Post-intervention Knowledge Research Articles

The Effectiveness of PMTCT Education in Increasing Pregnant Mothers' Knowledge on HIV/AIDS Prevention for Their Babies

Mother-to-child transmission (MTCT) of HIV is a pressing global health issue, particularly in regions with limited access to healthcare and education. Although advancements in prevention strategies have significantly reduced transmission rates, knowledge gaps among pregnant women often limit the effectiveness of Prevention of Mother-to-Child Transmission (PMTCT) programs. This study evaluated the impact of PMTCT education on increasing maternal knowledge and fostering adherence to HIV prevention practices.A pre-test and post-test design was implemented with 30 pregnant women attending antenatal care services in a resource-limited setting. Participants completed a knowledge assessment questionnaire before and after a culturally and linguistically tailored PMTCT education session. Data were analyzed using paired ttt-tests to evaluate knowledge improvement and logistic regression to assess changes in adherence intentions. The results showed a significant improvement in knowledge scores, increasing from 42.5% (SD = 11.7%) pre-intervention to 80.3% (SD = 8.9%) post-intervention (t(29) = 10.85, p < 0.001, Cohen's d = 2.01), and behavioral intentions to adhere to PMTCT protocols improved from 40% to 85%. Logistic regression analysis revealed a strong association between higher post-intervention knowledge scores and increased adherence intentions (OR = 5.6, 95% CI = 2.3–13.4, p < 0.001). These findings underscore the importance of integrating structured PMTCT education into antenatal care services to empower mothers, reduce MTCT rates, and enhance adherence to preventive measures. Future research should explore long-term outcomes and the inclusion of family members to amplify intervention impact.

Using Motion-Graphic Media to Educate Higher Education Students About Depression: A Randomized Controlled Trial

Objective: This study aims to compare the effectiveness of motion graphics versus pamphlets for educating young adults about depression. Methods: A multicenter randomized controlled trial was conducted from April to June 2024; participants were randomly assigned to Group A (motion-graphic media) or Group B (pamphlets) in a 1:1 ratio. Pre- and post-intervention knowledge scores were collected, and satisfaction scores were collected after intervention from group A. Findings: A total of 78 participants with a median age of 19.0 years (IQR 2.0) and predominantly women (64.1%), completed pre- and post-intervention questionnaires. The median knowledge score for Group A increased from 15.0 (IQR 4.0) pre-intervention to 18.0 (IQR 3.0) post-intervention, while Group B's scores improved from 12.0 (IQR 4.0) to 16.0 (IQR 3.0). Post-intervention scores were significantly higher in Group A compared to Group B (p = 0.002). Participants in Group A also reported high satisfaction with the educational material. Novelty:This study highlights the potential of innovative media for patient education, particularly in addressing mental health issues. Long-term cohort studies are required to assess whether this approach can improve clinical outcomes and reduce the incidence of severe depression. Doi: 10.28991/ESJ-2024-SIED1-015 Full Text: PDF

Curriculum Innovation: Clinical Documentation Integrity Education for Neurology Trainees.

High quality clinical documentation is a fundamental skill for practicing physicians and important for quality improvement. However, documentation and coding are rarely integrated into medical education curricula and there is a lack of standard neurology curriculum on this topic. We developed and evaluated a teaching session on clinical documentation for neurology resident physicians. The education consisted of a didactic session designed by a neurologist with content about risk-adjusted mortality, clinical documentation integrity (CDI), impact of documentation on patients, and neurology-specific documentation guidance. A pre-post survey design was used to compare baseline and post-intervention self-reported knowledge and attitudes. 61 responses were collected (37 pre- and 24 post-intervention). Residents had increased understanding of the impact of documentation on quality metrics (P = 0.004), risk-adjusted mortality (P < 0.0001), and impact on patients (P = 0.02). Attitude towards CDI education improved significantly (P = 0.0016), as well as agreement that CDI is important to resident physicians (P = 0.003). The portion of residents who agreed training on CDI is useful and valuable increased significantly (P = 0.004). 92% agreed this curriculum was useful, and 96% agreed they understood the role of CDI better after the session. In this study of a teaching session for neurology residents on clinical documentation, we found this format of teaching was well-received and highly effective in improving resident attitudes and self-reported knowledge.

Bridging Gaps in Cervical Cancer Care: A Web-Based Intervention to Improve Knowledge and Follow-up.

Contributors to disparities and worse cervical cancer outcomes include limited education and loss to follow-up after an abnormal Pap smear. Effective interventions are necessary to engage diverse populations. The authors piloted an intervention to assess acceptability, knowledge uptake, and follow-up. This prospective pilot study recruited patients scheduled for colposcopy visits at a government-insured clinic and faculty clinics within an academic medical center to use the Patient Activated Learning System (PALS). The PALS intervention included 5 short educational videos about human papillomavirus and colposcopy. Participants completed a baseline knowledge questionnaire, viewed PALS videos followed by post-intervention knowledge and acceptability surveys. Perceptions of PALS, anxiety, and impact on follow-up were evaluated. Of 63 (70%) participants completing the intervention, 24 (38%) were from the government-insured clinic and 39 (62%) from faculty clinics. Median age was 36 (range 30-48), 38 (63%) were racial and ethnic minorities, and 21 (33%) were non-Hispanic White. The intervention improved knowledge scores for the entire cohort (60%-75%, p < .01), even when stratified by race/ethnicity ( p < .01 for all), income ( p < .01), education ( p < .01), practice ( p < .01), and insurance type ( p < .001). Participants found PALS convenient to use (4.6/5), enjoyable (4.2/5), and acceptable (4.6/5); 75% said the videos alleviated colposcopy-related anxiety, and 84% indicated PALS made them more likely to follow up. The guideline concordant follow-up rate among study completers was 73%. In this pilot study, PALS was effective and acceptable among a diverse cohort. These free, widely viewed videos can successfully engage diverse populations to improve colposcopy knowledge and follow-up.

The Efficiency of a Video-Assisted Instructional Module in Enhancing Staff Nurses' Understanding of Surgical Foot Surgery Practice

The study aimed to evaluate the effectiveness of a Video-Assisted Teaching Module (VATM) in enhancing knowledge on the practice of surgical fomentation for patients with diabetic foot among staff nurses at Vinayaka Mission Kirupananda Variyar Medical College Hospital, Salem. The objectives included assessing pre-existing knowledge, evaluating VATM’s effectiveness, and analysing demographic variables' impact. A pre-experimental research design was employed, with 48 staff nurses selected using purposive sampling. Data was collected using a closed-ended questionnaire before and after the VATM intervention. The pre-test mean score was 12.73 (42%), and the post-test mean score increased to 19.19 (64%), demonstrating the VATM’s effectiveness with a 22% improvement. The highest effectiveness (26%) was in the "surgical fomentation" domain, while the "articles required" domain showed the lowest effectiveness (17%). Data analysis revealed significant improvement in knowledge post-intervention, with no significant association between knowledge scores and demographic variables such as age, gender, or educational background. The study concludes that VATM is an effective tool for improving nurses' knowledge on surgical fomentation, supporting better care for diabetic foot patients. The results emphasize the need for ongoing educational interventions to enhance nursing practices.

Effectiveness of autism training program introduction at primary health care (PHC) level

Background: Autism spectrum disorder (ASD) has become a public health issue in many countries especially in developing countries. Family members who have a toddler with ASD face significant physical, emotional, and financial challenges. Early detection is crucial to achieve improvement in children with ASD. Objectives: The aim of the current research is to study the implementation of a training program for Autism in 4 health care facilities and to evaluate its initial outcomes. Methodology: An interventional study conducted among 63 health care workers dealing with children 18-30 months in 4 health care facilities (2 urban health care facilities and 2 rural health care facilities) in Giza governorate. A tailored autism health education message as well as training on using the Arabic validated version of the Modified Checklist for Autism in Toddlers (M-CHAT) were provided to the HCWs. Results: 58.7% of participating primary health care workers (HCWs) had a satisfactory level of awareness about childhood autism prior to the intervention, and 71.4% had a satisfactory level of understanding following it. When comparing the study subjects' pre-intervention knowledge scores to their post-intervention knowledge scores, there was a statistically significant improvement in their knowledge about autism (p &lt; 0.001). Conclusion: The study's findings validate the value of specialized training programs in raising healthcare workers' awareness of childhood autism. Recommendations: Incorporation of autism spectrum disorder (ASD) within the educational curriculum of medical and nursing schools and ongoing education and training in ASD for health care workers.

Effectiveness of Coronary Artery Disease Health Education among the patients of Coronary Artery Disease in Tertiary Cardiac Centre

Background and Aims: Secondary prevention of coronary artery disease is vital in preventing the future cardiac events. Inadequate knowledge of the disease is related to non-compliance with the treatment therapy which directly results in disease progression and its complication. The objective of this study is to assess the effectiveness of health education about coronary artery disease among the patients of coronary artery disease in a tertiary cardiac centre. Methods: A quantitative, prospective, interventional research design was designed to collect the data by non-probability convenience sampling method. Patients diagnosed with coronary artery disease and admitted in different wards of Shahid Gangalal National Heart Centre were included. Data was collected from July 2022 to December 2022 in three phases: prior to health education; within 24 hours of health education and after 3 months. A semi structured face to face interview was used to collect data from the patients, which was then filled in the web-based questionnaire and appropriate statistical methods were used for analysis. Results: A total of 167 patients were enrolled during the study period. Only 145 (86.8%) patients completed the 3rd phase of data collection. There was a significant improvement in patients’ overall knowledge (P value; &lt;.01) as well as knowledge regarding medical (P value; &lt;.01), coronary artery disease risk factors (P value; &lt;.01), exercise (P value; &lt;.01), nutrition (P value; &lt;.01) and psychological risk (P value; &lt;.05). There was a significant improvement (P value; &lt;.01) related to behavior related characteristics like smoking, tobacco consumption, alcohol consumption and physical activity. However, correlation between health behaviors and post intervention knowledge showed a non-significant weakly positive relation of knowledge with education (r=.081), whereas there was non-significant weakly negative relation with physical activity (r=-.0126). Conclusion: The educational intervention has significant improvement in level of knowledge and change in behavior pattern among the patients of coronary artery disease. This study demonstrates that targeted health education programs can lead to significant improvements in knowledge and behavior among coronary artery disease patients, potentially reducing hospital readmission rates and promoting better long-term disease management.

Comparison of the escape room and storytelling methods in learning the stress response: A randomized controlled pilot study

The purpose of this study was to evaluate the effect of the Escape Room and Storytelling methods on nursing students' learning about the topic of stress response. It is recommended that new generations be trained using innovative teaching methods that differ from traditional teaching methods. The Escape Room and Storytelling methods are among the techniques that have been used and recommended for this purpose. The study was conducted with a randomized, controlled design. Thirty-five (n = 35) second-year undergraduate nursing students were randomly divided into two groups, one group was trained on stress response using the Escape Room method, while the other group was trained using the Storytelling method. Focus-group interviews were conducted with the students after the interventions. There was a significant difference between the groups in terms of the median post-intervention knowledge assessment score. It was determined that the students in the Escape Room group scored significantly higher than those in the Storytelling group (p < 0.05) CONCLUSIONS: The use of these methods, which ensure the active participation of students and increase their motivation, effectively contributes to meeting the educational needs of students and increases their level of satisfaction.

Education of the "SusCatinTing" application on changes in knowledge, attitudes, and behavior of brides-to-be.

The "SusCatinTing" application is a digital health intervention designed to enhance the knowledge, attitudes, and practices (KAP) of brides-to-be regarding stunting prevention during the critical first 1000 days of life. This study aimed to evaluate the effectiveness of this application in improving stunting prevention efforts among brides-to-be in Bengkulu Province, Indonesia. The application provides educational content on healthy pregnancy, maternal nutrition, and stunting prevention strategies, incorporating both text and audio explanations to ensure accessibility for illiterate and visually impaired users. A quantitative research design was employed, utilizing a single-group pretest-posttest approach involving 50 pairs of brides-to-be with internet-connected Android smartphones. Data collection was conducted through structured questionnaires administered by trained enumerators, focusing on KAP related to stunting prevention. The results indicated a significant improvement in KAP scores post-intervention (knowledge score increase: 42.59, p < 0.001). The application's unique features, including interactive quizzes and a certification process for marriage registration at the Office of Religious Affairs, contributed to its effectiveness. The study concludes that the "SusCatinTing" application is a promising tool for enhancing health education and promoting preventive behaviors among brides-to-be. Further research is recommended to explore the long-term impact of such digital interventions on stunting rates and maternal-child health outcomes.

Effectiveness of a Need-based Interventional Tracheostomy Care Protocol on Knowledge and Practice of Tracheostomy Care among Nurses.

Tracheostomy is a commonly conducted surgical intervention in intensive care settings, and many complications result from tracheostomy. The use of an evidence-based methodology for tracheostomy care can effectively mitigate the occurrence of complications. This study aimed to assess tracheostomy complications among patients, determine nurses' knowledge and practice of tracheostomy care, and evaluate the effectiveness of a tracheostomy care protocol (TCP) in terms of improving knowledge and practice of tracheostomy care and reducing complications among patients. To conduct this study, a quasi-experimental research design was selected. Ninety-eight intensive care nurses were divided into two groups, with 49 nurses in each group. The experimental group received an intervention, and both groups underwent pre- and posttests using tools related to tracheostomy care knowledge and practice checklists. Complications among patients were observed using a tracheostomy complication checklist. Data analysis involved both descriptive and inferential statistics. This study identified complications, including bleeding, tube obstruction, hypoxia, and local wound site infection, among tracheostomy patients. About 49% of the nurses in the experimental group and 34.7% in the control group had poor knowledge. There was a statistically significant difference in pre- and postintervention knowledge and practice scores between the groups (p < 0.001). This study revealed a gap in participants' knowledge and practices regarding tracheostomy care. After the TCP was implemented, intensive care nurses improved their knowledge and practices. Postintervention, the number of complications and the length of hospital stay among patients were reduced. Bilung AR, Dsouza JP, Maddani SS. Effectiveness of a Need-based Interventional Tracheostomy Care Protocol on Knowledge and Practice of Tracheostomy Care among Nurses. Indian J Crit Care Med 2024;28(11):1050-1055.

Effectiveness of Structured Teaching Program on Adolescent’s Knowledge of Tobacco Consumption: A Randomized Control Trial

ABSTRACT Aim and Objective: The aim of the article is to determine the effectiveness of a structured teaching program on knowledge of tobacco consumption and its effects among adolescents (age group 13–16-year boys) and its retention over a period of six months. Methodology: A single-blinded randomized control trial (parallel design) was conducted among randomly selected two government schools in Agartala, Tripura, India. The first school (Group 1, n = 100) received oral health education in the form of a structured teaching program regarding the ill effects of tobacco consumption. The second school (Group 2, n = 100) was chosen as a control and no intervention program was conducted. A close-ended, structured questionnaire was used to assess the change in the knowledge postintervention in both groups. Result: In the study group, the mean pre-intervention, and postintervention after 10 days and six months, knowledge score was found to be statistically significant (P &lt; 0.001, highly significant).

Veggies4myHeart – educational project to promote vegetable knowledge and consumption in preschoolers

Abstract Vegetable consumption among children is below recommended. Given the critical role of vegetable consumption in health promotion, it is essential to identify effective strategies to promote this intake. The Veggies4myHeart project aims to increase vegetable knowledge and consumption in preschool children through nutrition education strategies (NES). Veggies4myHeart is a prospective longitudinal study with children aged 2 to 6 years who attend preschools in the Leiria district. A questionnaire was applied to the parents to characterize the sample. NES were used: children’s story, digital game, vegetable-themed sticker booklet and the food wheel. The intervention consisted of 5 food education sessions, each focusing on one selected vegetable (lettuce, carrot, red cabbage, cucumber, and tomato). Sessions to assess knowledge and consumption of vegetables were held pre-and post-intervention. Knowledge was evaluated through a taxonomic categorization questionnaire. Consumption was assessed by recording the number of portions of each vegetable consumed. Wilcoxon test was used to compare pre-and post-intervention vegetable knowledge and consumption. ANOVA test was used to compare NES. Between 2018 and 2024, 649 children (52,5% female, mean age 4,36 ± 0,942) from 17 preschools participated. After the intervention, there was a statistically significant increase in vegetable knowledge (p &amp;lt; 0,001) and a statistically significant increase in the consumption of vegetables (p &amp;lt; 0,001). There are statistically significant differences between NES, with the digital game having greater vegetable knowledge (p &amp;lt; 0,001) and consumption (p &amp;lt; 0,001) than the others. The Veggies4myHeart project effectively increased vegetable knowledge and consumption in preschoolers. It is essential to continue the intervention to promote consumption and familiarity with vegetables, as well as the involvement of parents and preschool teachers, due to their prominent role as models for acquiring healthy eating habits. Key messages • The NES used proved useful, contributing to increased knowledge and consumption of vegetables. • The Veggies4myHeart project is an asset for preschool-aged children to become familiar with vegetables.

Digital vs. conventional instructor-led midwifery training in Benue State, Nigeria: a randomized non-inferiority trial

BackgroundMany health education institutions in African countries such as Nigeria face increasing enrolment of students but lack an adequate number of instructors to train them. If digital learning can be demonstrated effective in augmenting knowledge and skills, this approach could help fill this gap and improve education efficiency. A needs assessment in two Nigerian midwifery schools confirmed that digital learning would be feasible and welcomed. In this study, the Midwifery Active Digitization Empowerment Initiative (MADE-I) program was tested to determine if digital delivery of the Fundamental Interventions, Referral and Safe Transfer (FIRST) course is at least equally effective for training midwifery students compared to conventional small-group delivery.MethodsA non-inferiority randomized controlled trial design was used, enrolling 130 s-year students from 2 midwifery schools in Benue State, Nigeria. Students were randomly assigned into six cohorts. Each cohort received half of the course on a Learning Management Platform on their mobile phones, the other half through standard small-group teaching. Students’ knowledge, thinking, and technical skills were assessed using a pre-test, post-test, Objective Structured Clinical Exam (OSCE), and daily modular quizzes. The data was analyzed using the difference-in-difference method.ResultsThe study revealed that post-intervention student knowledge and thinking skills did not significantly differ between digital learning (75.26%) and small-group learning arms of the trial (75.02%, p = 0.404). Student knowledge improved significantly compared to the pre-test in both groups (by 25.03 points in the digital arm, 26.39, in small-group). Some differences were observed between digital and small-group learning in disaggregated analysis by specific module and midwifery school. Although there was a trend toward small-group learning of technical skills being more effective than digital learning, no significant differences between groups were observed in the post-intervention OSCE. Students in both groups learned equally well regardless of age, gender, and midwifery school entrance exam score.ConclusionDigital learning is as effective as small-group learning, for midwifery trainees, in augmenting knowledge, thinking, and technical skills addressed in the FIRST course, and have lighter human resource requirements, an important consideration especially in LMIC. However, similar assessments would be needed to assess effectiveness for other digitally delivered clinical education programs.

Impact of teaching modality on soft skill development: Oral health literacy awareness skills assessed using standardized patient experiences.

Health literacy awareness is a crucial skill for health professionals, yet training may be lacking. Didactic lectures may improve health literacy awareness in future health professionals, however, compressed curricula may lead educators to consider the incorporation of eLearning into the delivery of health literacy education. E-modules have been shown to engage learners, yet little is known about their effectiveness in instilling behavioral change in learners' clinical communication skills. This study aimed to shed light on the impact of learning modality on dental students' ability to learn and translate soft skills into clinical settings. An e-module on health literacy awareness was created by the researchers with an equivalent lecture developed. Fifty-six dental students were randomly assigned to a control or intervention cohort (lecture or e-module) and all cohorts participated in standardized patient experiences to be assessed in a simulated but authentic patient care scenario. Pre- and post-intervention scores, simulation scores, and learner reflections were compared. Fifty-six students participated in the study. Post-intervention health literacy awareness knowledge increased for both intervention cohorts. In clinical simulation, intervention cohorts scored significantly higher on nearly all variables, with the lecture cohort scoring consistently better than e-learners. Both lecture and e-learning are effective learning modalities for promoting health literacy awareness, but dental students learning the subject via lecture may translate certain newly acquired soft skills more effectively in clinical scenarios.

Acceptability and validity of HPV self-sampling for cervical cancer screening among women living in different ecological settings in India.

India records one fifth of global cervical cancer burden. Unlike human papillomavirus (HPV) self-sampling, other screening methods may cause discomfort and embarrassment. This study aimed to investigate attitudes, acceptability, barriers, predictors, effective modality of instructions, and validity of HPV self-sampling among Indian women residing in varied settings and different literacy levels. This is community-based interventional study among Indian women 30-55 years, residing in urban slums (500), urban non-slums (500), and rural (600) settings with varied washroom facilities and privacy, to collect self-samples. Each group was subdivided into two arms; in one women received education with pamphlets and other with health education program (HEP). Study involved enlisting eligibles, obtaining informed consents and conducting personal interviews to collect baseline data. Self-samplers were distributed with instructions (pictorial pamphlets in one group and HEP in other) regarding usage, storage and return. Willingness to use self-samplers, refusals, experiences, and so forth were captured. Post-intervention knowledge, attitudes, practices was recorded. HPV reports were distributed. Women with positive result on either test were offered further management. Acceptance rate of self-sampling was 99.2%, 97%, and 98.8% and HPV positivity was 7%, 7.8%, and 8.5%, respectively among urban non-slum, urban slum and rural women. Agreement rate between health personnel collected and self-collected samples was 96.5% in pamphlet and 93.2% in HEP arm. Major barriers of self-sampling were lack of confidence about performing self-test correctly, fear that test would be painful and anxiety about test results. HPV self-sampling has good acceptability among Indian women and good agreement with health personnel collected samples.

Raising Awareness of the Impact of Stunting on Toddler Development Through Parental Education

In 2023, the prevalence of stunting in Indonesia remains at 21.5%, showing only a marginal decrease of 0.1% from the previous year and still exceeding the WHO standard of 20%. Stunting adversely affects children, leading to impaired physical and cognitive development, increased risk of developmental disorders, and a higher likelihood of metabolic diseases in adulthood.This study utilized a multi-stage approach: data and area analysis, educational and developmental screening, and evaluation. Participants included 44 parents with their toddlers, 5 cadres, and 3 village officials. Knowledge among participants improved significantly, with 76% demonstrating enhanced understanding. Statistical analysis revealed a significant increase in knowledge post-intervention (p=0.000). Developmental assessments showed that 11% of toddlers were classified as "doubtful" and 23% as having "deviant" results. Parents of these children received education on age-appropriate stimulation, and cases were reported to local health workers. The goal is for the acquired knowledge to be widely applied, with ongoing routine screening for early detection and timely management of developmental issues.

Enhancing the Graduate Nursing Student Experience Through Gamification.

Gamification, the use of game-styled learning methods in non-game contexts, encourages student participation, increases learning motivation, and maximizes the amount of information students can retain. An intervention was designed utilizing gamification principles to reinforce material learned during a week-long regional anesthesia intensive. Students participated in team-based competitions consisting of knowledge-based questions, critical thinking, and hands-on ultrasound skills. Anonymous survey results demonstrated a statistically significant increase in post-intervention student knowledge, confidence, and motivation. This project's impact may encourage the integration of gamification in nursing education to increase student motivation and confidence while providing feedback to decrease knowledge gaps.

Development and Implementation of a Geriatric Oncology Interdisciplinary Case-Based Educational Intervention for Cancer Care Providers.

To develop and implement a continuing professional development (CPD) activity focused on geriatric assessment (GA) in oncology for oncologists and geriatricians. We evaluated the impact of this activity on knowledge, skills, and performance regarding GA in oncology, as well as its feasibility and acceptability. We included teams composed of an oncologist and a geriatrician working in Mexico. Curriculum content was selected from geriatric oncology guidelines. We used Project Extension for Community Healthcare Outcome (ECHO)'s model to create a 12-week online course. A one-group pretest post-test quasi-experimental design was used to evaluate the intervention's effectiveness. At baseline, participants answered a multiple-choice knowledge assessment, a survey on self-perceived competence in GA, and an adaptation of the Association for Community Cancer Centers Geriatric Oncology Gap Assessment Tool, evaluating self-perceived performance in conducting geriatric interventions. These assessments and a satisfaction questionnaire were also completed postintervention. Baseline and postintervention scores were compared using paired t-tests. We included 40 participants (20 oncologists and 20 geriatricians). Median attendance was 10 sessions (range 2-12). Thirty-eight participants completed the satisfaction questionnaire, with a median score of 10/10 (range 8-10). The mean baseline and postintervention knowledge scores were 59.5 ± 12.8 and 74.4 ± 9.7, respectively (P < .001, effect size 1.14). The mean baseline and postintervention competence scores were 6.42 ± 2.5 and 9.02 ± 0.8, respectively (P < .001, effect size 1.03). The mean baseline and postintervention performance scores were 2.58 ± 0.65 and 3.29 ± 0.5, respectively (P < .001, effect size 1.64). A CPD activity for oncologists and geriatricians on the basis of the Project ECHO model was feasible and acceptable, leading to increased knowledge, competence, and performance in geriatric oncology. This could represent a novel method for increasing the geriatric competence of the cancer care workforce in Latin America and globally.

Impact of Basic Life Support Training on Knowledge and Performance Among Rural Intermediate Students: A Quasi-Experimental Study

Objectives: This study aimed to evaluate the effectiveness of Basic Life Support (BLS) training on the knowledge and performance of intermediate students from a rural area. Methodology: A quasi-experimental study with pretest, posttest, and follow-up phases was conducted at a private sector high school. Non-probability purposive sampling was used to select participants, consisting of 11th and 12th-grade students with low to moderate levels of BLS knowledge, as assessed by a structured questionnaire. The BLS training, lasting three hours, included a PowerPoint presentation and hands-on practice. Data were collected from 80 participants at three stages: pre-test, post-test, and a follow-up test three months after the intervention. Participant performance was evaluated using the American Heart Association checklist. Data analysis was performed using SPSS version 25, with Friedman’s ANOVA applied for inferential statistics. Results: Initially, 95% of participants had a low level of BLS knowledge, with a median score of 3. Post-intervention, knowledge significantly improved, with a median score of 6.5 and 37.5% of participants achieving a high level of knowledge, while 30% reached a moderate level (p-value &lt;0.0001). However, knowledge retention declined after three months, with a median score of 4.0 (p-value &lt;0.0001). Previous knowledge of CPR was significantly associated with improved post-intervention knowledge scores (p-value = 0.03). Conclusion: The BLS training significantly enhanced participants' knowledge and performance. Nonetheless, there was a notable decline in knowledge retention over time.

Promoting breast health among female adolescents: a comparative analysis of the effects of two didactic tools on knowledge and practice regarding breast self-examination in Southwest Nigeria

BackgroundTeaching effective methods for breast self-examination (BSE) to adolescent females is essential for promoting early detection and improving outcomes in breast cancer management. This study therefore aimed to compare two pedagogical tools for teaching BSE among adolescent females.MethodsA quasi-experimental design with a group for pre- and post-intervention tests was adopted. The sample included 970 female senior secondary school class I-III students. The Yamane formula was used to determine a sample size of 276. Pre- and post-intervention data were collected using an observation checklist for practice and a validated questionnaire with a Cronbach’s alpha coefficient of 0.76 for knowledge of BSE. A proportionate stratified random sampling technique was used to determine the number of participants for each group. Among the 276 participants, 161 were taught the traditional method (TM), i.e., a lecture, and 115 were taught using the modern method (MM) by watching a podcast that contained BSE lessons. Post-intervention data were collected after six weeks. The data were analysed using descriptive and inferential statistics at a 5% level of significance to compare the effectiveness of the methods.ResultsThe findings of this study showed that the participants’ mean ages across the two methods were 15.49 ± 1.65 and 15.43 ± 1.40 years for the traditional method (TM) and modern method (MM), respectively. Pre-intervention mean BSE knowledge scores in both the TM and MM groups were 8.19 ± 3.17 and 8.31 ± 2.39, respectively, and BSE practice scores were 7.17 ± 2.48 and 6.44 ± 2.75, respectively. Post-intervention knowledge mean scores in both the TM and MM groups increased to 13.75 ± 4.09 and 16.92 ± 2.91, respectively, and post-intervention practice scores increased to 13.06 ± 2.74 and 15.68 ± 3.12, respectively.ConclusionThis study revealed that both teaching methods were effective at teaching breast self-examination among female adolescents; nevertheless, modern methods are more effective at teaching breast self-examination among female adolescents.