Introductory Workshop Research Articles

Pemanfaatan Fitur Google untuk Mendukung e-Government di Tingkat Desa/Kelurahan

Although the implementation of e-government in the government system in Indonesia has been running for almost decades, in practice, there are still many local government units, mainly villages and sub-districts, that encounter technical problems. The main obstacle faced by the village/sub-district government is the capacity of human resources and the availability of budgeting to support the use of information systems. Based on this issue, the Government Science Department, in collaboration with the Community Service Program (KKN) of UIN Sulthan Thaha Saifuddin Jambi students in 2021, held the e-government workshop for villages/sub-districts governments in Jambi Province with the theme "Utilizing Google Features to Support the Implementation of e-Government at the Village/sub-district Level." The organizer considered these features can overcome the problems of limited budget and human resource capacity because Google's features, apart from being accessible for free, are also quite familiar, especially since the Covid-19 pandemic. The introductory workshop takes about four hours, with offers of further assistance for villages/sub-district who will establish an advanced program. During August-September 2021, the workshop was held in six villages/sub-district spread over three regencies, namely Tanjung Jabung Timur (one village), Muaro Jambi (two villages), and Batanghari (two villages and one sub-district). In this workshop, village/sub-district officials are directly guided to create several online administrative services.

Outcomes of a National, Cross-Sector Antimicrobial Stewardship Training Initiative for Pharmacists in England.

(1) Background: Pharmacists play a pivotal role in tackling Antimicrobial resistance through antimicrobial stewardship (AMS) and are well placed to lead behaviour change interventions across the healthcare system; (2) Methods: A cross-sector AMS training initiative for pharmacists was implemented across England, with three cohorts between 2019–2021. Each cohort took part in an introductory workshop, followed- by a workplace-based quality improvement project supported by peer-assisted learning sessions. Completion of training was determined by an end of training assessment after three to four months. Outcome data and learner survey results were collated, anonymised, and analysed by the training provider. (3) Results: In total, 118 pharmacists participated in the introductory workshop, 70% of these subsequently undertook an improvement project, and 48% engaged workplace stakeholders in the process. Interventions were designed by 57% of learners and 18% completed a at least one Plan-Do-Study-Act cycle. Approximately a quarter of learners met the requirements for a Certificate of Completion. Knowledge quiz scores were obtained from 115 learners pre-training and 28 learners post-training. Paired t-tests conducted for 28 learners showed a statistically significant improvement in mean score from 67.7% to 81.1% (p < 0.0001). Sixty-two learner survey responses were received during the training and 21 follow-up survey responses 6 to 12 months post training. Of the 21 responses to the follow-up survey, ongoing quality improvement work and improvement outcomes were reported by nine and six learners, respectively. (4) Conclusions: The delivery of workplace-based training at scale can be challenging, however this study demonstrates that coupling learning with workplace implementation and peer support can promote behaviour change in learners. Further study into the impact of providing pharmacists across sectors and geographies with access to this type of training will help inform ongoing workforce development interventions.

The Implementation of Sheltered Instructional Observation Protocol (SIOP) Model in Saudi Schools: A Study of EFL Teachers’ Perspectives

The Sheltered Instructional Observation Protocol SIOP is a model designed to assist teachers in organizing and planning the lessons delivery through different stages. This model is also useful in enhancing the students&amp;rsquo; achievement and minimizing any chance of educational failure. However, EFL teachers need to be trained in order to guarantee successful implementation of this model. This study examined the implementation of the SIOP model from teachers&amp;rsquo; perspectives after they attended an introductory workshop in a private school in Riyadh city, Saudi Arabia. The study adopted the qualitative approach for collecting and analyzing the data. The sample of the study consisted of seven English language teachers (4 females &amp;amp; 3 males). Two data collection instruments were used, namely, observational sessions and a semi-structured interview. Most of the researcher interaction with the sample was done online due to the outbreak of Covid-19 pandemic. The workshop and the interviews were done through Zoom video communication. The central findings of this study reveal that the majority of the teachers have covered all SIOP components during their lessons. Moreover, it was found that there is a relationship between the implementation of the SIOP model and the students&amp;#39; learning motivation. Furthermore, the results showed that the SIOP implementation might help in enhancing the teachers&amp;rsquo; proficiency. Besides, it was revealed that most of the teachers had a positive attitude towards the implementation of the SIOP model. However, they claimed that time and place might hinder any future implementation of the SIOP model. This study recommends a larger sample size, longtime study application and a life sample workshop to guarantee better results. It also provides significant implications which might be useful for EFL teachers, policy makers and interested researchers.&amp;nbsp;

دور التدريب في تنمية المهارات الريادية

Entrepreneurship became one of the key features of today's economics, which are centered on concepts of the knowledge economy, technological development and the advancement of communications. This research paper aimed to identify the role of training in developing entrepreneurial skills among entrepreneurs in business incubators in the Syrian Computer Society. The study adopted the descriptive and analytical approach to describe the study variables, and tested the hypotheses using the Statistical Package for Social Sciences (SPSS). The research community consists of the Syrian business incubators in the Syrian Scientific Society for Informatics and spread in the Syrian governorates (Damascus - Homs - Latakia), and the inspection unit is the entrepreneur in companies who received training in the Syrian business incubators in the Syrian Scientific Society for Informatics, and the number of the research sample reached 45 Individuals. The study found a set of results, the most important of which are: the existence of a strong direct relationship between the design of the training program and the development of entrepreneurial skills, the existence of a moderate intensity direct relationship between the training methods used in the training program and the development of entrepreneurial skills, and the existence of a moderate intensity direct relationship between the training evaluation and the development of entrepreneurial skills. The study reached a set of recommendations, including: The need to focus on developing entrepreneurial skills among entrepreneurs, designing training programs that are compatible with the needs of the entrepreneur, and enhance the success and continuity of the project. Also, setting clear and specific criteria for selecting program trainers in the incubator, and emphasizing that the trainer possesses the necessary knowledge of the concept and requirements of entrepreneurship, in addition to his commitment to international training standards, as well as the need to diversify training methods, and emphasize the need to conduct evaluation of the training program before, during and after the end of training, and to benefit from feedback to develop and improve curricula, design training materials, improve training methods, and spread the entrepreneurship culture through introductory workshops on business incubators and the importance of training. Key words : Training , entrepreneur, skills, incubators, Syrian Scientific Society for Informatics

Inquiry-Based Laboratories Using Paper Microfluidic Devices

The Making Introductory Courses Real while Online (MICRO) laboratory project was developed to meet the need for hands-on experiments, focused on topics in analytical chemistry, to be delivered safely remotely or in a socially distanced in-person lab. Unlike more traditional lab experiments, MICRO laboratories use only microgram or nanogram amounts of chemicals; paper microfluidic technology is used to store and mix reactants. Instructional materials use an inquiry-based approach and are situated in a context that highlights the human impacts of the scientific analysis. To support broader-scale implementation of the experiments and promote a shift to more inquiry-based laboratory instruction, an array of supports were developed, including adaptable instructional materials, instructional videos for lab preparation, resource guides, and an introductory workshop. A cohort of nine institutions implemented MICRO laboratories both remotely and in person during Fall 2020. Students were able to successfully complete the experiments, and the inquiry nature of the laboratories led to an increased comfort with the trial-and-error nature of authentic scientific practice. Additionally, most faculty participants indicated a commitment to an increased degree of inquiry in their laboratory pedagogy.

Handoff improvement and adverse event reduction programme implementation in paediatric intensive care units in Argentina: a stepped-wedge trial

BackgroundThere are only a few studies on handoff quality and adverse events (AEs) rigorously evaluating handoff improvement programmes’ effectiveness. None of them have been conducted in low and middle-income countries....

The development, feasibility and acceptability of a coach-led intervention to ease novice community pharmacists' transition to practice.

Despite reported benefits of transition support programmes for other healthcare professionals, no evidence-based support interventions exist to ease newly-registered novice community pharmacists' (NCPs) transition into practice. To develop an intervention to provide psychosocial support, support the development of professional behaviours and skills of novice pharmacists in community pharmacy and conduct an evaluation. The Medical Research Council (MRC) guidance for developing complex interventions was applied to develop a 17-week, pharmacist coach-led intervention, using a social media group, a face-to-face introductory workshop, two webinars, weekly case studies, portfolios (reflective logs and development plans) and a handbook. Twelve newly-registered NCPs participated. A coach log and semi-structured interviews collected data on feasibility, acceptability and perceived impact. Findings suggest the intervention was feasible and highly acceptable to NCPs, who perceived the coach and social media group to be the most valuable components. The coach was described as non-judgemental, approachable and collaborative. Provision of guided one-to-one reflection was viewed as useful for debriefing, feedback and meaningful reflection, and supported development of reflection-in-action. The face-to-face workshop was considered important for establishing rapport and trust. The social media group was most valued for providing an accessible, confidential and responsive support network, in which NCPs felt psychologically safe to learn. This component was reported to present opportunities for developmental discourse and shared reflection with peers, thus reducing the sense of professional isolation. NCPs reported that the intervention led to increases in meaningful learning, confidence, critical reasoning, self-awareness and self-reflection. The webinars and handbook were identified as the least valuable components. A transition-support intervention using an experienced pharmacist coach, delivered within a safe, supportive, albeit online facilitated learning environment, appeared feasible and valuable in supporting guided reflection and developmental discourse. This facilitates transformative learning, and supports NCPs to gain proficiency and become independent reflective practitioners.

MEXTESOL Journal, Vol. 45, No. 2, 2021 1 An Appraisal of Novice and Experienced Iranian EFL Instructors’ Conceptualizations of TBLT

The present study examines Iranian EFL instructors' conceptualizations of task-based language teaching (TBLT) to identify whether teaching experience plays a significant role in their familiarity with the theoretical underpinnings of TBLT. One hundred sixty-two EFL instructors, reportedly practicing CLT, took part in the study; they were grouped into two categories of novice (N=74) and experienced (N=88). They were asked to fill out a five-point Likert-scale questionnaire designed by the researchers. The responses from the participants were then measured against Ellis's (2012) criteria of task. The analyses indicated that both novice and experienced language instructors lacked a clear understanding of the ins and outs of TBLT. The findings suggest that without having been fully introduced to this approach, one cannot expect teachers to perform well in a task-based classroom. Hence, not only should stakeholders, administrators, and teacher educators consider offering teaching practicum opportunities, but they also should include introductory courses and workshops at theoretical levels for all teachers, irrespective of their teaching experience.

Using reflective case narrative methodology to assess an introductory NVivo workshop

ABSTRACT Despite the varied approaches to qualitative data analysis software (QDAS) instruction, teaching QDAS remains a challenge as students’ skills with digital tools and understanding of qualitative research vary. In this paper, we report on our experiences providing QDAS instruction via an introductory NVivo 11 workshop to graduate students. To report on our experiences, we use a reflective case narrative, which relied on a pre-workshop participant questionnaire, a review of workshop documents, an end-of-course evaluation, and participant interviews. Findings from our study indicate the success of our workshop was the result of explicit workshop goals, independent work time, engaging activities, pre-workshop planning, and dynamic co-teaching. Challenges to our workshop were also revealed and included differences in operating systems and our two-consecutive, full-day workshop format. Based on these findings, recommendations for QDAS instruction are offered.

P0562 / #1845: A MULTICENTRE STUDY FOR THE REDUCTION OF ADVERSE EVENTS IN ARGENTINE PEDIATRIC INTENSIVE CARE UNITS USING A PROGRAM TO IMPROVE HANDOFFS: A STEPPED WEDGE TRIAL.

Aims & Objectives: Our aim was to evaluate the effect of the implementation of a handoff program on the reduction in the frequency of adverse events (AE) in medical care in Pediatric Intensive Care Units (PICU). Methods: We conducted a stepped wedge trial in six public PICU in Argentina, Implementing the I-PASS Handoff Bundle consisting of a written and verbal handoff with a mnemonics, an introductory workshop with teamwork training, an advertising campaign, simulation exercises, observation and standardized feedback of handoffs. Results: We evaluated 847 handoffs. Compliance with all items in verbal and written handoff was significantly higher in the intervention group. We observed a longer time per patient to complete the handoff in the intervention stages (7.29 minutes [5.77; 8.81] vs. 5.96 [4.69; 7.23]; p <0.0002, RR:1.33 [CI95%:0.64; 2.02]), without changes in the total time used for the unit handoff (control: 35.7 [29.6; 41.8] vs. intervention: 34.7 [26.5; 42.1]; p = 0.4900, RR:1.43 [CI95%::-2.63; 5.49]). We reviewed 1465 medical records. We did not observed differences in the rates of preventable AE per 1000 days of hospitalization (control 60.4 [37.5; 97.4] vs. intervention 60.4 [33.2; 109.9], p=0.3568, RR:1.21 [CI95%:0.80;1.83]), and no changes in the categories or types of AE. There were no changes in the perception of quality of communication in both groups. Conclusions: After the implementation of an adapted version in Spanish of I-PASS, improvement in the quality of handoffs was observed. No differences was observed in the amounts of AE, nor in the perception of improved communication.

A Preliminary Investigation of Provider Attitudes Toward a Transdiagnostic Treatment: Outcomes from Training Workshops with the Unified Protocol.

Evidence-based psychological treatments (EBPTs) for common mental health conditions are efficacious but remain underutilized in clinical service settings. Noveltransdiagnostic and modular approaches that treat several disorders simultaneously promise to address common barriers to the dissemination and implementation of traditional EBPTs. Despite the promise that transdiagnostic treatments hold, the claims that these interventions can be more easily disseminated and implemented have not been widely tested. The present study examined whether a transdiagnostic treatment, the Unified Protocol (UP), addresses some barriers to dissemination and implementation for clinicians. Exploratory aims of the current study were to examine the effects of a UP introductory training workshop on clinician attitudes and behaviors by: (1) evaluating UP knowledge and treatment delivery, (2) determining relationships between clinician characteristics and their knowledge acquisition, satisfaction with UP, and UP penetration, and (3) exploring clinicians' perceptions of the UP's characteristics utilizing mixed methods. Workshop participants showeda good understanding of UP treatment concepts following training, and over a third of survey respondentsreported use of the intervention 6-monthsafter training. Positive attitudes toward EBPTs and fewer years of clinical practice were associated with greater satisfaction with the UP. Clinicians held positive views of the UP's flexibility and relative advantage over standard EBPTs but held negative views toward the manual's design and packaging. Overall, our findings suggest that clinicians may view transdiagnostic treatments such as the UP favorably and may consider them appealing over standard EBPTs. However, barriers associated with traditional EBPTs may extend to transdiagnostic treatments like the UP.

Evaluating a large-scale introductory interprofessional education workshop for developing interprofessional socialisation in medical, nursing and pharmacy students: A quasi-experimental pre-test post-test study

BackgroundTraditionally, healthcare students have been educated in discipline-specific silos with minimal interprofessional socialisation. Interprofessional education is fundamental for interprofessional socialisation and is an essential component of healthcare education. ObjectivesTo evaluate the effect of a large-scale interprofessional workshop implemented for first year medical, nursing and pharmacy students on changes in attitudes towards interprofessional socialisation and its perceived value. DesignA quasi-experimental study design using pre and post questionnaires. SettingA Faculty of Medicine and Health at a large university in Australia. Participants1008 students from the 2018 and 2019 cohorts of pre-qualification first year medical students (n = 444), nursing (n = 461) and pharmacy (n = 103) enrolled in a graduate entry degree program participated in the workshop. Complete data sets were collected from 37.1% (n = 374) of the participants. MethodsThe short-form Interprofessional Socialisation and Valuing Scale (ISVS-9) was administered before and after the IPE workshop. Linear mixed models were used to compare both the within group and between group pre- and post- questionnaire data. Percentages and frequencies were used to analyse data pertaining to participants' perceptions and experience of the workshop. Descriptive qualitative analysis of free-text responses was undertaken. ResultsFindings indicated that 80.8% (n = 440) of participants rated their workshop experience as good/very good. 64.6% (n = 352) of participants reported that it had changed how they considered other health professionals. Significant higher (p < 0.001) post questionnaire mean scores were demonstrated for nursing (5.63, SE0.05) and pharmacy students (5.82, SE 0.11). ConclusionFindings provide support for the implementation of IPE for nursing, and pharmacy students. It is recommended that these initiatives are introduced at an early stage in their education to promote interprofessional socialisation and are repeated throughout the curricula.

Improved handoff quality and reduction in adverse events following implementation of a Spanish-language version of the I-PASS bundle for pediatric hospitalized patients in Argentina

Introduction communication errors between medical personnel are known to be a leading source of adverse events (AEs). The implementation of teamwork training together with the use of a standardized handoff bundle has previously shown to reduce the number of AEs. However, the applicability of this program in spanish-speaker countries remains unclear. Objective to assess whether the exploratory implementation of I-PASS bundle in an Argentine pediatric hospital is associated with a reduction in the rate of AEs. Methods Design: an exploratory, uncontrolled, pre-post study. Population and sample: medical records (MR), medical prescriptions, and physician reports were reviewed in two clinical wards of the "Hospital General de Niños Pedro de Elizalde". Intervention: I-PASS Spanish version, an standardized handoff bundle consists in: a mnemonics, an introductory workshop, a written handoff tool, simulation sessions, and structured observations with feedback. Results we reviewed 264 MR. Preventable AEs decreased by 62.8% between pre-intervention and post-intervention period (12.1 vs 4.5 AEs/100 admissions; IC95: 0.010; 0.142; [p = 0.025]). Adherence to the use of quality handoff key elements increased significantly, from 25% to 61% in post-intervention period (p = 0.0001). Handoff duration did not change significantly (5.5 ± 0.2 vs 5.3 ± 0.3 minutes per patient [p = 0.59]). Conclusion Implementation of an I-PASS Spanish version was associated with a significant reduction in the rate of AEs and with improvements in handoff quality; without changes in duration.

Advocacy in action: Medical student reflections of an experiential curriculum

Patient advocacy is a core value in medical education. Although students learn about social determinants of health (SDH) in the pre-clinical years, applying this knowledge to patients during clerkship rotations is not prioritized. Physicians must be equipped to address social factors that affect health and recognize their roles as patient advocates to improve care and promote health equity. We created an experience-based learning curriculum called Advocacy in Action (AiA) to promote the development and application of health advocacy knowledge and skills during an Internal Medicine (IM) clerkship rotation. Sixty-six students completed a mandatory curriculum, including an introductory workshop on SDH and patient advocacy using tools for communication, counselling and collaboration skills. They then actively participated in patient advocacy activities, wrote about their experience and joined a small group debriefing about it. Forty-nine written reflections were reviewed for analysis of the impact of this curriculum on student perspectives. Written reflections had prominent themes surrounding advocacy skills development, meaningful personal experiences, interprofessional dynamics in patient advocacy and discovery of barriers to optimal patient care. AiA is a novel method to apply classroom knowledge of SDH to the clinical setting in order to incorporate advocacy in daily patient care. Students learned about communication with patients, working with interprofessional team members to create better health outcomes and empathy/compassion from this curriculum. It is important to utilize experiential models of individual patient-level advocacy during clerkships so that students can continuously reflect on and integrate advocacy into their future careers.

Assessing the impact of introductory programming workshops on the computational reproducibility of biomedical workflows.

As biomedical research becomes more data-intensive, computational reproducibility is a growing area of importance. Unfortunately, many biomedical researchers have not received formal computational training and often struggle to produce results that can be reproduced using the same data, code, and methods. Programming workshops can be a tool to teach new computational methods, but it is not always clear whether researchers are able to use their new skills to make their work more computationally reproducible. This mixed methods study consisted of in-depth interviews with 14 biomedical researchers before and after participation in an introductory programming workshop. During the interviews, participants described their research workflows and responded to a quantitative checklist measuring reproducible behaviors. The interview data was analyzed using a thematic analysis approach, and the pre and post workshop checklist scores were compared to assess the impact of the workshop on the computational reproducibility of the researchers' workflows. Pre and post scores on a checklist of reproducible behaviors did not change in a statistically significant manner. The qualitative interviews revealed that several participants had made small changes to their workflows including switching to open source programming languages for their data cleaning, analysis, and visualization. Overall many of the participants indicated higher levels of programming literacy, and an interest in further training. Factors that enabled change included supportive environments and an immediate research need, while barriers included collaborators that were resistant to new tools, and a lack of time. While none of the workshop participants completely changed their workflows, many of them did incorporate new practices, tools, or methods that helped make their work more reproducible and transparent to other researchers. This indicates that programming workshops now offered by libraries and other organizations contribute to computational reproducibility training for researchers.

Outcomes of the 2019 GRAPPA Workshop on Continuous Composite Indices for the Assessment of Psoriatic Arthritis and Membership-recommended Next Steps.

Improving the assessment of psoriatic arthritis (PsA) is a key purpose of the Group for Research and Assessment of Psoriasis and PsA (GRAPPA). Herein, we report the proceedings of the GRAPPA composites workshop at the 2019 GRAPPA annual meeting and the membership's recommended next steps. A review of continuous composite measures was conducted in an introductory workshop, followed by 10 breakout group sessions and a final plenary session for feedback and voting. Participants included 154 members: 87 rheumatologists, 18 dermatologists, 2 rheumatologist/dermatologists, 12 patient research partners, 14 academics, 1 methodologist, and 20 industry members. Of voting members, 88.8% agreed a need exists for a continuous composite measure for routine practice, but only 62% were currently using a composite measure. Of these, 27% were using the 28-joint count Disease Activity Score (DAS), which is not a PsA-specific measure; 20% were using a PsA-specific measure such as PsA DAS (PASDAS), Composite Psoriatic Disease Activity Index (CPDAI), or Disease Activity Index for PsA (DAPSA). Members agreed that the existing measures were not feasible in their current forms (CPDAI 83%, PASDAS 82%, and DAPSA 47%) and that modification should be tested. The majority (76%) agreed that disease effect should be measured separately from disease activity. The GRAPPA membership supports the need for a continuous composite measure of disease activity for use in routine clinical care, the separate measurement of disease effect and activity, and the testing of modifications to candidate instruments rather than the development of new measures.

Identification and Treatment of Opioid Withdrawal and Opioid Use Disorder in the Emergency Department.

IntroductionOpioid addiction and misuse constitute a public health crisis in the United States. Recent research supports buprenorphine induction in the emergency department (ED) setting for patients with opioid use disorder (OUD). However, education regarding buprenorphine induction for emergency medicine (EM) physicians, residents, and students is still limited.MethodsWe created a 1-hour introductory workshop for the identification and treatment of opioid withdrawal and OUD in the ED for medical students going into EM and for EM interns. The workshop consisted to two distinct curricular sections: (1) a didactic session providing an overview of the basic knowledge and skills to identify and treat patients with OUD in the ED and (2) a case-based session in which students worked through the identification of opioid withdrawal; discussion of opioid use with the patient, going through the steps of SBIRT (screening, brief intervention, and referral to treatment); and considerations when starting buprenorphine. The workshop was evaluated using a pre- and posttest examining medical knowledge around buprenorphine use in the ED.ResultsA total of 48 students and interns participated in the curriculum. The students showed a significant improvement in medical knowledge between the pre- and posttests, with an average 45% higher score on the posttest (p < .001).DiscussionOur workshop resulted in a short-term improvement in medical students’ and interns’ knowledge of the identification and treatment of patients with OUD in the ED.

Visual Representations of Physical Trauma: A Medical Pedagogy.

Incorporating a discussion of physical and emotional trauma in medical education can help prepare students for their encounters with trauma survivors in clinical practice. A pedagogical approach begins with an inquiry into the purpose of historical or current representations of torture. Justifications include rationalizing state-sponsored torture, providing an outlet for critique and protest, and organizing representations of the enemy. Discussions of torture must further address the emotional and symbolic effects of clinical work with torture survivors on the caregiver. Introductory workshops using visual representations can trigger pain, fear and anger in the viewer. Images of torture, war, and genocide may also invoke ethical concerns relating to the impact of visual images, where viewing can elicit an ambiguous response, casting the viewer into the role of voyeur. At the same time, learners should recognize that indifference or inattention to the provocations mediated through images has its own liabilities, signaling defensiveness. Discussions about the respective roles of perpetrators, victims and observers offer opportunities for the viewer to engage in self-reflection. Artistic representations also offer opportunities for advocacy on the survivor's behalf, sometimes facilitated by dissemination of visual representations, but also by involving the survivors themselves in activities that exploit the healing power of art.

Dermoscopy Training Effect on Diagnostic Accuracy of Skin Lesions in Canadian Family Medicine Physicians Using the Triage Amalgamated Dermoscopic Algorithm.

Accurate identification of cutaneous lesions is an essential skill for family medicine physicians (FMPs). Studies show significant improvement in skin cancer detection with dermoscopy use. Frontline FMPs are an ideal target group for dermoscopy training. The 3-step Triage Amalgamated Dermoscopic Algorithm (TADA) facilitates high sensitivity and specificity for pigmented and nonpigmented skin lesions. Step I requires unequivocal identification of dermoscopic features for 1 of 3 benign skin lesions: angioma, dermatofibroma, or seborrheic keratosis. If absent, steps II and III are applied assessing for features of architectural disorder and malignancies with organized, symmetric patterns, respectively. To assess FMPs' diagnostic accuracy of benign and malignant skin lesions before and after training in TADA step I. In this repeated-measures observational study, 33 dermoscopy-naive FMPs attending an introductory dermoscopy workshop each assessed gross and corresponding dermoscopic photographic images of 50 pigmented and nonpigmented skin lesions (23 benign, 27 malignant) for features of TADA step I lesions before and after training. Analyses compared diagnostic accuracy in relation to training and baseline physician characteristics. Diagnostic accuracy improved from 76.4% to 90.8% (P < 0.001) and from 85.0% to 90.0% (P = 0.01), respectively, for all lesions and for all TADA I lesions. Female sex was significant as a predictor of individual posttraining performance (all lesions combined, P = 0.02). Results show significant improvement in diagnostic accuracies for benign and malignant skin lesions with introductory dermoscopy training using TADA step I. This will reduce unnecessary benign lesion excision and enhance referral sensitivity, conserving specialist resources.

APPLICATION OF LESSON STUDY WITH A SCIENTIFIC APPROACH: A CASE STUDY OF EARLY CHILDHOOD EDUCATION

This study aimed to analyze the implementation of a scientific approach for early childhood education in Batanghari Regency. Lesson study is a place for teachers to learn together about the theory and implementation of learning with a scientific approach. A qualitative study with a case study approach was employed to gather the data. By using purposeful sampling, there were two principals, ten teachers, and three resource persons getting involved as participants. Data were collected using observation, interview, and documentation techniques. The data analysis steps included data reduction; data presentation and conclusion drawing were used for data analysis. The findings showed that lesson study can be carried out in order to improve the quality of teaching ECE teachers, by following the four stages; introductory workshop, plan, do, and see.