Knowledge Assessment Test Research Articles

599. Expanding HIV Training in Internal Medicine Residency Program: A Prospect to Meet the HIV Workforce Demand

BackgroundAdvances in HIV treatment changed the landscape of the epidemic from a fatal to a chronic disease. The number of patients living with HIV is expected to increase as they are living longer. Compared with the general population, older HIV-infected patients suffer additional comorbidities and often take several medications, leading to polypharmacy and drug interactions. Besides that the HIV population is aging, more patients know their status or want to access pre-exposure prophylaxis for prevention. Furthermore, the HIV workforce is aging and retiring without a new generation of providers to replace them. There is a fundamental concern about the readiness of future physicians to care for the HIV population. In response to this anticipated workforce shortage, an HIV Training Track was established at Yale Primary Care Residency Program in 2012.MethodsTwo to three residents were recruited into the HIV training track each year. Residents have their continuity practice in the institution’s HIV Clinic and rotate on the inpatient HIV Firm each year. Otherwise, residents participate in all of the core rotation and curricular activities of the Primary Care Residency. The authors will (i) display the process of building the infrastructure of the HIV training program, (ii) describe the curriculum, and (iii) share the 5 years experiences and outcomes.ResultsThe program enrolled a cohort of 11 residents between 2012 and 2017. Residents managed a panel of 30–40 HIV-patients with diverse demographics. A medical record review revealed high performance measures in HIV and non-HIV conditions. 100% of eligible patients were on ART, 92% of patients were retained in care and 92% of those on ART had HIV viral suppression. In addition, all residents completed an HIV knowledge assessment test and showed 26% increase in their score at 1 year. There was 100% retention of residents and faculty. Residents and patients demonstrated high satisfaction with the program.ConclusionA novel HIV training track is feasible and can be successfully implemented. Expanding HIV-specific curricula within primary care residency program can build workforce of providers to meaningfully care for the aging HIV population.Disclosures All authors: No reported disclosures.

Immediate and long-term effects of a team-based quality improvement training programme

BackgroundAlthough many studies of quality improvement (QI) education programmes report improvement in learners’ knowledge and confidence, the impact on learners’ future engagement in QI activities is largely unknown and few...

A Randomized Multicenter Study Assessing the Educational Impact of a Computerized Interactive Hysterectomy Trainer on Gynecology Residents

Study ObjectiveTo assess the improvement of cognitive surgical knowledge of laparoscopic hysterectomy in postgraduate year (PGY) 1 and 2 gynecology residents who used an interactive computer-based Laparoscopic Hysterectomy Trainer (Red Llama, Inc., Seattle, WA). DesignA multicenter, randomized, controlled study (Canadian Task Force classification I). SettingFive departments of obstetrics and gynecology: Keck School of Medicine of the University of Southern California, Los Angeles, CA; University of California, Los Angeles, Los Angeles, CA; University of Washington, Seattle, WA; University of British Columbia, Vancouver, British Columbia, Canada; and University of Toronto, Toronto, Ontario, Canada. ParticipantsGynecology residents, fellows, faculty, and minimally invasive surgeons. InterventionsThe use of an interactive computer-based Laparoscopic Hysterectomy Trainer. Measurements and Main ResultsIn phase 1 of this 3-phase multicenter study, 2 hysterectomy knowledge assessment tests (A and B) were developed using a modified Delphi technique. Phase 2 administered these 2 online tests to PGY 3 and 4 gynecology residents, gynecology surgical fellows, faculty, and minimally invasive surgeons (n = 60). In phase 3, PGY 1 and 2 gynecology residents (n = 128) were recruited, and 101 chose to participate, were pretested (test A), and then randomized to the control or intervention group. Both groups continued site-specific training while the intervention group additionally used the Laparoscopic Hysterectomy Trainer. Participant residents were subsequently posttested (test B). Phase 2 results showed no differences between cognitive tests A and B when assessed for equivalence, internal consistency, and reliability. Construct validity was shown for both tests (p < .001). In phase 3, the pretest mean score for the control group was 242 (standard deviation [SD] = 56.5), and for the intervention group it was 217 (SD = 57.6) (nonsignificant difference, p = .089). The t test comparing the posttest control group (mean = 297, SD = 53.6) and the posttest intervention group (mean = 343, SD = 50.9) yielded a significant difference (p < .001, 95% confidence interval, 48.4–108.8). Posttest scores for the intervention group were significantly better than for the control group (p < .001). ConclusionUsing the Laparoscopic Hysterectomy Trainer significantly increased knowledge of the hysterectomy procedure in PGY 1 and 2 gynecology residents.

The effect of educational intervention on self-care learning in patients with asthma; the results of a randomized clinical trial

Introduction: Asthma is one of the prevalent and costly diseases. Various studies have shown that self-care plays a major role in preventing the complications, improving the life quality, and reducing the care expenditures of asthma. Therefore, strengthening the asthma patients in caring for themselves and using planned trainings is highly necessary. Objectives: The present study aimed to investigate the effect of education on self-care learning in the patients suffering from asthma. Patients and Methods: The present interventional study was conducted on 80 patients referring to specialized clinics of Shiraz University of Medical Sciences who had the inclusion criteria of the study. The patients were selected through convenient sampling and randomly assigned to either the control or the intervention group. The educational intervention included five sessions of training on self-care. The study data were collected using a demographic questionnaire as well as a knowledge assessment test and the results were analyzed through the SPSS statistical software. Results: The study results revealed no significant difference between the two groups regarding the demographic variables. However, comparison of the mean of changes in the two groups› knowledge scores showed a significant increase in the intervention group›s knowledge score (P<0.001). Conclusion: The findings of this study confirmed the patients› need for learning self-care methods as well as the effectiveness of planned educational programs. Therefore, using and strengthening selfcare trainings are highly recommended for asthma patients in clinics.

Effect of discharge plan on patients readiness to discharge after allogeneic stem cells transplantation

The aim of the study is to evaluate the effect of discharge plan on patients’ readiness to discharge after allogeneic stem cells transplantation. To fulfill the aim of the present study one group pre-post-test quasi-experimental design was utilized. A purposive sample of 30 patients after allogeneic hematopoietic stem cells transplantation (AHSCT) was selected over a period of 3 months. Four tools were selected to evaluate patients’ readiness to discharge post (AHSCT). (I) structured interview questionnaire (which developed by the researcher), (II) Tool Adapted Piper Fatigue Scale (PFS), (III) adapted Hospital Anxiety and Depression Scale (HADS), and (IV) pre-post patients’ knowledge assessment test (which developed by the researcher). More than seventy percent of patients had unaccepted level of fatigue (moderate fatigue level), more than seventy five of patients had no anxiety and more than sixty of them had no depression, and total number of patients had accepted level of knowledge after conducting discharge plan. Based on the results of the current study it could be concluded that; combination of informational structures with different types of exercises as (range of motion & pursed lips breathing exercises) can improve psychological status (decrease level of anxiety and depression) and raise awareness about home care after hospital discharge for patients post (AHSCT). Performing of (ROM &pursed lips breathing) exercises for short time cannot improve fatigue level for these patients.

Structured Educational Intervention Leads to Better Infant Positioning in the NICU.

The purpose is to test the effectiveness of an educational intervention in improving infant positioning because positioning may interfere with neuromotor development. A quality improvement (QI) project was initiated to increase knowledge and improve the compliance of nurses and physicians in infant positioning using the Infant Positioning Assessment Tool (IPAT). The project was part of Neonatal Individualized Developmental Care Assessment Program (NIDCAP) training. It included informal discussion and practice about infant positions. Staff knowledge, IPAT score. Fifty-two pediatric residents and 39 NICU nurses participated in this project. The mean knowledge assessment test score improved significantly for both nurses (p < .0001) and residents (p < .0001) postintervention; IPAT scores increased significantly from 3.4 (±2. 5) to 8.1 (±2.7) (p < .001). Nurses' education with hands-on practice improved infant positioning in the NICU; this may lead to fewer positional deformities and possibly an improved developmental outcome.

Awareness of Diagnostic Error among Japanese Residents: a Nationwide Study.

Residents' understanding of diagnostic error may differ between countries. We sought to explore the relationship between diagnostic error knowledge and self-study, clinical knowledge, and experience. Our nationwide study involved postgraduate year 1 and 2 (PGY-1 and -2) Japanese residents. The Diagnostic Error Knowledge Assessment Test (D-KAT) and General Medicine In-Training Examination (GM-ITE) were administered at the end of the 2014 academic year. D-KAT scores were compared with the benchmark scores of US residents. Associations between D-KAT score and gender, PGY, emergency department (ED) rotations per month, mean number of inpatients handled at any given time, and mean daily minutes of self-study were also analyzed, both with and without adjusting for GM-ITE scores. Student's t test was used for comparisons with linear mixed models and structural equation models (SEM) to explore associations with D-KAT or GM-ITE scores. The mean D-KAT score among Japanese PGY-2 residents was significantly lower than that of their US PGY-2 counterparts (6.2 vs. 8.3, p < 0.001). GM-ITE scores correlated with ED rotations (≥6 rotations: 2.14; 0.16-4.13; p = 0.03), inpatient caseloads (5-9 patients: 1.79; 0.82-2.76; p < 0.001), and average daily minutes of self-study (≥91min: 2.05; 0.56-3.53; p = 0.01). SEM revealed that D-KAT scores were directly associated with GM-ITE scores (ß = 0.37, 95% CI: 0.34-0.41) and indirectly associated with ED rotations (ß = 0.06, 95% CI: 0.02-0.10), inpatient caseload (ß = 0.04, 95% CI: 0.003-0.08), and average daily minutes of study (ß = 0.13, 95% CI: 0.09-0.17). Knowledge regarding diagnostic error among Japanese residents was poor compared with that among US residents. D-KAT scores correlated strongly with GM-ITE scores, and the latter scores were positively associated with a greater number of ED rotations, larger caseload (though only up to 15 patients), and more time spent studying.

Can a smartphone app improve medical trainees' knowledge of antibiotics?

ObjectivesTo determine whether a smartphone app, containing local bacterial resistance patterns (antibiogram) and treatment guidelines, improved knowledge of prescribing antimicrobials among medical trainees. MethodsWe conducted a prospective, controlled, pre-post study of medical trainees with access to a smartphone app (app group) containing our hospital’s antibiogram and treatment guidelines compared to those without access (control group). Participants completed a survey which included a knowledge assessment test (score range, 0 [lowest possible score] to 12 [highest possible score]) at the start of the study and four weeks later. The primary outcome was change in mean knowledge assessment test scores between week 0 and week 4. Change in knowledge assessment test scores in the app group were compared to the difference in scores in the control group using multivariable linear regression. ResultsSixty-two residents and senior medical students participated in the study. In a multivariable analysis controlling for sex and prior knowledge, app use was associated with a 1.1 point (95% CI: 0.10, 2.1) [β = 1.08, t(1) = 2.08, p = 0.04] higher change in knowledge score compared to the change in knowledge scores in the control group. Among those in the app group, 88% found it easy to navigate, 85% found it useful, and about one- quarter used it daily. ConclusionsAn antibiogram and treatment algorithm app increased knowledge of prescribing antimicrobials in the context of local antibiotic resistance patterns. These findings reinforce the notion that smartphone apps can be a useful and innovative means of delivering medical education.

Development and Implementation of a Continuing Medical Education Program in Canada: Knowledge Translation for Renal Cell Carcinoma (KT4RCC).

An in-person multidisciplinary continuing medical education (CME) program was designed to address previously identified knowledge gaps regarding quality indicators of care in kidney cancer. The objective of this study was to develop a CME program and determine if the program was effective for improving participant knowledge. CME programs for clinicians were delivered by local experts (uro-oncologist and medical oncologist) in four Canadian cities. Participants completed knowledge assessment tests pre-CME, immediately post-CME, and 3-month post-CME. Test questions were related to topics covered in the CME program including prognostic factors for advanced disease, surgery for advanced disease, indications for hereditary screening, systemic therapy, and management of small renal masses. Fifty-two participants attended the CME program and completed the pre- and immediate post-CME tests. Participants attended in Ottawa (14; 27%), Toronto (13; 25%), Québec City (18; 35%), and Montréal (7; 13%) and were staff urologists (21; 40%), staff medical oncologists (9; 17%), fellows (5; 10%), residents (16; 31%), and oncology nurses (1; 2%). The mean pre-CME test score was 61% and the mean post-CME test score was 70% (p=0.003). Twenty-one participants (40%) completed the 3-month post-CME test. Of those that completed the post-test, scores remained 10% higher than the pre-test (p value 0.01). Variability in test scores was observed across sites and between French and English test versions. Urologists had the largest specialty-specific increase in knowledge at 13.8% (SD 24.2, p value 0.02). The kidney cancer CME program was moderately effective in improving provider knowledge regarding quality indicators of kidney cancer care. These findings support continued use of this CME program at other sites.

Впровадження технології комп’ютерного тестування для оцінювання знань студентів ВНЗ

Стаття присвячена вивченню можливостей та результатів технології комп’ютерного тестування для оцінювання знань студентів ВНЗ. Розглянутотакі оболонки, як MyTest (MyTestX, MyTestXPro) та Testing, Test Provider,OpenTEST, TestTurn, системи тестування INDIGO, IREN. З’ясованоособливості програми MyTestX, розглянуто модулі тестової оболонки, виконано SWOT-аналіз програми MyTestX.Охарактеризовано результати тестування «до» та «після»впровадження технології комп’ютерного тестування MyTestX, зроблено відповідні висновки.

A Regional Resident Readiness Course to Facilitate the Transition From Student to Doctor

BACKGROUND: Given the variability in fourth year medical student experiences, educators are concerned that students are not equally prepared for internship. RRCs, or “bootcamps,” improve participant confidence and skills. For many medical schools, the low number of students entering Ob/Gyn does not justify investing in resources needed for a RRC. Institutional collaboration allows for resource consolidation, inter-professional education, and teaching innovation. METHODS: A 2-week curriculum was designed to meet M1 and CEPA objectives. The RRC included lecture, case- and team-based activities, and simulation training. Enrollees included thirteen fourth-year medical students from three New England medical schools. Before and after the curriculum, students rated their confidence in meeting M1 and CEPA objectives and completed the APGO Knowledge Assessment Test. Quantitative data were analyzed via Wilcoxon Rank-Sum tests (P&lt;.05). Curricular sessions were evaluated on a 10-point Likert scale for speaker engagement, knowledge, and organization, as well as relevance to training. RESULTS: Participants were more confident in their capacity to meet M1 and CEPA objectives in 35 of 37 domains. Their confidence in technical abilities improved in 35 of 35 skills. They were more confident in their ability to balance work with personal life, teach students, provide feedback, and deliver hand-offs. The pre- and post-RRC APGO Knowledge Test means were 71±10 (N=12), and 76±7 (N=5), respectively. Qualitative assessment of curricular sessions was consistently positive, averaging &gt;9/10 in all metrics. DISCUSSION: In addition to our RRC being successful in terms of multi-institutional collaboration, it also proved highly efficacious in enhancing the knowledge, technical skills, and confidence of participants. Statistical significance in APGO Knowledge Test results may have been achieved with a larger sample size, as M1 and CEPA ratings almost universally improved. Future measurements include polling residency directors regarding performance of residents and collecting confidence and medical knowledge ratings from participants throughout their internship. A multi-institutional RRC provides substantial benefit to medical students transitioning to residency. This has implications for the development of such programs on a national scale.

Preceptor support to improve nurse competency and satisfaction: A pilot study of novice nurses and preceptors in a pediatric intensive care unit

Objective : To develop and implement an evidence-based preceptor program that improves satisfaction and competency among pediatric intensive care nurses. The preparation-practice gap-defined as the discrepancy between new graduates’ abilities and the demands of their first jobs-increases stress, turnover, costs and medical errors. Preceptor programs and strong preceptor teaching might be able to narrow this gap. Methods : We developed, implemented and evaluated a Preceptor Support Program to bridge the preparation-practice gap: The Preceptor Support Program. This program integrated electronic progress monitoring and communication; preceptor huddles; checklists; online resources and hands-on teaching materials. Improvements in competency and satisfaction were measured, using pre/post testing for 34 preceptors. For 30 novice nurses, satisfaction ratings were obtained and competency was measured with pre/post administration of the Basic Knowledge Assessment Test (BKAT). Results : Novice nurse BKAT scores (competency measurement) increased from 73 to 83 ( p < .001). Novice nurse satisfaction increased from 3.1 to 3.6. Preceptor satisfaction increased from 3.0 to 3.2 ( p = .04) and preceptor competence was increased from 4.7 to 4.8. Conclusions : Our evidence-based Preceptor Support Program improved satisfaction and competency for both the preceptors and novice nurses in our Pediatric ICU.

SU‐F‐E‐16: A Specific Training Package for Medical Physicists in Support to Nuclear and Radiological Emergency Situations

Purpose:To provide the professional medical physicists with adequate competencies and skills in order to help them get prepared to support Nuclear or Radiological Emergency (NRE) situations.Methods:Although clinical medical physicists working have in‐depth knowledge in radiation dosimetry, including dose reconstruction and dose measurements, they are usually not involved in NRE situations. However, in a few instances where medical physicists were involved in NREs, it appeared that many lacked specific knowledge and skills that are required in such situations. This lack of specific knowledge and skills is probably due to the fact that most current medical physics curricula do not include a specific module on this topic. As a response to this finding, the IAEA decided to initiate a project to develop a specific training package to help prepare medical physicists to support NRE situations. The training package was developed with the kind support of the Government of Japan and in collaboration with Fukushima Medical University (FMU) and the National Institute of Radiological Sciences (NIRS).Results:The first International Workshop to test the training package was held in Fukushima, Japan in June 2015. It consisted of lectures, demonstrations, simulation, role play, and practical sessions followed by discussions. The training was delivered through 14 modules which were prepared with the support of 12 lecturers. A knowledge assessment test was done before the workshop, followed by the same test done at the end of the Workshop, to assess the knowledge acquired during the training.Conclusion:The Workshop was successfully implemented. The overall rating of the workshop by the participants was excellent and all participants reported that they acquired a good understanding of the main issues that are relevant to medical physics support in case of NRE situations. They are expected to disseminate the knowledge to other medical physicists in their countries.

Impact of an Educational Intervention on Breastfeeding Counseling Behavior of OB/GYN Residents.

Breastfeeding counseling has been shown to increase the initiation and duration of breastfeeding. The American Congress of Obstetricians and Gynecologists calls for all healthcare workers to educate and encourage women to choose breastfeeding. Despite these recommendations, the reported incidence of prenatal breastfeeding discussions varies widely. Lack of physician education has been speculated to be one of the contributing factors. To assess the impact of a breastfeeding educational intervention on the knowledge and counseling behaviors of OB/GYN resident physicians. Resident physicians in a university-based OB/GYN program were given two lectures on the benefits of breastfeeding and common lactation issues. The residents completed a knowledge test before and after the educational intervention. Resident behaviors were assessed through patient surveys after the initial prenatal visit (n = 79 and n = 81 before and after the educational sessions, respectively). The responses were then analyzed by comparing binomial proportions before and after the intervention. Patient surveys showed that the educational intervention resulted in statistically significant increases in the rate of general discussion from 62% to 79% (p = 0.017) and discussion of breast changes that occur during pregnancy from 41% to 57% (p = 0.037). There was a positive trend for breastfeeding promotion from 58% to 72% (p = 0.08) and for breast exams from 42% to 56% (p = 0.08). The median score on resident's knowledge assessment test increased marginally from 20 to 20.5 out of 28 questions after the educational intervention. Our study showed that a brief educational intervention on breastfeeding had a meaningful impact on OB/GYN resident physician counseling behavior.

Nurses' knowledge in ethics and their perceptions regarding continuing ethics education: a cross-sectional survey among nurses at three referral hospitals in Uganda.

BackgroundHigh disease burden and scarcity of healthcare resources present complex ethical dilemmas for nurses working in developing countries. We assessed nurses’ knowledge in ethics and their perceptions about Continuous Nurses’ Ethics Education (CNEE) for in-service nurses.MethodsUsing an anonymous, pre-tested self-administered questionnaire, we assessed nurses’ knowledge in basic ethics concepts at three regional hospitals in Uganda. Adequate knowledge was measured by a score ≥50% in the knowledge assessment test. Nurses’ perceptions on CNEE were assessed using a six-point Likert scale.ResultsOf 114 nurses, 91% were female; with mean age 44.7 (SD 10) years. Half were diploma, 47 (41%) certificates, 6 (5%) bachelors’ degrees and one masters’ level training. Overall, 18 (16%) scored ≥50% in the ethics knowledge test. Nurses with diploma or higher level of nursing training were less likely to fail the ethics knowledge than certificate-level nurses (OR 0.14, 95% CI: 0.02–0.7). Only 45% had ever attended at least one CNEE session and up to 93% agreed that CNEE is required to improve nurses’ ethics knowledge and practice.ConclusionsNurses exhibited low knowledge in ethics and positive attitudes towards CNEE. We recommend structured CNEE programs to address basic concepts in nursing ethics and their application in clinical practice.Electronic supplementary materialThe online version of this article (doi:10.1186/s13104-015-1294-6) contains supplementary material, which is available to authorized users.

The Health Innovations Scholars Program: A Model for Accelerating Preclinical Medical Students' Mastery of Skills for Leading Improvement of Clinical Systems.

Dramatic changes in health care require physician leadership. Efforts to instill necessary skills often occur late in training. The Heath Innovations Scholars Program (HISP) provided preclinical medical students with experiential learning focused on process improvement. Students led initiatives to improve the discharge process for stroke patients. All students completed an aptitude survey and Quality Improvement Knowledge Assessment Test (QIKAT) before and after the program. Significant improvements occurred across subject areas of leadership (18.4%, P < .001), quality and safety (14.7%, P < .001), and health care systems operations (21.2%, P < .008), and in the domains of knowledge (25.9%, P < .001) and skills (25.2%, P < .001). Average cumulative QIKAT results improved significantly (8.33 to 9.83, P = .04). Three of 4 recommended interventions were implemented. Furthermore, students engaged in other process improvement work on return to their home institutions. The HISP successfully advanced preclinical medical students' ability to lead clinical systems improvement.

Development and validation of the Diabetes Knowledge Assessment Test for use in medical rehabilitation

Purpose: To develop and validate the Diabetes Knowledge Assessment Test (DKAT), an assessment designed to measure diabetes knowledge of medical rehabilitation patients with or without diabetes. Methods: Content validity methods were used to develop the DKAT, which was administered to rehabilitation patients to examine psychometric properties. Results: Subjects were 75 inpatients (56% with diabetes; 45% male), and 75 outpatients (49% with diabetes; 69% male). The initial DKAT consisted of 49 items, which was reduced to 32 items based on psychometric criteria. Point-biserial item discrimination indices ranged from 0.26 to 0.61. Item difficulty indices ranged from 27 to 96%. Cronbach’s alpha was 0.82. Known groups construct validity comparisons revealed that patients with diabetes obtained significantly higher DKAT scores than patients without diabetes (p = 0.01), supporting construct validity. Scores did not differ significantly by gender, educational attainment, age, or outpatient versus inpatient (all p > 0.05), further supporting construct validity. Confirmatory factor analysis identified two factors: “Complications” and “Risks-Symptoms-Management”. Conclusions: Findings support claims that DKAT scores are valid and reliable for diabetes knowledge assessment across a range of rehabilitation conditions. It is appropriate for use with persons with or without diabetes engaging in rehabilitation services as an inpatient or outpatient.Implications for RehabilitationMedical rehabilitation patients represent an important population in which to assess core diabetes knowledge due to the extremely high prevalence of diabetes.We were unable to identify instruments with validity evidence aimed at assessing diabetes knowledge in rehabilitation populations, therefore undertook development of the DKAT.The DKAT represents a psychometrically promising assessment that can inform individuals at risk with the signs and symptoms of diabetes, as well as behavioral actions to reduce risk.The DKAT can also be used to identify those with a diagnosis of diabetes in need of formal diabetes education.

Antibiotic Use in Some Nigerian Communities: Knowledge and Attitudes of Consumers

Purpose: To assess the knowledge and attitude of consumers in Jos, Nigeria towards the use of antibiotics. Methods: A cross-sectional questionnaire survey involving 430 clients of registered community pharmacy outlets located in some communities in Jos, Nigeria was conducted in November, 2011. Data collected were analysed using SPSS version 16 and logistic regression was used to determine independent predictors of low antibiotic knowledge. Results: About 56.5 % of respondents reported using an antibiotic within a month preceding the survey, with a prevalence of 22.3 % of self-medication use of antibiotics among respondents. The antibiotic knowledge assessment test revealed that 30.5% of respondents had low knowledge; while 40.9% and 28.6 % of respondents had intermediate and high knowledge levels respectively. Respondents’ educational level was the only demographic predictor (p < 0.01) of low antibiotic knowledge found, as those with primary level of education were more likely (OR = 13.224; CI = 3.296-53.052) to have low antibiotic knowledge than those with tertiary education. Respondents showed negative attitude (< 50 % positive response rate) in about 60 % of the attitude statements they responded to. The most common negative attitudes demonstrated by respondents were their expectation to be prescribed an antibiotic for cold (66.3 %) and taking an antibiotic when they have cold to get better quickly (60.9 %). However, respondents demonstrated positive attitudes in looking at the expiry dates of antibiotics before using them (93.3 %), and taking antibiotics according to the instructions on the label (84.2 %). Conclusion: The study showed that inadequate antibiotic knowledge and negative attitudes towards antibiotics use exists among consumers.

Sources and Resources

This paper presents and discusses the outcome of a mentorship programme for capacity enhancement of Nigerian policy makers for evidence use in policy making. Policy makers were mentored by senior researchers to foster their research capacity for evidence-informed policy making. The mentorship programme involved lectures, focus group discussions, dialogues, and group work. Mentees were taught research techniques and how to use research evidence in the policy-making process. The mentorship programme knowledge assessment test and evaluation outcome indicated a considerable improvement in the mentees’ skill, knowledge and understanding of evidence-informed policy making.

The construction of test reliability statistical criteria by a computer simulation

The paper describes a computer simulation experiment of knowledge assessment test when item’s characteristic functions are power functions and knowledge level of the population has uniform or normal distribution. The inversions of the conditional means were calculated and probability distributions of the numbers of inversions were simulated. In practice of construction of knowledge tests for checking their suitability (validity) observed values of inversions are compared with reference values obtained byMonte Carlo experiments.