Introductory Session Research Articles

Promoting school-based learning about nutrition and physical activity using Photovoice: A systematic review

Objective: Photovoice as a participatory research method seeks to capture and share participants’ perspectives and experiences. It has been widely used in school settings to prioritise student voice in health research. Photovoice also presents opportunities for health education. There is limited synthesis on school-based Photovoice focused on nutrition and physical activity (PA). This systematic review examined the use of school-based Photovoice in relation to nutrition and PA for 10- to 18-year-olds. The research questions explored were twofold: what Photovoice approaches and implementation processes have been used in schools with respect to nutrition and PA; and what were the student learning outcomes? Methods: Six electronic databases were searched: MedLine, PsycInfo, EMBASE, ProQuest Education Journal, Cochrane Central and ERIC. The Participant, Intervention, Comparison, Outcome and Study (PICOS) framework was used to specify inclusion/exclusion criteria. Nineteen articles were selected from the search results of 2,305 articles based on fit with the established criteria. Iterative inductive thematic analysis was used to analyse the data with a focus on (1) approaches and implementation, and (2) student learning outcomes. Results: Nineteen studies were included in the review. Themes related to approaches and implementation were the importance in introductory sessions; processes for meaning-making; student-led community engagement and health promotion; and learning from challenges and limitations. Themes related to student learning outcomes included critical awareness of nutrition and PA environmental influences; capability development; and agency and empowerment. Conclusion: School-based Photovoice benefits health research by generating data with a focus on student voice. An under-valued and under-reported benefit relates to student learning outcomes, supporting the potential for healthy behaviour change. Multisectoral education and health research should value both types of goals. Photovoice can be used as a curriculum-linked pedagogical tool to add value to the pursuit of educational goals in school.

'To loosen up and talk': Patients´ and facilitators´ experiences of discovery group sessions from the Tidal Model as an introduction before engaging in a person-centred group intervention.

Treatment groups in Mental Health Service is cost-effective, increases patients´ self-understanding and stimulate change Research shows that people with mental illness have different barriers to attend group sessions which often originates from a lack of trust in other people, but it is known that the possibility to build gradual trust among the participants encourages attendance. This study is based on the experience from outpatients and illuminates how discovery groups from the Tidal Model can be used as introductory sessions to build gradual trust among people with mental illness before engaging in a person-centred group intervention. The study fills a research gap in methods to create a safe and trusting environment in treatment groups for people with mental illness working with recovery-oriented person-centred interventions. This study emphasizes the importance of meeting concerns about social interactions in persons with mental illness when joining treatment groups. It presents a recovery-oriented method which meets this requirement and is easy to implement in practice. INTRODUCTION: Recovery-oriented interventions delivered individually or in groups are more and more common within mental health nursing. However, persons with mental illness may be cautious about engaging in groups. Therefore, it is important to provide a trusting basis in the group to allow for the best opportunities to promote engagement, attendance and impact of treatment. The aim was to explore how discovery group sessions were experienced as introductory sessions from the perspectives of participants and facilitators before engaging in a person-centred group intervention. A qualitative interview study was conducted, involving four group facilitators and 16 participants with mental illness from five completed groups. Data were analysed with Ricoeur's theory of interpretation. The findings showed that the two discovery group sessions were experienced as useful and meaningful to all and created a safe atmosphere and a trusted relationship among group participants and facilitators. Feeling safe and sharing experiences and emotions contribute to the relational climate in a group. Addressing concerns about social interactions in persons with mental illness is important in group treatment. This study proved that engaging patients in designing or adapting interventions for mental health services is important to improve quality.

Experience informed procedural skills training.

Paediatric critical care (PCC) physicians must perform several emergent procedures independently and competently-requiring transition from novice to competent over a 3-year fellowship. However, skill acquisition is not uniform. Individualised training, adapted to the unique experiences and requirements of each trainee, may enhance competency. An individualised, longitudinal critical procedure course was initiated at a large academic paediatric medical centre in July 2022 for PCC fellows (n = 5). The course, informed by procedural performance profiles (P3) generated through real-time clinical assessments in the paediatric intensive care unit (PICU), was split into three phases: (1) an Initial Simulation Bootcamp-a 2-day introductory session; (2) Quarterly Structured Booster Sessions (QSBS)-spaced repetition of deliberate practice training individualised to each fellow; and (3) an Annual Refresher Training-a core skills and advanced technique training day. Fellows began with minimal experience, which formed their initial P3s. Ninety-two percent (166/180) of bedside procedures received real-time feedback, enabling longitudinal P3 modification, which identified focus areas for the QSBS. The sessions were well attended and received. Eighty-nine percent (QSBS #1 5/5, QSBS #2 3/4) of respondents reflected positively on the course's impact on procedural understanding. The course was perceived as more effective than traditional modalities, except bedside training. Implementation of a spaced repetition, deliberate practice course informed by longitudinally tracked real-life performance data is feasible for educators and preferred by trainees. This educational construct can be applied to other clinical skills, bringing precision medicine approach to training.

Proceedings of the 2023 Viral Clearance Symposium: 2023 VCS Summary, Pending Questions, and Next Steps.

The 2023 Viral Clearance Symposium (VCS) was hosted by Takeda on 24 and 25 May 2023 in Vienna, Austria. The present conference extended the structure of the previous biennial symposia held between 2009 and 2019. As recapitulated in the introductory session, the genesis of the VCS, as described in the Proceedings of the 2009 VCS was "the worldwide regulatory and industry recognition that challenges, gaps, and opportunities exist, that it formally addressed could benefit the field as whole." This report provides a synopsis of the progress achieved at the conference resulting from detailed technical discussions and the pending questions that still require attention to address. The 2023 VCS was composed of nine individual sessions of short presentations followed by in-depth panel discussions from the presenters. Sessions included Regulatory Updates (with a focus on ICH Q5A(R2) efforts), including a summary of lessons learned from the 2019 VCS, and progress on these key areas mapped into 2023 VCS topics: Viral Clearance Strategy and Case Studies, New Modalities in Chromatography and Adsorptive Filters, Continuous Processing, Viral Clearance Strategy and Process Understanding, Virus Inactivation, Upstream and Downstream Virus Retentive Filtration and Cell Banks, and Advanced Technologies (advanced therapy medicinal products, next-generation sequencing).

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.

Design Considerations for Implicit Bias Training

This paper identifies the issues with implicit bias training (IBT) and its ineffectiveness to reduce biased behavior. We seek to transform implicit bias training from introductory and reactive information sessions to training that supports students in obtaining fundamental skills that promote behavior change. We seek to design and develop a professional open educational resource (OER) instruction to support IBT for cross-disciplinary organizations that incorporate more behavior-focused implicit bias training within their diversity, equity, accessibility, and inclusion (DEAI) initiatives.

The effect of using desktop VR to practice preoperative handovers with the ISBAR approach: a randomized controlled trial

AimThe aim was to investigate whether second-year undergraduate nursing students practicing the Identification-Situation-Background-Assessment-Recommendation (ISBAR) communication approach in a desktop virtual reality (VR) application had a non-inferior learning outcome compared with the traditional paper-based method when sorting patient information correctly based on the ISBAR structure.MethodsA non-inferior parallel group assessor blinded randomized controlled trial, conducted in simulation sessions as part of preparation for clinical placements in March and April 2022. After a 20-minute introductory session, the participants were randomized to self-practice the ISBAR approach for 45 minutes in groups of three in either an interactive desktop VR application (intervention) or traditional paper-based (TP) simulation. The primary outcome concerned the proportion of nursing students who sorted all 11 statements of patient information in the correct ISBAR order within a time limit of 5 min. The predefined, one-sided, non-inferiority limit was 13 percentage points in favor of traditional paper-based simulation.ResultsOf 210 eligible students, 175 (83%) participated and were allocated randomly to the VR (N = 87) or TP (N = 88) group. Practicing in the desktop VR application (36% of everything correct) was non-inferior to the traditional paper-based method (22% everything correct), with a difference of 14.2 percentage points (95% CI 0.7 to 27.1) in favor of VR. The VR group repeated the simulation 0.6 times more (95% CI 0.5 to 0.7). Twenty percent more (95% CI 6.9 to 31.6) of the students in the VR group reported liked how they practiced. All the other outcomes including the System Usability Scale indicated non-inferiority or were in favor of VR.ConclusionsSelf-practicing with the ISBAR approach in desktop VR was non-inferior to the traditional paper-based method and gave a superior learning outcome.Trial registration numberISRCTN62680352 registered 30/05/2023.

Understanding and Enhancing Journalism Students’ Perception of Data Journalism

As the media landscape continuously evolves in response to the increasing dominance of data, it is important to understand how future journalists perceive and respond to the emerging discipline of data journalism. This paper explores the impact of an introductory session on data journalism conducted with second-year journalism students at Aristotle University, Thessaloniki, Greece. The study aims, through a focus group survey, to assess the students’ initial understanding and beliefs about data journalism and explores how an educational activity, structured as a one-time workshop utilizing a resource from the Al Jazeera Media Institute and data journalism project examples from the BBC, can elucidate the notion of data journalism and stimulate interest in the field. This study contributes to the ongoing discourse on the integration of data journalism into journalism curricula and the training of the next generation of journalists. Therefore, the findings could provide valuable insights for educators in understanding journalism students’ perception of data journalism in order to develop effective curricula and teaching methods for data journalism.

Assessing the Impact of a Hospice and Palliative Medicine Mentored Clinical Shadowing Experience for First-Year Medical and Dental Students: A Pilot Study.

Background: All physicians encounter patients with serious illness. Medical students recognize the value of hospice and palliative medicine (HPM) and desire more knowledge and skills in this area. However, both pre-clinical and clinical HPM content are underrepresented within medical school curricula. Objectives: To conduct a pilot study examining the impact of a novel required HPM clinical experience on pre-clinical medical and dental students' learning through mixed methods evaluation of student responses. Design: Students completed a two-part electronic survey following a half-day HPM mentored clinical shadowing experience (HPM-MCSE) which included an introductory session, a faculty-mentored shadowing experience and a debriefing session. Setting/subjects: 163 first-year students at Harvard Medical School in Boston, Massachusetts, USA in 2022. Measurements: The survey collected demographic information and student responses to both closed-ended (Likert-scale) and open-ended prompts. Data were analyzed quantitatively using descriptive statistics and qualitatively using constant comparative methodology. Results: 127 medical and dental students responded (78% response rate). Qualitative analysis yielded three overarching themes: acquisition of knowledge about operational dimensions of HPM, acquisition of knowledge about psychosocial dimensions of HPM, and personal impact including an awareness of discordance between expectations and lived experience of HPM practice. Of the 109 students who completed the entire survey, 67% indicated that this experience increased their interest in palliative care and 98% reported an increase in their understanding of how palliative care enhances patient care. Conclusions: Early clinical exposure to HPM for first year students stimulates multi-dimensional learning about HPM and evokes personal reflection about serious illness care.

Addressing Burnout inthe Primary Care Setting: The Impact ofan Evidence-Based Mindfulness Toolkit.

Burnout is insidious and manifests over prolonged, repeated exposure to occupational stressors. There is a growing crisis among health care workers (HCWs) due to high levels of burnout and associated adverse outcomes. Identifying and addressing burnout can be problematic due to extensive variances of perceived occupational stressors across HCWs. Mindfulness-based training can enhance individual HCWs' abilities to perceive and constructively respond to stresses endemic in the health care environment. It can reduce the prevalence of burnout in the primary care setting. An evidence-based multimodal Mindfulness-Based Stress Reduction toolkit (MBSR TK) was designed, implemented, and evaluated for its impact on HCWs' self-reported stress levels (SRSL). A pre-post-program evaluation explored the impact of a multimodal toolkit program on HCW SRSL with the Mini-Z burnout survey (MZBS). The MBSR TK program, consisting of a 45 minute introduction and 4 biweekly 15 minute mindfulness sessions offering acupressure, meditation, journaling for gratitude, and self-compassion was designed, delivered, and evaluated with HCWs across 2 military primary care clinics in South Texas. All HCWs across 2 Air Force family practice clinics were invited to participate in all toolkit components. Seventy percent of all HCWs (N = 90) attended the introduction session. Thirty-seven (41%) HCWs completed pre and post MZBSs, and these responses are included in the data analysis section. The most represented HCWs were registered nurses, physician assistants, and technicians, respectively, at 24%, 21%, and 18%. The Wilcoxon Signed-Rank test examined changes in HCWs' SRSL after participation in the MBSR TK program. HCWs who attended the introduction plus one biweekly session showed statistically significant decreases in self-reported stress (P = 0.018) and burnout (P = 0.045) and a significant increase in electronic health record proficiency (P = 0.033). Multimodal mindfulness toolkits to address SRSL burnout are practical, accessible, easily implemented, adaptive to any environment, and can decrease burnout with participation with just one 15 minute session. This MBSR TK implementation effectively lowered self-reported stress in HCWs who are repeatedly challenged to adapt to various settings around the world during peacetime, wars, natural disasters, humanitarian crises, and now, pandemics.

Productivity Improvement Training: Capacity Building For Human Resource Managers In Deli Serdang Regency, Sumatera Utara

Purpose – The purpose of this community service initiative is to provide comprehensive productivity enhancement training specifically tailored for HR managers working in various companies. This training aims to equip them with the knowledge and skills necessary to improve productivity within their respective organizations. Design/methodology/approach – The training program utilizes a multifaceted approach, combining traditional lecture-based teaching, case method studies, and project-based learning. It spans over a 5-day period and took place at the Balai Besar Pelatihan Vokasi dan Produktivitas (BBPVP) Medan in August 2022. The training encompasses various modules, including an introductory session on productivity, planning, organizational strategies, and methods for analyzing and enhancing productivity. To assess the effectiveness of the training, participants undergo pre-test and post-test evaluations to measure the extent of their knowledge enhancement. Findings – The evaluation results reveal a noteworthy improvement in participants' comprehension and proficiency in enhancing productivity within their workplace environments. This indicates that the diverse and interactive training methods employed in the program directly contribute to enhancing productivity-related skills among HR managers. Originality/value – This community service initiative holds significant value as it addresses a specific and critical need for HR managers in various companies. By offering specialized training in productivity enhancement, it equips participants with valuable skills that can positively impact their organizations. Additionally, the use of diverse training methods ensures engagement and effective learning. Despite time constraints and potential challenges, this initiative has the potential to drive meaningful change and serve as a model for future community-focused training programs.

Foundations of Community Engagement: A Series for Effective Community-Engaged Research.

Medical students lack systematic exposure to community engagement. Community-engaged research (CEnR) is an effective approach to improve community health, and community-engaged physicians are better attuned to the community context of their patients' health and well-being. The Medical College of Wisconsin (MCW) Office of Community Engagement began offering the educational series Foundations of Community Engagement in 2021 to meet this need. We developed and implemented a four-session series for medical students at MCW and the University of Nebraska Medical Center. A 1-hour session on the foundations of CEnR was held for all learners. Three 1-hour sessions dove deeper into CEnR principles for a self-selected cohort. These small-group sessions involved discussion between faculty and community partners and facilitated small-group discussion. Students completed evaluations after each session. A total of 160 students participated in the introductory session; 36 took part in the follow-up series. Survey response rates varied from 38% to 67% for each session. Overall, 87% of students in all sessions felt their session was worthwhile, with 85% of large-group and 96% of small-group respondents reporting they learned something they would use in their practice or profession. Qualitative responses included appreciation for addressing a curricular gap and desire for more time and more sessions to continue discussions. The program was effective at stimulating medical student self-reported gains in skills, attitudes, and future intentions regarding CEnR in an efficient manner. Effective programs that transfer positive CEnR skills and attitudes to future physicians can promote CEnR within academic medicine.

Using and facilitating social videogames as warm-ups for embodied design

Warm-ups, as preliminary activities to physical training, are an inherent part of any physical exercise and sports practice. Rooted in the concept of embodied cognition, embodied design is a paradigm that shifts the focus of interaction design from external artefacts and devices to the human body (Svanæs & Barkhuus, 2020). A body-centred design emphasises the importance of having the human body at the centre of the entire design cycle, conveying movement, physical expressivity, feelings, and aesthetics, in a design process that uses the body as both a resource and target. Designing with the body is, therefore, a physically demanding activity that requires a specific set of warm-ups to educate and prepare designers mentally, socially, and physically for the act of embodied design. We propose social videogames as a resourceful framework for creating such a set of warm-up exercises. This paper presents a methodology comprising off-the-shelf commercial videogames whose rules have been adapted for embodied design. Three studies have been executed to validate the game's capacity as warm-up activity and icebreaker for embodied creativity and to study the conditions for an optimal method facilitation to external instructors in preparation for an applied session. The method applied is qualitative and quantitative feedback data gathered from the three studies using questionnaires, tests, observation, and open interviews. The results of the series of studies showed the potential of the proposed methodology as warm-ups for teaching, training, and practising embodied design, as well as giving insights on how to facilitate it. Overall, the game-based warm-ups for embodied design preparation using off-the-shelf movement games have a social and playful nature. The proposed twisted gameplays make them suitable to exert body moves and get ready to think and design with their bodies. The study on facilitation shows the need for a preparation session supported by an experienced person. However, one introductory session is enough for the toolbox to become an easily configurable resource that adapts to the facilitator's needs and goals. We suggest including sample implementation cases along with instruction cards of the embodied games. Further, the warm-up games are customisable using the toolbox's modifier cards.

Kebijakan Keamanan Teknologi Informasi Pada Perangkat Keras Di Perusahaan Distributor Sepatu

<p><em>A shoe distributor company is a company engaged in the distribution of shoes to consumers. In its daily practice, shoe distributor companies have not implemented the IT Security Policy properly. Then the Community Service program is carried out with the aim of enforcing the established information security policy. The method is in the form of exposing material to shoe distributor companies regarding the importance of having and implementing an IT Security Policy, especially an IT Security Policy on Hardware. The implementation of the program was carried out in two major stages, namely the pre-implementation stage where the research team received data on company problems, conducted an analysis of these problems, prepared presentation materials/materials and the implementation stage where the PKM implementing team coordinated and executed the PKM material presentation activities. The presentation of the material was carried out face to face at the Head Office of the shoe distributor company. The activity began with an opening & introductory session, followed by presentation of material, which was divided into five major topics, namely explanation of system security, explanation of Policy, Standards, Procedures, Guidelines, explanation of Sample Template Policy, Standards, Procedures, Guidelines, explanation of Hardware security, and explanation of company Case Study. Then, the activity continued in the question-and-answer session and after that continued with the evaluation activities carried out by filling out the Google feedback link in the program implementation form for the participants. The results obtained in the PKM activities were that the implementation was carried out well and was beneficial for the shoe distributor company with several suggestions for improvement, namely the delivery of material that could be slower, examples that were more specific and appropriate.</em></p>

Accounting practices at an Indian winery: the case of new vineyard

Research methodology This case study has been prepared after thoroughly studying the Indian wine industry. Secondary data for the value of wine imported in India has been taken from the website of the Ministry of Commerce and Industry, Government of India. Data for GDP per capita for India has been taken from World Development Indicators, World Bank. Data for revenue generation of top five countries have been sourced from Statista Report on Indian wine market. Fictitious names are used for the Winery (Romaniszyn) and the individual (Harish G.) working there. Case overview/synopsis This case revolves around accounting complexities for starting a winery in India. A new vineyard comes with the challenge of the gestation period (five years), during which it would not generate revenue. Harish G. was adept at business development and had experience working with an Italian winery. He was unaware of how difficult accounting decisions would be, including determining the quantum of funds required, ascertaining different financial options to purchase assets and meeting cash requirements. He knew he would not be able to generate any sales for five years at the newly formed winery; the grapevines imported from New Zealand took that long to reach maturity. Furthermore, given that Harish was starting a new brand of wine, he also faced constraints with attracting new customers. Complexity academic level This case can be used in teaching undergraduate and postgraduate students in the introductory session of a financial accounting course. It is designed to approach basic accounting concepts, permitting the class to discuss and focus on the principal thought process of starting a real business and accounting for the transactions as and when they occur rather than only on mathematical computations. The objective of this case study is attained by involving the students in recording various accounting transactions and decisions the winery’s management must take over the time from early plantation to bottling of the wine. Every decision assesses the students’ comprehension of accounting concepts by making them analyze and resolve the accounting issues raised.

The Implementation of Inquiry-Based Learning Activities in an Introductory Animal Science Course

Inquiry-based learning (IBL), a student-centered teaching technique, prompts students’ initiative in self-guided learning and problem-solving. IBL promotes engagement through higher-order thinking, collaboration, and creativity. This study examines the impact of IBL levels on students’ interest, motivation, and engagement. Three levels of IBL (traditional, structured, and guided) were implemented in an introductory animal science laboratory session at three time points during the Fall 2021 semester. Students were divided among five laboratory sessions and then randomly divided into six groups using a Latin square arrangement. During each time point, students completed 20-minute case scenario activities utilizing one of three IBL levels. Inquiry levels were differentiated by the instruction, information, and supplies provided to students. At each time point, students self-reported their situational interest, motivation, and engagement on a Likert scale. Across all IBL levels, students experienced high levels of attention demand, identified regulation, and personal effort and no differences were seen between IBL levels. Although limited to one course, our findings suggest that IBL activities promote interest, engagement, and motivation, which could generate long-term student engagement and investment in course content. Future research should juxtapose inquiry-based learning and traditional teaching methods to further examine the impacts in additional formats and subjects.

Extending Arts-Based Interventions in Graduate Medical Education through the Positive Humanities: the Re-FRAME Workshop.

Arts-and-humanities-based interventions are commonly implemented in medical education to promote well-being and mitigate the risk of burnout. However, mechanisms for achieving these effects remain uncertain within graduate medical education. The emerging field of the positive humanities offers a lens to examine whether and how arts-based interventions support well-being in internal medicine interns. Through program evaluation of this visual art workshop, we used a positive humanities framework to elucidate potential mechanisms by which arts-based curricula support well-being in internal medicine interns. We launched the re-FRAME workshop at the Philadelphia Museum of Art in winter 2020. Fifty-six PGY-1 trainees from one internal medicine residency program. The 3-h re-FRAME workshop consisted of an introductory session on emotional processing followed by two previously described arts-based interventions. Participants completed an immediate post-workshop survey (91% response rate) assessing attitudes towards the session. Analysis of open-ended survey data demonstrated 4 categories for supporting well-being among participants: becoming emotionally aware/expressive through art, pausing for reflection, practicing nonjudgmental observation, and normalizing experiences through socialization. Our project substantiated proposed mechanisms from the positive humanities for supporting well-being-including reflectiveness, skill acquisition, socialization, and expressiveness-among medical interns.

Effectiveness of a Therapeutic Educational Oral Health Program for Persons with Schizophrenia: A Cluster Randomized Controlled Trial and Qualitative Approach.

The oral health of people with schizophrenia (PWS) is very poor, suggesting a need for oral health promotion programmes with a high level of evidence. The aim of the EBENE study (Clinicaltrials.gov: NCT02512367) was to develop and evaluate the effectiveness of a multidisciplinary therapeutic educational programme in oral health (TEPOH) for PWS. A multicentre cluster randomised controlled trial, with outpatient psychiatry centres as the unit of randomisation, was designed to compare the effectiveness of TEPOH (intervention group) versus standard care (control group). The trial was conducted in 26 outpatient psychiatry centres in France (14 in the intervention group, 12 in the control group). Eligible patients with a diagnosis of schizophrenia were enroled between 2016 and 2020 and followed for 6 months. The TEPOH group received a multicomponent intervention (comprising an introductory session, three educational sessions, and a debriefing session). The primary endpoint was the evaluation of periodontal disease as a community periodontal index (CPI) score ≥ 3 at Month 6. The trial was completed using a qualitative approach based on semi-structured interviews with caregivers conducted between July 2018 and December 2019. The trial was stopped early due to difficulties in recruiting patients. Overall, 81 patients (of 250 planned) were included, and 54 patients completed the trial: 40 in the TEPOH group and 14 in the control group. At baseline, the percentage of CPI ≥ 3 was 42.5% in the TEPOH group and 9.1% in the control group. At Month 6, the percentage of CPI ≥ 3 was 20% in the TEPOH group and 14.3% in the control group. The qualitative evaluation underlined that the professionals emphasised the "seriousness" and "assiduity" of the patients' participation in this programme and that the TEPOH reinforced carers' investment in oral hygiene. It also highlighted structural factors (lack of resources for professionals, lack of teeth in PWS, COVID-19 pandemic) that may have exacerbated the difficulties with enrolment and follow-up. The effectiveness of this TEPOH, developed for PWS as part of the EBENE study, has not been demonstrated. Certain aspects of the programme's content and implementation need to be reconsidered. In particular, an adapted subjective measurement scale should be developed.

STRATEGY FOR INCREASING THE LEARNING QUR'AN HADITS QUALITY FOR THE STUDENTS’ RELIGIOUS CHARACTER

This study aims to analyze the implementation of quality improvement strategies and the formation of students' religious character through learning Al-Qur’an Hadits. This study uses a descriptive qualitative method that explores the quality of learning the Al-Qur’an Hadits and implementing religious character at Madrasah Aliyah Negeri (MAN) 1 East Lampung: data collection techniques using interviews, observation, and documentation. The data obtained were analyzed using the inductive method according to Miles & Huberman, namely by data reduction, data presentation, and conclusion/verification. The data analysis results show that the quality improvement strategy in learning Al-Qur’an Hadits at MAN 1 East Lampung consists of a planning process with work meetings determining the curriculum while making RPP and syllabus. The organizing process is described by dividing teaching tasks, compiling learning schedules, and carrying out coordination. The learning process applies a learning system with an introductory session and implementation of core learning. In comparison, the evaluation process is divided into a written assessment using numbers and included in the school report card, as well as an oral assessment carried out accidentally by the policies of each teacher. Forming the students’ religious character through learning the Al-Qur’an Hadits becomes a quality standard that refers to the goals of national education in general, namely to create a capable and noble generation.

Improving Collaboration Between Youth Peer Support Workers and Non-peer Colleagues in Child and Adolescent Mental Health Services

The involvement of youth peer workers (YPSWs) in child and adolescent mental health services (CAMHS) stimulates hope, destigmatization, and more culturally and developmentally appropriate support. Nevertheless, the collaboration between YPSWs and non-peer colleagues remains challenging, as it requires services to embed a new type of expert into practice. To stimulate the involvement of YPSWs in practice, this study reports on 27 semi-structured interviews with YPSWs and non-peer colleagues to provide insight into the barriers and facilitators in the collaboration process. The study took place in the Netherlands. A total of 10 interviews with YPSWs, and 17 interviews with non-peer colleagues in different healthcare occupations in CAMHS were conducted. Overall, the participants perceived relatively more barriers compared to facilitators in the collaboration process. Barriers to operate efficiently with YPSWs in multidisciplinary teams included: condescending attitudes and professional stigma towards YPSWs; concerns for YPSW boundaries; bureaucratic and clinical language usage by non-peer colleagues; conflicts due to different sets of expertise; and, lack of role clarity and guidelines for YPSWs. To improve the partnership between YPSWs and non-peer colleagues, participants described the importance of supervision and monitoring of YPSW activities. Moreover, participants also stressed the need for clear guidelines, and introduction and evaluation sessions to facilitate the collaboration process. While YPSWs seem to be an asset to CAMHS, there are a number of barriers to overcome. To overcome these barriers, organizational commitment, supervision (especially from peer colleagues), flexibility by non-peer colleagues, training non-peer staff to support YPSWs, and consistent evaluation of the implementation of YPSWs in services is recommended.