Knowledge Test Scores Research Articles

Menumbuhkan Jiwa Entrepreneur Mahasiswa melalui Pelatihan Kreativitas dan Inovasi

Creativity and Innovation Training to Foster Entrepreneurial Spirit among Students aims to enhance students' knowledge, skills, and confidence in entrepreneurship. The training methods employed include lectures, group discussions, brainstorming, simulations, case studies, workshops, and individual mentoring. Training materials cover entrepreneurship concepts, business opportunities, entrepreneurial characteristics, brainstorming techniques, business model canvas, business plan components, marketing strategies, financial analysis, motivation, self-leadership, and time management. The training outcomes indicate an average increase in entrepreneurship knowledge test scores from 60 to 85. 25 students were able to develop complete business model canvases, and 22 students created comprehensive business plans. Participants also demonstrated improved abilities in generating creative and innovative business ideas, as well as increased confidence levels in initiating and developing businesses. This training shows positive results and can serve as a model for other entrepreneurship training programs to assist students in achieving their career goals as entrepreneurs.

Effect of using gamification and augmented reality in mechanical ventilation unit of critical care nursing on nurse students' knowledge, motivation, and self-efficacy: A randomized controlled trial

BackgroundGamification and augmented reality (AR) are innovative teaching modalities. Research on the effects of combining these two strategies in nursing education is scarce. ObjectivesTo examine the effect of the combined use of gamification and AR in teaching mechanical ventilation (MV) on nurse students' knowledge, motivation, self-efficacy, and satisfaction. DesignRandomized controlled trial. SettingA conveniently selected faculty of nursing in Egypt. ParticipantsA total of 410 nurse students. MethodsParticipants were randomly assigned to the intervention or control group (205 in each). Kahoot games and AR were used in the intervention group, whereas a traditional lecture was applied in the control group. The outcomes included levels of students' knowledge, learning motivation, self-efficacy, and satisfaction. ResultsMixed design repeated-measures ANOVA test revealed a statistically significant difference in knowledge test scores within-subject over time (p-value [effect size]: <0.001 [0.515]), between-subject due to the main effect of interventions (<0.001 [0.146]), and within-between interaction effect of group and time (<0.001 [0.515]). After using Kahoot and AR, the total mean self-efficacy score was significantly higher in the intervention group than in the control group (<0.001 [0.662]). The total median motivation score was significantly higher for the Kahoot and the AR groups compared with the traditional lecture (<0.001 [0.558]). ConclusionKahoot games and AR significantly increased nurse students' knowledge, motivation, and self-efficacy compared with traditional MV learning classes. Nursing educators need to incorporate Kahoot and AR in their pedagogies to enhance nurse students' satisfaction and development.

First aid training using virtual reality

This work considers the use of virtual reality (VR) technology to self-teach first aid training. It is known that VR provides realistic experiences to train individuals. We created interactable first aid lessons using the Unity engine and a VR interaction framework, and provided hands-on experience, with tests based on practical exercises. The VR application materials, with the first aid knowledge gathered from many government and hospital websites, consisted of 10 lessons and 7 tests. The lessons were appraised by 14 learners, resulting in a total average satisfaction score of 9.1. The post training first aid knowledge test scores increased by 35% from pre-course level. All learners reported having greater confidence, with their practical test scores improving by an average of 22% after multiple tests, demonstrating that the application could be effectively used for learning and practice purposes.

Guiding the Management of Acute Promyelocytic Leukemia: A Quality Improvement Project.

Despite successful treatment regimens and remission rates of greater than 90%, early death is a concern for patients with acute promyelocytic leukemia (APL). The challenges surrounding proper care for APL are centered on the low volume of patients, which limits healthcare professionals' knowledge of disease management. The purpose of this project was to develop resources and present an educational module specific to managing patients newly diagnosed with APL. An intervention to evaluate bedside nurses' knowledge of APL was implemented. Thirty-four RNs were recruited for participation. A clinical practice guideline, an algorithm, and a fact sheet were developed to provide resources for providers. An educational module was presented to the RNs to increase their knowledge of APL. Pre- and postintervention surveys were created to assess knowledge and confidence before and after the intervention. Thirty-four RNs completed the module, and 27 participated in the pre- and postintervention surveys. Mean knowledge test scores increased significantly from 7.19 preintervention to 14.04 postintervention (p < 0.001).

107 Should All Medical Students Receive Clerking Simulation Teaching?

Abstract Aim Simulation-based teaching for clerking hospital admissions is not routinely offered in medical school curricula. The Advanced Clinical Reasoning (ACR) course was developed to improve confidence and clinical proficiency in managing surgical and medical patients by allowing students to work through simulated cases in a safe environment. Method The ACR course was optional and face-to-face, consisting of six surgical and six medical simulated cases. The session was divided into practice forming management plans, simulated referrals, and discussion of answers. Students completed pre-course, immediate post-course and six-week post-course questionnaires and knowledge tests. Results Qualitative confidence forming management plans significantly increased post-session and at 6 weeks (p &amp;lt;0.00001), as did preparedness for an acute surgical shift (p &amp;lt;0.00001). The mean knowledge test score pre-session was 64%, which increased significantly to 77% immediately after the course (p = 0.0003) with a significant increase from baseline sustained at 6 weeks (p = 0.0012). 100% of students would recommend the course to another student, with 88% keen to repeat the course with a different case. Conclusions There was statistically significant qualitative and quantitative improvement in both confidence and knowledge after the course, which remained six weeks later. This supports previous research that simulation teaching has excellent outcomes and should be utilised more widely in medical school curricula. The future of this project is to conduct a remote course with a similar sample size to compare outcomes for face-to-face and remote teaching.

School-based tobacco prevention and cessation program using psycho-education and counselling: a mixed method

Introduction. In Malaysia, tobacco-related causes of death have claimed an estimated 27,400 lives annually, and that number is anticipated to climb in the coming years. Despite laws in Malaysia banning smoking in public areas, restrictions on tobacco sponsorship, promotion, and advertising in all media, as well as Graphic Warning Labels (GWLs) on cigarette packets and restricting the legal smoking age to 18 years, it is well-known that children and teenagers are involved and youth tobacco usage is rising. As there is a rise in the prevalence of tobacco use so is the call for effective school-based tobacco prevention and cessation program for children and teenagers. The study set out to understand the current level of knowledge, attitude, and behaviour of children and teenagers towards tobacco use and possible change through psycho-education and counselling towards prevention and cessation. Study participants and methods. This study adopted a pre and post Mixed Method Triangulation Design: Convergence Model. There was an independent and concurrent collection of quantitative and qualitative data from school children ages 11 to 18 years and 7 to 10 years respectively. A one-day four-module school-based prevention and cessation program was developed and carried out in five approved schools and data were collected before and after the program. The mean age for the quantitative study was 13 years, 66% were males and 34% were females. For the qualitative study, the mean age was 9 years, 54% were male and 46% were female A grand total of 131 students participated in the study. The data was analyzed using descriptive statistics, paired samples t-test thematic analysis. Results. The quantitative analysis showed a significant difference between knowledge test scores before psychoeducation intervention (M=.803; SD=.1793) and Knowledge test scores after the psycho-education intervention (M=.895; SD=.1193); [t (108) = -4.596, p = .000], attitude and behavior were insignificant Results from the thematic analysis on the qualitative results showed that the psychoeducation and counselling intervention had a significant impact only on knowledge. The children report on attitude and behaviour towards tobacco did not significantly change from before to after the program. The timing between the program and postdata may be a contributing factor but irrespective of the data collection method the outcome was similar for both children and teenagers. Practical Significance. Through psycho-education and counselling towards prevention and cessation the study set out to understand the current level of knowledge, attitude, and behaviour of children and teenagers towards tobacco use and possible change through psycho-education and counselling towards prevention and cessation. Therefore, intervention programme should include psychoeducation and counselling to improve the knowledge of students in school-based interventions.

A quasi-experimental study to evaluate the effectiveness of structured teaching programme on knowledge regarding minor disorders of pregnancy among antenatal mothers attending OPD in Apollo hospitals Bilaspur, Chhattisgarh

Background: Most research studies states that there is lower level of knowledge among the antenatal mothers regarding minor disorder which occurs in pregnancy. Hence selected “A quasi experimental study to evaluate the effectiveness of structured teaching programme on knowledge regarding minor disorders of pregnancy among antenatal mothers attending OPD in Apollo Hospitals Bilaspur, Chhattisgarh. The key aspect of the study is to evaluate the effectiveness of the teaching program among the antenatal mothers and to evaluate the effectiveness the outcomes. Materials and methods: A quantitative research approach adopted for the study to assess the knowledge of antenatal mothers regarding minor disorders of pregnancy. One group pretest-posttest design is used and samples who met the inclusion criteria using purposive Sampling. A questionnaire was developed to assess knowledge level of antenatal mother on minor disorder of pregnancy. Pretest was conducted for one hour which is followed by the structured teaching program after that post test for one hour. Sample size is 50. Results: The study findings revealed that the mean pre test knowledge score was (35.75%.) after administering teaching programme. post test knowledge score was 74.00% which is higher than pre test score. Conclusion: This study emphasizes the effectiveness of the structured teaching programme among antenatal mothers attending OPD in Apollo Hospitals Bilaspur, Chhattisgarh. Knowledge of the “antenatal mothers who had undergone structured teaching programme proved to be having increase in their knowledge on minor disorders of pregnancy.

Development and Validation of a Test Instrument in Assessing the Content Knowledge of Grade 3 Teachers in Science

Abstract. One of the important aspects, apart from the learning environment and teaching and learning resources, is the quality of our teachers. The teachers are the drivers of the curriculum in the classroom. This study aimed at developing and validating a test instrument for assessing the content knowledge of 27 elementary science teachers in Grade 3 Science. Findings revealed that all indicators relative to the characteristics of the assessment tool are highly evident with a weighted mean of 3.87 based on the results of the validation. The assessment tool can be used to effectively assess the science teachers’ content knowledge in Grade 3 science. Moreover, Cronbach’s alpha values of 0.73 for the test items based on the results of the evaluation of the content experts imply that the assessment tool is acceptable in terms of internal consistency. The mean of the content knowledge test scores of 44.07 out of a possible 58 and the item and scale analyses as well as validity checks indicate that the final version of the content knowledge test questionnaire is a good instrument to measure the content knowledge of Grade 3 science teachers. A consistent level of test difficulty and discrimination indices were evident, and the results provided varied points in terms of the interpretation of the test items. The number of retained items and modified or revised items supports the validity and reliability of the test instrument in general.

"EFFECT OF WEBINAR REGARDING IMPACT OF BIOMEDICAL WASTE ON ENVIRONMENT AND IT’S PREVENTION AMONG NOVICE NURSING STUDENTS OF SELECTED COLLEGES OF ODISHA"

Biomedical waste, sometimes known as hospital trash, is created during the treatment of people as well as during biologics research, that contains potentially contagious materials and affect the environment due to improper disposal of waste. As nurses are backbone of the health care delivery system though they are working 24 hours a day. Novice nursing students have less knowledge on impact of biomedical waste on environment&amp; its prevention. The current Pre-experimental one group pre-test post-test research study conducted in 3 nursing colleges of Odisha with 500 first year nursing students who are selected randomly by using convenience sampling technique. The result of the current study revealed that, majority of nursing students in Post-test (77.33%) are having good knowledge than Pre-test knowledge (3.33%).There was a significant mean difference (7.1) exists between pre-post test knowledge score and 0.1 SD difference exists between the pre and post-test. The present study revealed that, there is lack of adequate knowledge among nursing students regarding management of biomedical waste in view of its impact on the different aspects of the environment. The management of biomedical waste should be assessed as soon as possible in order to raise awareness for proper collection, segregation and disposal to prevent contamination of waste towards environment amongfuture nursing officers at their training courses.

How effective is virtual reality for electrical safety training? Evaluating trainees’ reactions, learning, and training duration

Introduction: The widespread use and inherent risks associated with low-voltage electrical equipment require all workers to understand its hazards and how to manage them. Despite being the most commonly used method for raising safety awareness, lecture-based training often proves ineffective. Virtual reality (VR) allows the user to be immersed in a virtual environment and actively participate in practical training while maintaining their safety, which can potentially result in engaging and effective training. This paper investigates the effectiveness of using immersive VR for low-voltage (LV) electrical safety training to understand the potential benefits of VR technology for industrial safety training applications. Method: A within-group experimental design was employed with 18 participants undertaking the LV VR training. The effectiveness of the training was evaluated by measuring participants’ reactions, learning, and training duration. Participants’ learning was measured before, immediately after, and four weeks after the training, whereas reaction and suitability of training duration were measured after the training. Results: Participants reported highly positive reactions to the LV VR training, particularly regarding their level of engagement, intention to use the system in the future, and enjoyment. Knowledge test scores significantly improved immediately after training with high effect sizes. Although scores decreased significantly four weeks after training, they remained significantly higher compared to before training. The training duration, ranging from 29 to 44 minutes was considered suitable for the training. Conclusions: LV VR training effectively elicited positive reactions from trainees and supporting trainees to acquire and retain safety information while maintaining appropriate training duration. Practical Implications: VR emerges as a viable alternative training method worth exploring for organizations seeking to improve their safety training programs. VR combines educational and entertainment values, facilitating enjoyable learning experiences.

Determination of the family caregivers’level of knowledge on pressure injury prevention

ObjectiveThe purpose of this study is to determine family caregivers’ level of knowledge on pressure injury (PI) prevention. MethodsThis study used a cross-sectional and descriptive design. Data were collected between February and May 2023. The population of the study consisted of family caregivers providing care to patients who were at risk of developing pressure injuries and who were planned to be discharged from the inpatient wards of the hospital. A total of 105 family caregivers participated in the study. ResultsOf all the patients, 61.9 % (n = 65) were female and their average age was 68.96 years (SD = 18.07). While 30.48 % (n = 32) of the patients were bedridden due to Cerebrovascular Accident, 28.57 % (n = 30) were bedridden due to old age, and 28.57 % (n = 30) had PI. Of all the caregivers, 71.43 % (n = 75) were female, and their average age was 47.11 years (SD = 14.85). While 97.14 % (n = 96) of the caregivers had not received any training on PI before, 90.48 % (n = 95) had not provided care to a patient with PI before. Family caregivers scored an average of 22.25 (SD = 6.96) points out of 40 on the Pressure Injury Prevention Knowledge Test (PIPKT). A significant difference was detected between the knowledge test scores and education level and income level (P = 0.006; P = 0.002). ConclusionsFamily caregivers were found to need information about PI prevention. It is recommended to develop content on PI prevention in the guidelines for family caregivers.

EFFECTIVENESS OF SELF INSTRUCTIONAL MODULE ON KNOWLEDGE REGARDING AGGRESSIVE BEHAVIOUR AND ITS PREVENTION AMONG ADOLESCENTS IN SELECTED P. U. COLLEGES AT VIJAYAPUR

Background: Approximately 20% of the population in India consists of adolescents. Adolescence can be defined as a developmental period that serves as a bridge between childhood and maturity. The current stage of growth and development is characterized by a state of vulnerability. Methodology: A quantitative approach with pre experimental one group pretest post test design was adopted for the study. The samples from the selected PU colleges of Vijaypura district were selected using convenient sampling technique. The sample consisted of 60 PU college students. The tools used for data collection was knowledge questionnaire. Results: The study result reveal that, pre tests knowledge score mean was 20.4 and mean post tests score was 26.5. In pretest 8(13.3%) of Adolescents were had Inadequate Knowledge, 42(70.0%) of them were had Moderate Knowledge and 10(16.7%) of them were had Adequate Knowledge and in post test 12(20.0%) of them were had Moderate Knowledge and 48(80.0%) of them were had Adequate Knowledge.A significant difference will be found between the pre test and post test knowledge scores of the adolescents regarding Aggression behaviour and its prevention at 0.05 level of significance. Conclusion:Self instructional module improved the knowledge level of the participants. Since a very few studies have been conducted regarding this topic in India, so the nurse researcher can take further studies on the same topic.

Senior Baccalaureate Nursing Students’ Knowledge and Visual Differentiation Ability for the Pressure Injury Classification System and Incontinence-associated Dermatitis

Purpose: This study aimed to evaluate senior baccalaureate nursing students’ knowledge and visual differentiation ability for the pressure injury classification system (PICS) and incontinence-associated dermatitis (IAD).Methods: A cross-sectional survey was conducted using a paper-based questionnaire with 120 senior baccalaureate nursing students in South Korea. Data were collected using a knowledge test (KT) and a visual differentiation tool (VDT) based on 21 photographs with clinical information related to PICS and IAD.Results: Students had relatively high KT scores (62.6%), and low VDT scores (35.6%). Critical issues in this study were nursing students’ lack of an adequate visual differentiation ability to accurately assess the stage of pressure injury and IAD and their higher level of confusion in identifying unstageable, deep tissue injuries, and IAD compared to stage 1-4 injuries. Satisfaction with education (r=.20, p&lt;.05) and exposure to various teaching methods (r=.21, p&lt;.05) exhibited significant correlations with higher VDT scores.Conclusion: The findings of this study suggest that increasing students’ satisfaction with their education and applying various teaching methods can contribute to the improvement of visual differentiation ability in PICS.

Significant improvement of physicians' knowledge and clinical practice: an opportune, effective, and convenient continuing medical education program on functional dyspepsia.

This cohort study aimed to explore the effect of a one-day online continuing medical education (CME) on the improvement of physicians' knowledge and clinical practice on functional dyspepsia (FD). Physicians were invited to participate in this CME via medical education applications. FD training videos made in advance were sent to participants via a weblink. Before and after training, participants were required to finish the FD knowledge test and provide case information of FD patients. McNemar test, Wilcoxon rank-sum test, Freidman test, Chi-square test, quantile regression, and generalized estimating equations (GEE) were used to perform statistical analysis. There were 397 of 430 (92.33%) physicians finished this CME program. The total score of the FD knowledge test after training was significantly higher compared with before training [488.3 (468.3-510.0) vs. 391.7 (341.7-450.0), p < 0.001]. Particularly, physicians from primary hospitals show more increase in total scores than physicians from secondary and tertiary hospitals. According to the GEE model, receiving this online training was an independent predictor of physicians' choice of upper gastrointestinal endoscopy in patients with FD [OR 1.73, 95%CI (1.09-2.73), p = 0.020], especially in PDS. Also, it was an independent predictor of physicians' choice of acid-suppressive drugs in patients with FD [OR 1.30, 95%CI (1.03-1.63), p = 0.026], especially in EPS and PDS overlapping EPS. This one-day online CME program effectively and conveniently improved physicians' knowledge and clinical practice, providing new ideas for future CME and facilitating precise clinical management of FD patients with different subtypes especially in primary hospitals.

The effect of flipped learning on nursing students' Asepsis knowledge and learning skills: A randomized controlled study

AimThis study was conducted to evaluate the effect of the flipped learning model on nursing students' asepsis knowledge and learning skills. BackgroundThe flipped learning model enables students to pursue their learning with online support whenever and wherever they want. Students have the responsibility for their learning activities. The flipped learning model is an effective method to improve nursing students' knowledge and skills related to the principles of asepsis with online innovative approaches. DesignThis study has a pre-test post-test open-label, randomized controlled design. MethodThe study sample consisted of 107 first-year nursing students randomized into experimental (n = 53) and control (n = 54) groups. The experimental group students were trained utilizing the flipped learning model. The data were collected through the "Descriptive Characteristics Form of Nursing Students ", the "Principles of Asepsis Knowledge Test" and the " Self-directed Learning Skills Scale". ResultsIt was determined that the post-test knowledge score of the experimental group was statistically significantly higher (p=0.000) than the control group and the median of the retention test knowledge score was statistically significantly higher (p=0.000) than the control group. There was a statistically significant increase (p<0.05) in the median score of the self-directed learning skills scale "self-control" sub-dimension of the experimental group. ConclusionFlipped learning increased nursing students' knowledge related to the principles of asepsis and enabled them to take responsibility for learning. This model had a positive effect on students' higher order thinking skills such as critical organization and decision making. It is recommended to use the flipped learning within the scope of nursing education and especially in gaining basic skills. Tweetable abstractA success in today's education; flipped learning

The Utility of Virtual Home Visits to Reduce Asthma Burden in Low-Income Black Communities in Louisiana During the COVID-19 Pandemic.

The Louisiana Department of Health identified a need for greater outreach in low-income Black communities that addressed environmental asthma triggers. We piloted an asthma virtual home visit (VHV) program and evaluated its reach and ability to promote asthma self-management strategies in communities with a high prevalence of poorly controlled asthma. Participants from Louisiana were continuously recruited into the VHV program starting in March 2021 and provided with asthma education materials. Participants reporting poorly controlled asthma and environmental triggers were also offered 3 VHVs with a respiratory therapist. All participants were asked to complete a preintervention and postintervention knowledge test, an Asthma Control Test (ACT) (maximum score = 25; scores ≤19 indicate poorly controlled asthma), and a final survey that assessed perceptions about asthma management and reduction of environmental triggers. As of October 2022, 147 participants were enrolled in the program, and 52 had consented to and received ≥1 VHV. Forty VHV recipients (77%) were aged <18 years, 40 (77%) were Black people, and 46 (88%) were from families with extremely low or low incomes. Asthma symptoms improved across all participants, with a median increase of 2.4 points on the ACT. Knowledge tests revealed that 86% of participants learned about ≥1 new asthma trigger; a larger percentage of VHV recipients than nonrecipients (68% vs 36%) had an improved knowledge test score postintervention. Compared with preintervention, about three-quarters of participants reported feeling more empowered to self-manage their asthma and a significant improvement in their quality of life postintervention. The program provided virtual asthma education to communities with a high burden of asthma and improved asthma outcomes for participants. Similar virtual models can be used to promote health equity, especially in areas with limited access to health care.

WeChat mini program in laboratory biosafety education among medical students at Guangzhou Medical University: a mixed method study of feasibility and usability

BackgroundLaboratory biosafety should be a priority in all healthcare institutions. In traditional laboratory safety teaching students typically receive knowledge passively from their teachers without active involvement. The combination of experiential learning and mobile learning may provide students with greater engagement, retention, and application of knowledge. To address this issue, we developed and conducted a convergent mixed methods study to assess the feasibility and usability of a WeChat mini program (WMP) named WeMed for laboratory biosafety education for medical laboratory students at Guangzhou Medical University (GMU).MethodsThe study was conducted between November 2022 and October 2023 among second-year undergraduate students at GMU. It involved the concurrent collection, analysis, and interpretation of both qualitative and quantitative data to assess feasibility and usability. In the quantitative strand, two evaluations were conducted via online surveys from students (n = 67) after a four-week study period. The System Usability Scale (SUS) was used to evaluate usability, while self-developed questions were used to assess feasibility. Additionally, a knowledge test was administered 6 months after the program completion. In the qualitative strand, fourteen semi-structured interviews were conducted, whereby a reflexive thematic analysis was utilized to analyze the interview data.ResultsThe overall SUS score is adequate (M = 68.17, SD = 14.39). The acceptability of the WeMed program is in the marginal high range. Most students agreed that WeMed was useful for learning biosafety knowledge and skills (13/14, 93%), while 79% (11/14) agreed it was easy to use and they intended to continue using it. After 6 months, a significant difference in the knowledge test scores was observed between the WeMed group (n = 67; 2nd year students) and the traditional training group (n = 90; 3rd year students). However, the results should be interpreted cautiously due to the absence of a pretest.ConclusionThe combination of experiential learning and mobile learning with WMP is a feasible tool for providing laboratory biosafety knowledge and skills. Ongoing improvements should be made in order to increase long-term acceptance.

A Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge regarding Warning Signs and Prevention of Reproductive Cancer among Female Non Health Professionals in a selected Hospital, Mangaluru

Female reproductive cancer is cancer of the organs related to female reproductive system. In order to identify these cancers in early stage women needs to have knowledge regarding warning signs of these cancers. Possessing knowledge helps to reduce mortality and enhances number of cure rate among women’s at risk of reproductive cancer and it is one of the prime responsibility of all health care personnel’s to disseminate information regarding warning signs and prevention of reproductive cancer. The present investigation was aimed to evaluate the effectiveness of structured teaching programme on knowledge regarding warning signs and prevention of reproductive cancer among female non health professionals working in selected hospital and to find out the association between the pre test knowledge score regarding warning signs and prevention of reproductive cancer and their selected demographic variables. The research design used in the study was pre – experimental one group pre-test post-test and non-probability purposive sampling technique was used to draw sample. The data was collected from 60 non health professionals using the structured knowledge questionnaire. Structured teaching programme was conducted and post-test was administered after 7 days using the same structured knowledge questionnaire to find out the effectiveness of structured teaching programme. The results revealed that the overall mean percentage knowledge score in the pre-test and post-test were 34% and 74.56% respectively. Enhancement mean percentage knowledge score was found to be 40.56%. The statistical paired ‘t’ test (t= 44.44) indicates that enhancement in the mean percentage knowledge score was found to be significant at 0.05 level for all the aspects under study. The association found to be significant between pre-test knowledge scores &amp; selected socio demographic variables such as age, educational status, occupation, monthly income, and information regarding reproductive cancer at 0.05 levels (P&lt; 0.05). There is no significant association and some demographical variable such as religion, marital status and family history of cancer, presence of children.

Comparison of peer-assisted learning with expert-led learning in medical school ultrasound education: a systematic review and meta-analysis.

Teaching point-of-care ultrasonography (PoCUS) to medical students is resource intensive. Peer-assisted learning, where the teacher can be a medical student, may be a feasible alternative to expert-led learning. The objective of this systematic review and meta-analysis was to compare the PoCUS performance assessments of medical students receiving peer-assisted vs expert-led learning. This study was submitted to PROSPERO (CRD42023383915) and reported with PRISMA guidelines. MEDLINE, Embase, ERIC, Education Source, Scopus, and Web of Science were searched from inception to November 2022. Inclusion criteria were studies comparing peer-assisted vs expert-led PoCUS teaching for undergraduate medical students. The primary outcome was performance assessment of PoCUS skills. Two reviewers independently screened citations and extracted data. The Cochrane risk-of-bias tool for randomized trials was used to assess study quality. Studies were included in the meta-analysis if mean performance assessment scores with standard deviations and sample sizes were available. A random-effects meta-analysis was conducted to estimate the accuracy score of practical knowledge test for each group. A meta-regression evaluated difference in mean scores. The search yielded 2890 citations; 1417 unique citations remained after removing duplicates. Nine randomized-controlled studies conducted in Germany, USA, and Israel, with 593 participants, were included in the meta-analysis. The included studies assessed teaching of abdominal, cardiac, thoracic, musculoskeletal, and ocular PoCUS skills. Most studies had some risk-of-bias concerns. The estimate accuracy score after weighting is 0.56 (95% CI [0.47, 0.65]) for peer-assisted learning and 0.59 (95% CI [0.49, 0.69]) for expert-led learning. The regression coefficient estimate is 0.0281 (95% CI [-0.1121, 0.1683]); P value is 0.69. This meta-analysis found that peer-assisted learning was a reasonable alternative to expert-led learning for teaching PoCUS skills to medical students.

Prediction of general practice licensure/certification examination performance by a measure of 'questionable' activities in clinical practice: a retrospective cohort study.

'Low-value' clinical care and medical services are 'questionable' activities, being more likely to cause harm than good or with disproportionately low benefit relative to cost. This study examined the predictive ability of the QUestionable In Training Clinical Activities Index (QUIT-CAI) for general practice (GP) registrars' (trainees') performance in Australian GP Fellowship examinations (licensure/certification examinations for independent GP). The study was nested in ReCEnT, an ongoing cohort study in which Australian GP registrars document their in-consultation clinical practice. Outcome factors in analyses were individual registrars' scores on the three Fellowship examinations ('AKT', 'KFP', and 'OSCE' examinations) and pass/fail rates during 2012-21. Analyses used univariable and multivariable regression (linear or logistic, as appropriate). The study factor in each analysis was 'QUIT-CAI score percentage'-the percentage of times a registrar performed a QUIT-CAI clinical activity when 'at risk' (i.e. when managing a problem where performing a QUIT-CAI activity was a plausible option). A total of 1265, 1145, and 553 registrars sat Applied Knowledge Test, Key Features Problem, and Objective Structured Clinical Exam examinations, respectively. On multivariable analysis, higher QUIT-CAI score percentages (more questionable activities) were significantly associated with poorer Applied Knowledge Test scores (P = .001), poorer Key Features Problem scores (P = .003), and poorer Objective Structured Clinical Exam scores (P = .005). QUIT-CAI score percentages predicted Royal Australian College of General Practitioner exam failure [odds ratio 1.06 (95% CI 1.00, 1.12) per 1% increase in QUIT-CAI, P = .043]. Performing questionable clinical activities predicted poorer performance in the summative Fellowship examinations, thereby validating these examinations as measures of actual clinical performance (by our measure of clinical performance, which is relevant for a licensure/certification examination).