Interest In Educational Materials Research Articles

Eliciting Clinician Perspectives on Asymptomatic Bacteriuria to Identify Targets for Antimicrobial Stewardship Education and Decision Support.

The aim of this study was to elicit clinicians' perspectives to help reduce antibiotic prescribing for asymptomatic bacteriuria and improve a patient-centered educational brochure for older adults with urinary tract infections or asymptomatic bacteriuria. Between October 2023 and April 2024, we conducted semi-structured qualitative interviews of clinicians who treat patients aged ≥65 years for urinary tract infections or bacteria in the urine, at infectious disease clinics, community senior living facilities, memory care clinics, and general practice. We developed an interview guide based on a behavior change framework and thematically analyzed written transcripts of audio-recorded interviews using inductive and deductive coding techniques. We identified several common themes surrounding management of asymptomatic bacteriuria from clinicians. These included an emphasis on ordering and interpreting urine tests, tension between guidelines and individual patient care for older adults, use of epidemiologic data to influence prescribing practices, pre-prepared communication talking points, and interest in educational materials for patients and clinical teams. Education about the need for symptoms to supplement urine testing, data about the impact of overuse of antibiotics, and oral and written communication strategies should be addressed to reduce antibiotic prescribing for asymptomatic bacteriuria.

Using Interactive Maps as a Means of Developing Fundamental Mathematical Knowledge

Introduction. Mathematics as a science and academic discipline has rich educational potential. However, due to the lack of motivation among students to master it, difficulties often arise in acquiring fundamental mathematical knowledge. The author believes that questions of the history of mathematics can help to understand how this discipline has developed over the centuries, how it influences modern life, and the tools of the digital educational environment will make it possible to do this in an accessible and understandable interactive form. The aim of the study is to present a way to use digital interactive maps as a means of developing deep mathematical knowledge in students, based on historical aspects of mathematical theory. Methodology: analysis of psychological and pedagogical literature on the research topic, generalization of many years of experience in training future teachers of mathematics and computer science, results of organizing design and research activities of students at Leningrad State University named after A. S. Pushkin (Saint Petersburg). The digital interactive map presented by the author is based on substantive aspects of the development of mathematics from the history of the Saint Petersburg mathematical school. Results. Digital interactive maps are characterized as an option for a teacher to use the functionality of a digital educational environment to fundamentalize students’ mathematical training. Interactive maps increase studentsʼ interest in educational material, integrate various types of data, use various interactivity tools, are the basis for providing detailed reference information, provide productive interaction with the map, and others. The author presents an example of creating an interactive map that reflects various locations in Saint Petersburg associated with historical aspects of the development of mathematical theory. Conclusions. A conclusion is made about the methodologically justified creation and use by the teacher of materials on the history of mathematics for the development of students’ system of fundamental mathematical knowledge, the formation of interest in the subject, the patriotic education of students, which together contributes to the conscious study of each individual topic of the school and university mathematics course, a deep immersion in the essence tasks to be solved.

ARCHITECTURE AND CONSTRUCTION STUDENTS' PERCEPTION OF “TECHNICAL DRAWING” AND “DESCRIPTIVE GEOMETRY" DISCIPLINE CONTENT

The present paper highlights the results of pedagogical research conducted at the Architectural Department in the Kamianets-Podilskyi Professional College of Construction, Architecture and Design. The study considers the vocational pre-higher education students’ perceptions of various graphic works in drawing and descriptive geometry in the context of graphic work features, and understanding the significance of drawing works for the formation of a future specialist in the construction industry. Students were suggested to fill in the forms with a list of the curriculum topics and give grades according to three criteria: usefulness for the future profession, the complexity of the graphic work and the engagement in performing the task.Research results provide problem-solving solutions related to teaching methodology of such disciplines as "Technical Drawings", "Drawings and Basics of Descriptive Geometry" and "Descriptive geometry".Based on research findings, the recommendations concerning teaching and increasing interest in educational material can be made. It has been found that certain topics do not arouse much interest in students, so we recommend improving students' motivation in the classroom by employing engaging tasks, taking into account the peculiarities of perception and attention when studying these topics. The topics that are difficult to master according to students' responses require more hours for studying, and the topics that students consider least useful should be reviewed, reformatted, or even excluded from the program.

An Educational Platform about Current and Future Paradigms of Neuroimaging in the Management of Alzheimer's Disease.

The first disease-modifying treatment (DMT) for Alzheimer's disease (AD) has been approved by the U.S. Food and Drug Administration (FDA) in 2021, with potentially more DMTs becoming available in the coming years. Neuroimaging was shown to support clinical decision making in the management of AD and will play a crucial role in determining patient eligibility and monitoring treatment efficacy and adverse events [1]. However, while neuroimaging takes center stage, image acquisition and analysis is rapidly becoming more complex. Training and education are critical for successful implementation of new imaging tools by (neuro)radiologists in daily clinical practice [2]. ALZimaging.com is a free e-learning platform about current and future neuroimaging paradigms in AD management, written by three medical experts. It offers six chapters containing a thorough literature review, retaining more than 250 peer-reviewed papers and guidelines about AD pathophysiology, neuroimaging protocols and tools for early and differential diagnosis, patient monitoring and safety reading. Additionally, all chapters are complemented by a quiz to test the users' knowledge. Four webinars with Accreditation Council for Continuing Medical Education (ACCME) are also included, presenting expert discussion panels and case studies. We present the qualitative assessment on the general acceptance and feedback about the e-learning platform, while the educational content was released gradually during the first year. Since the launch, over 2000 persons have visited the e-learning platform. The registered participants have read in average 71.5% of the content and the average quiz score is 3.5 out of 5 per chapter. For the Alzheimer's webinar series, more than 500 participants watched the live versions and completed the courses, resulting in the attainment of ACCME-accreditation. As feedback, the majority of (neuro)radiologists using the platform expressed their positivity and that knowledge gaps on neuroimaging were filled. The changing healthcare landscape of neuroimaging in dementia results in a strong interest in educational material. Platforms like ALZimaging.com providing curated and interactive educational resources leading to ACCME accreditation can play a crucial role to support the neuroradiology community in improving management of AD in care practice.

Acceptability of an mHealth App That Provides Harm Reduction Services Among People Who Inject Drugs: Survey Study.

BackgroundHarm reduction services reduce the negative consequences of drug injection and are often embedded within syringe service programs (SSPs). However, people who inject drugs (PWID) suboptimally engage with such services because of stigma, fear, transportation restrictions, and limited hours of operation. Mobile health (mHealth) apps may provide an opportunity to overcome these barriers and extend the reach of SSPs beyond that of the traditional brick-and-mortar models.ObjectiveThis study aims to assess the prevalence of smartphone ownership, the level of comfort in providing the personal information required to use mHealth apps, and interest in using an mHealth app to access harm reduction services among PWID to guide the development of an app.MethodsWe administered a survey to 115 PWID who were enrolled via respondent-driven sampling from July 2018 to July 2019. We examined the extent to which PWID had access to smartphones; were comfortable in providing personal information such as name, email, and address; and expressed interest in various app-based services. We measured participant characteristics (demographics, health status, and behaviors) and used binary logistic and Poisson regressions to identify independent correlates of mHealth-related variables. The primary regression outcomes included summary scores for access, comfort, and interest. The secondary outcomes included binary survey responses for individual comfort or interest components.ResultsMost participants were White (74/105, 70.5%), male (78/115, 67.8%), and middle-aged (mean=41.7 years), and 67.9% (74/109) owned a smartphone. Participants reported high levels of comfort in providing personal information to use an mHealth app, including name (96/109, 88.1%), phone number (92/109, 84.4%), email (85/109, 77.9%), physical address (85/109, 77.9%), and linkage to medical records (72/109, 66.1%). Participants also reported strong interest in app-based services, including medication or sterile syringe delivery (100/110, 90.9%), lab or appointment scheduling (90/110, 81.8%), medication reminders (77/110, 70%), educational material (65/110, 59.1%), and group communication forums (64/110, 58.2%). Most participants were comfortable with the idea of home delivery of syringes (93/109, 85.3%). Homeless participants had lower access to smartphones (adjusted odds ratio [AOR] 0.15, 95% CI 0.05-0.46; P=.001), but no other participant characteristics were associated with primary outcomes. Among secondary outcomes, recent SSP use was positively associated with comfort with the home delivery of syringes (AOR 3.29, 95% CI 1.04-10.3 P=.04), and being older than 50 years was associated with an increased interest in educational materials (AOR 4.64, 95% CI 1.31-16.5; P=.02) and group communication forums (AOR 3.69, 95% CI 1.10-12.4; P=.04).ConclusionsOur findings suggest that aside from those experiencing homelessness or unstable housing, PWID broadly have access to smartphones, are comfortable with sharing personal information, and express interest in a wide array of services within an app. Given the suboptimal access to and use of SSPs among PWID, an mHealth app has a high potential to address the harm reduction needs of this vulnerable population.

Using Augmented Reality Technology in Higher Education Institutions

One way to increase the effectiveness of a mobile-oriented learning environment is to use augmented reality technology, which enables the integration of real and virtual learning tools using mobile Internet devices. The purpose of the article is to theoretically substantiate the use of augmented reality technology in physics classes. The article describes and substantiates the relevance of the application of augmented reality technology, considers possible uses of this technology in the educational process, in particular in terms of mobile distance learning. Examples of mobile applications aimed at practice-oriented learning using augmented reality technology are described. Examples of real educational systems that allow to study the disciplines of physical orientation on the basis of this technology are considered. It was found that augmented reality technologies stimulate the educational process and provide the opportunity to implement knowledge in both humanities and natural sciences. This technology expands the educational process towards clarity and motivates the student to further study the material. Visual education is the best thing that can be offered to modern students, which will contribute to the development of scientific and technological progress. The introduction of augmented reality technology makes it possible to improve the quality of education by motivating students to self-study, increasing audience interest in educational material, developing a desire to use modern interactive technical capabilities and technologies, replacing textbooks and laboratory equipment with multimedia computer models. distance learning.

Формування наукового світогляду у процесі професійної підготовки майбутніх магістрів історії засобами міжпредметних зв’язків

The formation of scientific outlook in the process of the professional training aimed at the future masters of History by means of cross-curricular communications seem to be of great importance. The basis of professional training of masters of History is provided by general scientific, philosophical, general cultural, methodical and special knowledge. The Master's degree in History provides an understanding of the content of the Humanities, the knowledge of Ukraine’s history, the knowledge of the major trends in the evolution of European history and culture. Undergraduate students must have a comprehensive approach to scientific analysis, they are to be able to evaluate the events and activities of historical figures from the standpoint of universal values, to critically evaluate historical facts based on alternative views of the problem, to find out the cause and effect of the relationships in historical events of the past, to analyse and to generalize historical material in a certain system and to form on this ground a personal outlook, to know the achievements of the Humanities and social sciences. Institutions of higher education should combine in the educational space the education, training and development of the personality of each student, while creating the conditions for the formation of the scientific outlook of the Master of History, which must correspond to the modern, complex realities of social development. The formation of a scientific outlook requires focused and continuous work throughout the magistracy. In the mind of the student, the formation of the scientific worldview occurs in the form of a synthesis of interdisciplinary knowledge, that is, the formation of a holistic system of knowledge that is learned in classes in different disciplines of masterʼs training. The importance of forming the scientific outlook of future specialists has been proved in the scientific literature in view of the importance of the development of modern society, but the structural components of the scientific outlook of the personality of the specialist, pedagogical technologies (pedagogical conditions) of the process of its formation have not been sufficiently developed. In order to pass certain stages of the effective procedure, we propose the pedagogical conditions that will contribute to a better formation of the scientific outlook of masters of History. Therefore, the main pedagogical conditions of this process, in our opinion, are as follows: 1) to obtain meaningful theoretical knowledge in all subjects of the master's training unit; 2) to form personal relations to the historical fact and the historical figure; 3) to motivate masters to active independent work (interest in educational material, actualization of a cognitive activity, possibility of using the students’ creative potential, to encourage them to self-education and self-development). Keywords: worldview, scientific worldview of master of History, components, cross-subject ties, master’s degree course, pedagogical conditions.

If We Don't Ask, They Won't Tell: Screening for Urinary and Fecal Incontinence by Primary Care Providers.

More than half of older adults experience urinary (UI) or fecal incontinence (FI), but the majority have never discussed symptoms with health care providers. Little is known about primary care providers' (PCPs') screening for UI and FI. We conducted a cross-sectional electronic survey of PCPs within a Midwest academic institution to ascertain and compare PCPs' beliefs, attitudes, and behaviors regarding screening and treatment for UI and FI; determine factors associated with screening for FI; and identify potential barriers to and facilitators of FI screening and treatment. Among 154 PCPs, the screening rate for UI (75%) was more than double that for FI (35%; P < .001). PCPs believed that both UI and FI screening were important but felt better informed to treat UI (P < .001). Screening for FI was associated with UI screening (OR, 11.27; 95% CI, 4.9-26.0; P < .001); feeling informed to treat FI (OR, 10.21; 95% CI, 1.2-90.0; P = .01); screening verbally (OR, 3.9; 95% CI, 1.9-8.0; P < .001); perceiving screening as important (OR, 3.7; 95% CI, 1.8-7.4; P < .001); using the term, "accidental bowel leakage" (OR, 2.9; 95% CI, 1.2-6.7; P = .02) or "bowel control issues" (OR, 2.2; 95% CI, 1.1-4.5; P = .03); and being a resident (OR, 0.37; 95% CI, 0.16-0.82; P = .02). PCPs reported high interest in patient and provider educational materials about UI and FI. Most PCPs screen for UI but not FI. High reported interest in educational materials, coupled with high reported rates of perceived importance of screening for UI and FI, suggests that PCPs welcome informative interventions to streamline diagnosis and treatment.

Occupational Radiation Exposure of Anesthesia Providers: A Summary of Key Learning Points and Resident-Led Radiation Safety Projects.

Anesthesia providers are frequently exposed to radiation during routine patient care in the operating room and remote anesthetizing locations. Eighty-two percent of anesthesiology residents (n = 57 responders) at our institution had a "high" or "very high" concern about the level of ionizing radiation exposure, and 94% indicated interest in educational materials about radiation safety. This article highlights key learning points related to basic physical principles, effects of ionizing radiation, radiation exposure measurement, occupational dose limits, considerations during pregnancy, sources of exposure, factors affecting occupational exposure such as positioning and shielding, and monitoring. The principle source of exposure is through scattered radiation as opposed to direct exposure from the X-ray beam, with the patient serving as the primary source of scatter. As a result, maximizing the distance between the provider and the patient is of great importance to minimize occupational exposure. Our dosimeter monitoring project found that anesthesiology residents (n = 41) had low overall mean measured occupational radiation exposure. The highest deep dose equivalent value for a resident was 0.50 mSv over a 3-month period, less than 10% of the International Commission on Radiological Protection occupational limit, with the eye dose equivalent being 0.52 mSv, approximately 4% of the International Commission on Radiological Protection recommended limit. Continued education and awareness of the risks of ionizing radiation and protective strategies will reduce exposure and potential for associated sequelae.