seen in the knowledge of and attitude regarding epilepsy including recognizing subtle features of epilepsy like blank stare (pre/post = 5/34) and transient change in behavior (pre/post = 16/32), non-contagiousness of epilepsy (pre/post = 158/187)and belief that children with epilepsy have normal intelligence (pre/post = 161/191) and a significant decrease in a number of teachers who thought that they need more time and attention in class (pre/post = 181/131). Post-educational sessions, significantly more number of teachers would allow children with epilepsy in their classroom (pre/post = 203/227), follow correct ways to provide first aid for seizures, and would allow their participation in all extracurricular activities even in high-risk outdoor games like swimming (pre/post = 4/36) and deep sea diving (pre/post = 7/18). ConclusionThe educational intervention had a positive impact on the knowledge, practices, and attitude regarding epilepsy but had a few, unexpected reverse effects as well. A single workshop may not be aptly adequate to provide accurate information regarding epilepsy. Sustained efforts in this direction are needed at the national and global level to develop the concept of “Epilepsy Smart Schools”.

Improving wellness: Defeating Impostor syndrome in medical education using an interactive reflective workshop.

Impostor syndrome is characterized by fraudulent self-doubt and correlates with burnout, and adverse mental health. The objective was to investigate correlates of Impostor syndrome in a medical education cohort and determine if an interactive workshop can improve knowledge and perception of Impostor syndrome. From June 2019 to February 2021 interactive educational workshops were conducted for medical education cohorts. Participants completed baseline knowledge and Impostor syndrome self-identification surveys, participated in interactive presentations and discussions, followed by post-intervention surveys. There were 198 participants including 19% residents, 10% medical students, 30% faculty and 41% Graduate Medical Education (GME) administrators. Overall, 57% were positive for Impostor syndrome. Participants classified as the following Impostor syndrome competence subtypes: Expert = 42%; Soloist = 34%; Super-person = 31%; Perfectionist = 25%; and Natural Genius = 21%. Self-identified contributors of IS included: parent expectations = 72%, female gender = 58%, and academic rat race = 37%. GME administrators compared to physicians/medical students had significantly higher number of self-identified contributors to Impostor syndrome. Knowledge survey scores increased from 4.94 (SD = 2.8) to 5.78 (2.48) post intervention (p = 0.045). Participants with Impostor syndrome competence subtypes had increased perceptions of Impostor syndrome as a cause of stress, failure to reach full potential, and negative relationships/teamwork (p = 0.032 -<0.001). Impostor syndrome was common in this medical education cohort, and those with Impostor syndrome significantly attributed negative personal and professional outcomes to Impostor syndrome. An interactive workshop on Impostor syndrome can be used to increase perceptions and knowledge regarding Impostor syndrome. The materials can be adapted for relevance to various audiences.

Outcomes from a digital cardiovascular prevention and rehabilitation programme delivered in Ireland during COVID 19

Funding AcknowledgementsType of funding sources: Public grant(s) – National budget only. Main funding source(s): Government of Ireland's Sláintecare Integration Fund Health Research Board, IrelandBackground & AimCOVID 19 has accelerated the uptake and acceptance of digital health tools for the prevention and management of Cardiovascular Disease. With health systems being urged to learn from the pandemic and to reassess how they will deliver services in future, robust audit and evaluation of digital interventions are required to inform best practice.This study aims to evaluate the clinical outcomes of a digital CVD prevention and rehabilitation programme which was established during COVID 19 to provide cardiac patients with efficient and timely access to a home-based, structured, comprehensive programme of care.MethodsDeveloped and delivered by an interdisciplinary team (Nurse Prescriber, Physiotherapist, Dietitian, Cardiologist), the core components of this 12 week programme included, behavioural change support, lifestyle modification, medical risk factor management and electronic prescribing of cardio-protective medication. To support self-management, patients were provided with a Fitbit, blood pressure monitor and a workbook to support goal setting and overall tracking of progress. Patients were given access to a bespoke web-based platform and invited to attend weekly (2hr) group-based sessions, which included an exercise component and an interactive educational workshop.ResultsOver a 4 month period, 105 patients were referred with an uptake rate of 73% (n=77). Of these, 97% (n=75) enrolled in the programme, with an 85% (n=64) completion rate. Significant improvements in CVD risk factors were observed between initial and end of programme assessment. The proportion of patients meeting guideline-recommended physical activity targets increased from 14 to 82% (p<0.001), mean BMI (kg/m2) reduced from 28.7 to 27.7 (p<0.001), mean Mediterranean diet score improved from 5.2 to 7.3 (p<0.001), and anxiety and depression levels ≥8 (Hospital Anxiety and Depression score) both reduced by more than 50% (p<0.001). The proportions achieving the recommended blood pressure (<130/80 mmHg) and LDL cholesterol targets (<1.4 mmol/L) increased from 24 to 68% (p<0.001) and 14 to 41% (p<0.001), respectively.ConclusionOutcomes from this programme demonstrate that digital CVD prevention and rehabilitation programmes can achieve the recommended lifestyle, medical and therapeutic targets associated with reduced CVD events and improved health outcomes. This programme represents a scalable, accessible and effective option to deliver vital CVD preventive care in the patient’s home.

Improving medical student education in radiation oncology: Integrating and evaluating an experiential interdisciplinary workshop into the medical student curriculum.

To evaluate a novel interactive educational workshop designed to improve medical student knowledge and awareness of radiation oncology (RO). A 2.5-h pilot workshop in RO was introduced in 2018 for one teaching hospital cohort of postgraduate medical students. Students participated in a voluntary interactive programme of learning 'stations' situated in the RO department, introducing students to practical aspects of RO planning, delivery and patient care. Students were surveyed before and immediately after the workshop to assess their perceptions of its educational value and the impact on RO knowledge and awareness. Forty-four of 51 students participated in the RO workshop with 44 students (100%) completing the preworkshop survey and 38 students completing postworkshop survey (86%). Twenty-three of 44 students had prior RO teaching, and 11/23 students (48%) had received between 30 and 60 min of teaching with only 4/44 (9%) confident in their knowledge of RO. Following the workshop, 22/38 (58%) felt their knowledge now met expectations for their level of training. Preworkshop, objective RO knowledge was low, regarding optimal use of RT (25%) and bone pain response (41%) and improved to 100% and 86% respectively. Overall, feedback around workshop value was highly positive with regard to enjoyment (97%) and students commented on the enthusiasm and multidisciplinarity of teachers. There remain large gaps in medical student knowledge and confidence in RO, and intervention is necessary to address these discrepancies. A novel interactive RO workshop for medical students has demonstrated improved awareness and knowledge with high levels of self-reported learner satisfaction.

Research Ambassador Program: An innovative educational approach to addressing underrepresentation of minority populations in clinical research.

Clinical trial participation among historically underrepresented populations remains low in large part due to mistrust of academic institutions and research investigators. Mistrust may be ever greater today given misinformation related to COVID-19. The Research Ambassador Program is an interactive educational workshop delivered by Promotoras de Salud/Community Health Workers and designed to both address common myths, fears, and concerns about research and encourage research participation among underrepresented populations. An evaluation conducted with 819 Latino and Black participants demonstrated a change in behavior and intention to participate in a clinical trial, with half of participants enrolling in a clinical trial research registry.

Investigation of Health Science Students' Knowledge Regarding Healthy Lifestyle Promotion During the Spread of COVID-19 Pandemic: A Randomized Controlled Trial.

Background: Health sciences students as future health care providers, can play a valuable role in protecting societies against the spread of COVID-19 through health promotion and lifestyle modification education. Therefore, proper education of these students is essential.Objective: This study sought to assess and measure the change of knowledge of health sciences students regarding healthy lifestyle promotion strategies during the spread of the Covid-19 pandemic, after participation in different types of online and social media educational programs.Methods: In order to serve the purpose of the study, a methodological research design was first used to ensure the validation of the developed scale; the COVID-19 Healthy Lifestyle Promotion Scale (COVID-19 HLPS). The study utilized a four-arm randomized control research design in which the participants were randomly assigned into one of four groups, (1) control group (placebo intervention), (2) brochure group, who received brochures relevant to healthy lifestyle promotion, (3) Instagram group, who received similar information but through Instagram posts, and (4) online interactive educational workshop group, who also received similar information through an online interactive educational workshop.Results: In total, 155 participants participated in the online and social media intervention programs. There was a significant improvement in the intervention groups in the total knowledge subscale of the healthy promotion strategies compared with the control group (p < 0.001). Overall, the workshop group was the most effective group (effect size = 1.54) followed by the Instagram group (effect size = 0.99) and then the brochure group (effect size = 0.91).Conclusions: In order to meet the challenges posed by this pandemic, the use of such online and social media interventions is essential and may be the key for health promotion during this pandemic. Health science students, as future health care professionals, can play a fundamental role during the COVID-19 pandemic in disseminating knowledge relevant to healthy lifestyle to their families and communities thus promoting healthy living and behavioral changes. We propose the development of research initiatives at both national and international levels targeting changes within health science curricula that can meet potential challenges of future pandemics, leading to advancement of health care services globally.

Impact of an interactive workshop on specialist physiotherapists’ practice when implementing a new clinical care pathway for people with musculoskeletal conditions

BackgroundA new pathway of care proposes early comprehensive assessment and targeted management by specialist musculoskeletal clinicians for people with musculoskeletal conditions at risk of poor outcomes. Adoption of this care pathway is likely to be influenced by beliefs and behaviours of specialist musculoskeletal clinicians. ObjectiveTo evaluate the effect of an interactive educational workshop about the proposed clinical care pathway on knowledge, beliefs and practice of specialist musculoskeletal physiotherapists. DesignMixed methods. MethodsFifty specialist musculoskeletal physiotherapists participated in a 2-day interactive educational workshop. Knowledge, beliefs and clinical practice behaviours were assessed immediately before the workshop and 3 months’ later using surveys. ResultsKnowledge about key guideline messages improved and were maintained at follow-up. Most participants agreed to provide more targeted interventions to patients at risk of poor outcome (92%, 95% CI: 81%–98%) and utilise prognostic screening tools (84%, 95% CI: 71 to 93). However, only 56% (95% CI: 39%–68%) of participants believed implementing a shared care pathway was easy. At follow-up, participants’ beliefs were more aligned with the proposed care pathway (i.e., shared care: 83%, 95% CI: 68%–93%). With respect to clinical practice, there were 16% more referrals back to the primary physiotherapist at 3 months than before the workshop. Barriers (practitioner, patient and system factors) to implementation of the care pathway were discussed. ConclusionAn interactive educational workshop influenced specialist musculoskeletal physiotherapists’ knowledge, beliefs and clinical practice, but barriers need to be overcome to facilitate widespread implementation.

Impact of educational intervention on knowledge and awareness of TB among secondary school students in The Gambia

Objectives: Health education and awareness campaigns about tuberculosis (TB) can empower adolescents on different aspects of the disease and its management, resulting in early and appropriate care seeking behavior through their advocacy in the community. We assessed the impact of educational intervention on knowledge and awareness about TB among adolescents in the greater Banjul area of The Gambia where approximately 70% of national TB cases are notified. Materials and Methods: A school-based, interventional analytical study, and interactive educational workshop was conducted among grade 12 students of the Methodist Academy Secondary School in Bakau, Banjul The Gambia. The workshop activities included illustrative demonstrations using posters, flipcharts, infographics, and games to convey TB messages in six domains: (1) Basic knowledge; (2) symptoms; (3) risk factors (4) modes of transmission; (5) treatment; and (6) care and support. Structured questionnaires were used to assess changes in the student’s knowledge and awareness about TB in the six domains before and after the workshop. Data were analyzed using proportional percentages, mean (95% CI) and differences standard error (SE) and student paired t-test. Results: Ninety-six students participated in the workshop out of which 92 (96%) students completed both pre- and post-test questionnaires. Sixty-eight percent of the students were females and 58% were from the science stream of the grade 12 students who participated in our workshop. The mean difference and SE between the pre- and post-workshop test scores in the six domains were: basic knowledge: +1.4 (0.2; P &lt; 0.0001); symptoms: +1.5 (0.2; P &lt; 0.0001); risk factors: +3.1 (0.3; P &lt; 0.0001); modes of transmission: +1.2 (0.2; P &lt; 0.0001); treatment: +0.8 (0.1; P &lt; 0.0001); and care and support of TB: +0.5 (0.1; P = 0.0001). Conclusion: This school-based educational interactive workshop significantly improved the knowledge and awareness of the students especially in understanding the causative agent and risk factors of TB disease. We recommend exposure of students to TB educational activities as part of the school curriculum. The knowledge acquired in this workshop is likely to have impact on the wider community and should be assessed in future follow-up studies to determine if it impacts positively on views held within the wider community.

The CRAB Workshop: Using Forum Theatre and Cognitive Rehearsal to Address Bullying in Nursing Education

Bullying is a pervasive issue in nursing and other health care professional programs. As a student/faculty team at one university in Western Canada, we have created a number of initiatives within an overall project entitled Cognitive Rehearsal to Address Bullying (CRAB) that was designed to support students in managing bullying if they witnessed or experienced it during their program of study. One such initiative is the CRAB Workshop (herein referred to as “the CRAB Workshop” or “the Workshop”). In this paper, we describe the Workshop, which emerged in response to concerns shared by students and faculty regarding the normalized and long-standing prevalence of bullying experienced by nursing students. The Workshop brought faculty members and pre-licensure students from our School of Nursing together to creatively and collaboratively address these concerns. Together with the university’s Department of Theatre and Film, we designed an interactive educational workshop to prepare nursing students to independently identify and act on bullying witnessed or experienced in the clinical setting. In the Workshop, we engaged in forum theatre and cognitive rehearsal to foster cognitive, affective, and embodied learning. In this paper, we explain and discuss what comprised the creation and implementation of the CRAB Workshop. We address implications for future nursing education, and we offer recommendations for educators who are considering forum theatre and cognitive rehearsal as pedagogies for addressing challenging situations, such as bullying in nursing education.

An exploration of the roles and experiences of SCI peer mentors using creative non-fiction

Purpose Spinal cord injury (SCI) peer mentors are individuals who, through their lived experiences, offer emotional support and empathetic understanding to others living with SCI to foster positive health, independence, and well-being. This study explored SCI peer mentors’ perceptions of their roles and experiences. Materials and methods Six paid or volunteer peer mentors participated in semi-structured interviews. We first explored the data using thematic narrative analysis to identify patterns, themes, and narrative types. Next, we analyzed the narrative types using creative analytical practices to construct and refine the stories. Results Based on our analysis, we developed two stories from a storyteller perspective to present a snapshot of SCI peer mentors’ experiences. The first story focuses on a “discovery” narrative from the point of view of Casey who adopted a person-centered approach to mentoring, focusing their attention on the needs of the mentee. The second story focuses on Taylor’s experiences with the “dark” side of peer mentorship, which focuses on the psychological toll of being a SCI peer mentor, from discussions about suicidal thoughts with clients to struggling with burnout. Conclusions Results provided insights for support services regarding the importance of supporting the mental health of mentors to ensure they continue delivering high quality mentorship. Implications for rehabilitation Peer mentors need to be educated on the significance of their role in the rehabilitation process and how their interpersonal behaviours can influence their mentees, both positively and negatively. Peer mentors should receive formalized and accessible training to ensure they are equipped with effective mentoring skills, but also providing them with tools to cope with physical, mental, and emotional stressors they may encounter as mentors. There is a need to continue diversifying and improving the types of services provided to SCI peer mentors in addition to one-on-one counselling, such as interactive educational workshops, for peer mentors to learn and practice coping skills, including mindfulness, meditation, and action-planning. As with other paid employees, SCI peer mentors should be trained to recognize when they are feeling depleted and be supported in seeking appropriate care from a health professional to provide quality psychosocial services to others.

ВИКОРИСТАННЯ ВОРКШОПУ В ПРОЦЕСІ ВИКЛАДАННЯ МЕДИЧНОЇ ТА БІОЛОГІЧНОЇ ФІЗИКИ СТУДЕНТАМ МЕДИЧНИХ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

It is relevant to find directions and courses for updating education that will meet the norms of the world community and educational development for a long period. The traditional learning is replaced by interactive learning, which is aimed at increasing the level of cognitive activity of students by improving interaction and communication between students, students and teachers, students in small groups. The article provides a theoretical analysis of the interactive process of teaching medical and biological physics to students of medical and dental faculties of Poltava State Medical University and describes the experience of using a workshop in preparing students for future professional activities. The theoretical bases of introduction of the newest technologies in educational process in establishments of higher education are analyzed. The theoretical foundations of the workshop as an innovative and interactive method of teaching are considered and analyzed. The main stages of the interactive educational event workshop are identified. The role and place of medical and biological physics in the preparation of medical students for future professional activities are clarified. The method of using the workshop method in laboratory-practical classes in medical and biological physics as a way to involve students in an active and productive learning process is presented. It is established that the application of the workshop to the educational process satisfies the requirements of increasing the level of competencies of individual group members due to active group interaction of each participant in the educational process, as well as achieving additional effect in the classroom due to maximum contribution of each group member. The use of interactive methods in preparing students allows to more effectively prepare them for professional activities. &nbsp;&nbsp;&nbsp

Racism as an Adverse Childhood Experience: An Interactive Workshop to Train Pediatricians to Address Racism in Clinical Care.

The objective of this study was to address critical gaps in pediatric medical education by developing and evaluating an interactive educational workshop on racism as an adverse childhood experience (ACE). A team of developmental-behavioral pediatrics professionals used a best-practice curriculum development model of Kern's 6 steps to develop the workshop curriculum. Based on a targeted needs assessment, goals and objectives to address the topics of race and racism in clinical practice were developed. A variety of educational strategies (e.g., audience polls, videos, didactic presentations, experiential activities, and peer-guided case-based discussion and practice) were used to appeal to varied learning styles. Selection of strategies was guided by self-determination theory, an adult learning model that addresses the needs of autonomy, competence, and relatedness. The workshop was implemented at 2 national pediatric meetings and evaluated using participant polls and written program evaluation. The workshop curriculum was well-received. Participants endorsed improvements in comfort level in talking about race/racism and demonstrated a significant change in preparation or comfort level for skills-based activities, including counseling families and offering resources to address experiences with racism, postworkshop. Participants endorsed intent to change clinical practice by discussing the issues of race and indicated a desire to receive additional training. An interactive educational workshop on racism as an ACE was effective in improving pediatric professionals' comfort level and self-rated skills. Desire for a longer educational session suggests receptivity to longitudinal approaches. Replication and refinement of the educational workshop could clarify effective components of this approach. We advocate for longitudinal training curricula that incorporate observable behavior change and skills to increase and further evaluate the impact. Health care provider education and training to implement antiracism efforts in clinical encounters with patients and families can serve as an entry point to the complex process of addressing racism at multiple levels in health care.

An educational intervention to assess knowledge, attitude, and practice of pharmacovigilance and adverse drug reactions among undergraduates in an Indian tertiary care teaching hospital

Background: Identification of adverse drug reactions (ADRs) is first step toward preventing, treating, and reporting them, which might lead in planning appropriate risk evaluation and mitigation strategies. This very scientific activity is essence of pharmacovigilance. Assessing awareness of pharmacovigilance among the health-care professionals is of key importance for improving under reporting of ADRs. Aim and Objective: This was a study to evaluate the perceptions and knowledge regarding pharmacovigilance and ADR reporting among undergraduate students of a medical college situated at Central India using interactive educational workshop and hands-on training s tool. Materials and Methods: This was a prospective interventional knowledge, attitude, and practice (KAP) questionnaire-based study included 200 undergraduate MBBS students. The questionnaire contains 20 standard KAP questions, validation of questionnaire was done by senior subject experts and with similar studies conducted previously. All the participants who administered pre-intervention questionnaire were part of interactive educational intervention. A post-intervention questionnaire survey was used to evaluate the impact of effectiveness of educational intervention among the students. Data were analyzed using paired t-test and Chi-square test. Results: The overall response rates were improved significantly (P < 0.05) for post-intervention questionnaire compared to pre-intervention response. This indicates significance of effectiveness of an educational intervention for improving awareness of pharmacovigilance and ADR reporting among undergraduate students. Conclusion: The results of the present study demonstrate that an educational intervention can increase awareness of pharmacovigilance among medical students and they can incorporate this gained knowledge in clinical practice.

The Effect of Interactive Educational Workshops With or Without Standardized Patients on the Clinical Skills of Midwifery Students in Providing Sexual Health Counseling.

Insufficient skills among health personnel, including midwives, can lead to failure in evaluating and providing sexual health counseling services to clients. Thus, the purpose of this study was to compare the effect of 2 interactive educational workshops with or without standardized patients (SPs) on midwifery students' clinical skills in providing sexual health counseling at Mashhad University of Medical Sciences, Mashhad, Iran, in 2014 to 2015. In this randomized controlled trial, 62 midwifery students were selected through convenient sampling method and then randomly divided into 2 groups who received 1 of 2 interactive educational workshops, with or without SPs in 10-hour educational programs. The students' skills in providing sexual health counseling were evaluated before and 2 weeks after the education through an Objective Structured Clinical Examination composed of 5 stations using validated checklists. The data were then analyzed using the SPSS Software (Version 16) through descriptive statistics as well as independent t test, paired t test, Mann-Whitney U, χ, and Fisher exact tests. The level of significance was considered by P < 0.05. There was no significant difference between the mean scores of students' clinical skills in providing sexual health counseling services in the group educated with or without SPs (22.4 ± 7.0 and 23.0 ± 9.4, P = 0.77). However, 2 weeks after the interventions, the mean scores were 75.8 ± 11.2 and 47.0 ± 8.9, respectively, meaning a significant difference between the study groups (P < 0.0001). Although both teaching methods could promote clinical skills among the midwifery students, the effect of interactive workshop with SPs was much significantly stronger.

Effectiveness of an In-Service Education Program to Improve Patient Safety Directed at Surgical Residents: A Randomized Controlled Trial

Patient safety is a critical issue in healthcare services particularly in surgical units and operation rooms because of the high prevalence and risk of medical errors in such settings. This study was conducted to determine whether a 1-day educational intervention can change the attitude and behavior of surgical residents regarding patient safety. A total of 90 surgical residents were recruited from 6 university hospitals located in Tehran and Qazvin, Iran, and were randomized to either the intervention or a control group. Those in the intervention group participated in a 1-day workshop on patient safety, whereas the control group received no intervention. Both groups were followed for 3 months after the intervention was completed. The Safety Attitude Questionnaire and Oxford Non-Technical Skills scale were administered at 3 points in time (baseline, 1 month after the intervention, and 3 month later). The data were analyzed using repeated measures analysis of variance. Total score on the Safety Attitude Questionnaire improved from 54.5 (SD = 14.4) at baseline to 58.3 (SD = 13.8) 3 months after the intervention in the intervention group; all dimensions, with the exception of working condition, showed significant changes. In addition, the Oxford Non-Technical Skills scale - as assessed by attending surgeons - improved significantly in all domains (p < 0.05). More than 60% of participants in the intervention group scored in the positive range for items assessing safety and teamwork climate. A 1-day interactive educational workshop may be effective in changing the attitude and practice of surgical residents regarding patient safety. Further assessment of this intervention in other healthcare settings involving health professionals from various specialties and use of an objective measure such as number of reported medical errors are needed to corroborate these findings.

Bereavement care education and training in clinical practice: Supporting the development of confidence in student midwives

AimsTo improve the confidence in student Midwives to provide bereavement careto parents following pregnancy loss and perinatal death. BackgroundThe one-day interactive Educational Training Workshop in Bereavement Care (ETWBC) was developed for student midwives in their final year of their B.Sc. Midwifery Degree Programme and those completing a Higher Diploma in Midwifery to help improve their confidence to provide bereavement care in clinical practice. DesignA longitudinal sequential mixed-methods design was used to evaluate the outcome and processes of participation in the Workshop. This paper reports on the outcome evaluation. MethodsParticipants completed the study questionnaires at all 3 time points: pre/post workshop and 3 month follow-up. Thirty nine of the 41 student midwives (Higher Diploma and 4th year B.Sc.) participated in the workshop. 97.44% (n = 38) of the participants completed all the questionnaires. ResultsParticipation in the ETWBC increased student's midwives confidence (measured using knowledge and skills scales); Bereavement support skills [F(2,72) = 21.150, p < .000, partial eta squared = 0.370] and Bereavement support knowledge [F(1.6,60) = 48.460, p < .000, partial eta squared = 0.567]to provide bereavement care. Improvement in Student Midwives' level of self-awareness of the needs of bereaved parents [F(2,72 )= 20.311, p < .000, partial eta squared = 0.361] and of their own personal needs [F (1.7, 61) = 30.387, p < .000, partial eta squared = 0.458] in relation to providing bereavement support were also found. ConclusionParticipation in the Education Training Workshop on Bereavement Care helped increase student midwives confidence to provide bereavement care to grieving parents and to increase their self-awareness around their clinical practice in this area. The ETWBC is recommended as a brief effective educational intervention for inclusion in Midwifery curricula which could be modified for use with other relevant professional groups.

199: THE EFFECT OF INTERACTIVE EDUCATIONAL WORKSHOPS WITH OR WITHOUT STANDARDIZED PATIENTS ON THE SELF-EFFICACY OF MIDWIFERY STUDENTS IN SEXUAL HEALTH COUNSELING

Background and aims:Modifications in learning systems based on the concepts of self-efficacy and self-esteem are among the suggested strategies to bridge the gap between knowledge and practice. The aim of...

The Effect of Interactive Educational Workshops with or Without Standardized Patients on the Self-Efficacy of Midwifery Students in Sexual Health Counseling

Background & aim: Modifications in learning systems based on the concepts of self-efficacy and self-esteem are among the suggested strategies to bridge the gap between knowledge and practice. The aim of this study was to compare the effect of two interactive educational workshops with or without standardized patients (SPs) on midwifery students' self-efficacy in providing sexual health counseling at Mashhad University of Medical Sciences, Mashhad, Iran in 2014. Methods:In this quasi-experimental study, 62 B.Sc. and M.Sc. students of midwifery at Mashhad School of Nursing and Midwifery were randomly divided into two groups. The groups were trained, using one of two interactive educational workshops (with or without SPs) on sexual health counseling (10 hours). Data were collected, using a demographic questionnaire and a self-efficacy assessment tool. For data analysis, paired and independent t-tests were performed, using SPSS version 16. Results: The mean scores of students' self-efficacy in providing sexual health counseling in the two groups were not significantly different at the beginning of the study (P=0.587), while two weeks after the intervention, the scores were significantly higher in students who participated in SP-based workshops (76.0±10.9 vs. 66.7±5.9, P<0.0001). Conclusion: Although both methods could promote students' self-efficacy, the impact of workshops with SPs was more significant. Therefore, integration of this training method in midwifery educational curricula is recommended.

GenetiKit: a randomized controlled trial to enhance delivery of genetics services by family physicians

Patients look to their family physicians (FPs) for credible information and guidance in making informed choices about genetic testing. FPs are challenged by lack of knowledge and the rapid pace of genetic discovery. There is an urgent need for effective interventions to facilitate integration of genetics into family medicine. To determine if a multi-faceted knowledge translation intervention would improve skills, including referral decisions, confidence in core genetics competencies and knowledge. Randomized controlled trial involving FPs in four communities in Ontario, Canada (two urban and two rural). The intervention consisted of an interactive educational workshop, portfolio of practical clinical genetics tools and knowledge service called Gene Messenger. Outcome measures included appropriate genetics referral decisions in response to 10 breast cancer scenarios, decisional difficulty, self-reported confidence in 11 genetics core competencies, 3 knowledge questions and evaluation of intervention components 6 months afterwards. Among the one hundred and twenty-five FPs randomized, 80 (64%) completed the study (33 control, 47 intervention). Intervention FPs had significantly higher appropriate referral decision scores [6.4/10 [95% confidence interval (CI) 5.8-6.9] control, 7.8/10 (95% CI 7.4-8.2) intervention] and overall self-reported confidence on core genetics competencies [37.9/55 (95% CI 35.1-40.7) control, 47.0/55 (95% CI 44.9-49.2) intervention]. Over 90% of FPs wanted to continue receiving Gene Messengers and would recommend them to colleagues. No significant differences were found in decisional difficulty or knowledge. This study demonstrated that a complex educational intervention was able to significantly improve practice intent for clinical genetics scenarios found in primary care, as well as confidence in genetics skills.

Developing vaccinology expertise for Africa: Six years and counting

There exists high quality evidence showing that interactive educational meetings and workshops can improve healthcare worker performance. This evidence formed the basis for establishing the annual African Vaccinology Course in 2005 at the University of Cape Town in South Africa. The course, which is designed to develop vaccinology expertise for Africa, covers relevant basic sciences pertaining to vaccine-preventable diseases such as epidemiology, immunology and microbiology; discusses specific vaccine-preventable diseases; provides information on vaccine safety, vaccination strategies and evaluation of vaccines; discusses new vaccines in the pipeline; and promotes vaccine advocacy. We hope that course alumni would become strong advocates for childhood immunisation in their respective countries. Such dedicated advocacy should contribute to reducing the time gap between the development of new vaccines and the formulation of policies enabling their introduction in African countries, as well as contributing to more equitable increase in immunisation coverage in our continent.