Live Sessions Research Articles

Development, implementation and evaluation of a multinational FLS mentorship programme in Latin America

SummaryRealising the benefits of systematic secondary fracture prevention requires supporting local sites to get started and becoming effective. We here describe the development, implementation and impact of a regional fracture liaison service (FLS) mentorship programme in Latin America that led to 64 FLS getting started and coverage of 17,205 patients.IntroductionDespite treatments and service models to deliver effective secondary fracture prevention, most patients are left untreated after a fragility fracture. To improve the capability to get FLS started and more effective, we describe the development, implementation and evaluation of an international programme to develop national communities of FLS mentors as part of the Capture the Fracture Partnership in Latin America.MethodsThe IOF regional team and the University of Oxford developed the curriculum and associated resources for training mentors in setting up FLS, service improvement and mentorship. Mentors were selected during a preparatory meeting, trained using live online sessions followed by regular mentor-led post-training meetings. The programme was evaluated using a pre-training needs assessment and post-training evaluation based on Moore’s outcomes.ResultsThe mentorship programme was initiated in Mexico, Brazil, Colombia and Argentina. The mentors were multidisciplinary, including orthopaedic surgery, rehabilitation, rheumatology, endocrinology, geriatrics, gynaecology and internal medicine. There was 100% participation in training sessions and reported satisfaction with the training. Since the initiation of the training programme, 22 FLS have been set up in Mexico, 30 in Brazil, 3 in Colombia and 9 in Argentina, in comparison with two in Chile and none in any other LATAM countries that were not involved in the mentorship programme. This equates to approximately 17,025 additional patients identified from 2019 to 2021 after initiation of mentorship. The mentors have engaged with 58 FLS for service development. Post-training activities include two published national best practice guidelines and other country-specific resources for FLS in the local language.ConclusionDespite the COVID pandemic, the mentorship pillar of the Capture the Fracture Partnership has developed a community of FLS mentors with measurable improvement in national FLS provision. The programme is a potentially scalable platform to develop communities of mentors in other countries.

Introduction of a Novel Ethics Curriculum to the Third-Year Psychiatry Clerkship Experience.

The purpose of this study was to determine if a brief ethics curriculum embedded in a third-year required clerkship differentially impacted students' self-rated confidence versus competence (determined by a written examination) regarding ethical principles related to psychiatry. Using a naturalistic design, 270 medical students at the University of Washington were assigned to one of three groups during their third-year psychiatry clerkship: a control group with no additional ethics content, a group with access to a pre-recorded video ethics curriculum, or a group with live didactic sessions in addition to the video curriculum. All students took a pre- and post-test that assessed their confidence and competence in ethical theory and behavioral health ethics. Confidence and competence were not statistically different across the three groups prior to completing the curriculum (p > 0.1). Post-test scores on confidence in behavioral health ethics were not significantly different between the three groups (p > 0.05). Post-test scores on confidence in ethical theory were significantly higher in the video-only and video + discussion group as compared to the control group (3.74 ± 0.55 and 4.00 ± 0.44 vs. 3.19 ± 0.59 respectively; p < 0.0001). Both the video-only and video + discussion group showed greater improvement in competence in ethical theory and application than the control group (0.68 ± 0.30 and 0.76 ± 0.23 vs. 0.31 ± 0.33, respectively; p < 0.0001) and behavioral health ethics (0.79 ± 0.14 and 0.85 ± 0.14 vs. 0.59 ± 0.15, respectively; p < 0.002). With the addition of this ethics curriculum, students showed both increased confidence and competence in their ability to analyze ethical situations as well as increased competence regarding behavioral health ethics.

Delivering a Home-Based Exercise Program to Youth With Osteogenesis Imperfecta: Protocol for a Comparative-Approach Study

Background Osteogenesis imperfecta (OI) is a rare bone fragility disorder associated with muscle weakness. Individuals with OI may therefore benefit from exercise interventions aiming to improve muscle and bone strength. Given the rarity of OI, many patients do not have access to exercise specialists who are familiar with the disorder. As such, telemedicine, the provision of health care through technology to provide care at a distance, may be well suited for this population. Objective The main objectives are (1) to investigate the feasibility and cost-effectiveness of 2 telemedicine approaches for the delivery of an exercise intervention for youth with OI and (2) to assess the impact of the exercise intervention on muscle function and cardiopulmonary fitness in youth with OI. Methods Patients with OI type I (the mildest form of OI; n=12, aged 12-16 years) from a pediatric orthopedic tertiary hospital will be randomized to receive a 12-week remote exercise intervention in either (1) a supervised group (n=6), monitored every session, or (2) a follow-up group (n=6), receiving monthly progress update appointments. Participants will undergo the following pre- and postintervention evaluations: sit-to-stand test, push-up test, sit-up test, single-legged balance test, and a heel-rise test. Both groups will be given the same 12-week exercise regimen, which includes cardiovascular, resistance, and flexibility training. For each exercise training session involving the supervised group, a kinesiologist will provide instructions to participants through live video sessions using a teleconferencing application. On the other hand, the follow-up group will discuss their progress with the kinesiologist every 4 weeks over a teleconferencing video call. Feasibility will be assessed by recruitment, adherence, and completion rates. A cost-effectiveness analysis of both approaches will be computed. Changes in muscle function and cardiopulmonary fitness will be examined between the 2 groups, pre- and postintervention. Results It is anticipated that the supervised group will have higher adherence and completion rates compared to the follow-up group, which may be associated with greater physiological benefits; however, it may not be as cost-effective compared to the follow-up approach. Conclusions By determining the most feasible telemedicine approach, this study may serve as a basis for providing increased access to specialized adjunct therapies for individuals with rare disorders. International Registered Report Identifier (IRRID) PRR1-10.2196/40262

Women in Science and Engineering Matinee: WiSE at Microwave and Radar Week 2022 [Women in Microwaves

Two years ago I had the pleasure of reporting to the IEEE <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Microwave Magazine</i> readership <xref ref-type="bibr" rid="ref1" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[1]</xref> on the MIKON Polish traditional microwave conference, part of the 2020 Microwave and Radar Week (MRW) <xref ref-type="bibr" rid="ref2" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[2]</xref> and held under the auspices of the Polish Academy of Sciences and IEEE. MRW2020 was special as one of the very first conferences taking place physically after the pandemic break, with live sessions, industrial exhibits, and networking opportunities. And for the first time in MIKON’s several decades’ history, it included a dedicated Women in Microwaves (WIM) session. As I summarized in my article, there were always women present at MIKON, but never before had there been a dedicated WIM event.

Rheumatology congresses post COVID-19: we cannot regress.

Rheumatology congresses post COVID-19: we cannot regress.

FLIPPED LEARNING IN ELT: EXPERIENCES FROM OMAN

Background and Purpose: Recently, flipped learning has become prevalent as a teaching and learning approach in international educational settings. A commonly cited advantage is to do self-study at home and to spend valuable classroom time on meaningful interactive learning activities. After the start of Covid-19 pandemic, the sudden transition to online teaching required many institutions to adopt a flipped learning approach. The current study was conducted at one of such institutions, namely Dhofar University in Oman. The aim of this paper is to identify the challenges met by both teachers and students using flipped learning during this transition as well as the solutions they developed to cope with them.&#x0D; &#x0D; Methodology: This study implemented a mixed methods design for which the data were collected from two questionnaires and semi-structured interviews. One questionnaire was for teachers with 14 responses while the other was for students and could obtain responses from 68 students from the target population. From the list of teacher respondents, 10 were interviewed for deeper discussion of flipped learning context. The Questionnaires results were statistically calculated and descriptively analysed, whereas the interviews were thematically scrutinized.&#x0D; &#x0D; Findings: The researchers found several major challenges including increased workload, lack of training, resistance to change, lacking IT skills, technical issues, non-completion of homework tasks and non-participation in live sessions. Teachers' resilience in the face of these challenges was noteworthy; especially in the form of peer support groups. The suggestions made by the teaching faculty for solutions are reported and discussed in the relevant sections of the article with reference to various research studies from different contexts.&#x0D; &#x0D; Contributions: Despite the small scale and the specific context of the study, the results and discussion provide useful food for thought to educational practitioners and decision makers in wider international contexts when it comes to flipped learning challenges and coping mechanisms. &#x0D; &#x0D; Keywords: Flipped learning, ELT, challenges, solutions, higher education.&#x0D; &#x0D; Cite as: Eissa, A., Yapar, O., &amp; Abugohar, M. (2023). Flipped learning in ELT: Experiences from Oman. Journal of Nusantara Studies, 8(2), 180-200. http://dx.doi.org/10.24200/jonus.vol8iss2pp180-200

The impact of TikTok videos in creative designs of house plans in civil technology’s practical assessment tasks

The internet bandwidth has drastically improved since most schools have introduced multimodal teaching and learning. This allowed many students to explore various online learning platforms in search of expanded knowledge and skills. Like many other teenage students, Civil Technology students ventured into TikTok videos to learn and share ideas about designing house plans which they used to do a compulsory practical assessment task (PAT). This study explored students' experiences on how TikTok videos have opened doors for creativity in designing house plans, granny flats in particular. A qualitative research method was used, and a case study design was used for sixteen (16) civil technology students who were purposefully sampled to become respondents to the questions posed. Focused group interviews and document analysis were used to gather data and thematic as well as content analysis were used to analyse the sets of data. This study found that the students acquired more creative ways on TikTok to design single-storey house plans. They learned that they could design domestic houses without bricks or timber walls, but also glasses or shipping containers through 3D design. This increased their spatial ability to understand how house plans could be designed using various materials. Thus, this study recommends for habitual use of TikTok videos and live sessions to learn civil technology-building concepts to advance creativity when doing practical assessment tasks.

Integrated therapist and online CBT for depression in primary care (INTERACT): study protocol for a multi-centre randomised controlled trial

BackgroundCognitive behavioural therapy (CBT) is an effective treatment for depression. Self-directed online CBT interventions have made CBT more accessible at a lower cost. However, adherence is often poor and, in the absence of therapist support, effects are modest and short-term. Delivering CBT online using instant messaging is clinically and cost-effective; however, most existing platforms are limited to instant messaging sessions, without the support of between-session “homework” activities. The INTERACT intervention integrates online CBT materials and ‘high-intensity’ therapist-led CBT, delivered remotely in real-time. The INTERACT trial will evaluate this novel integration in terms of clinical and cost-effectiveness, and acceptability to therapists and clients.MethodsPragmatic, two parallel-group multi-centre individually randomised controlled trial, with 434 patients recruited from primary care practices in Bristol, London and York. Participants with depression will be identified via General Practitioner record searches and direct referrals. Inclusion criteria: aged ≥ 18 years; score ≥ 14 on Beck Depression Inventory (BDI-II); meeting International Classification of Diseases (ICD-10) criteria for depression. Exclusion criteria: alcohol or substance dependency in the past year; bipolar disorder; schizophrenia; psychosis; dementia; currently under psychiatric care for depression (including those referred but not yet seen); cannot complete questionnaires unaided or requires an interpreter; currently receiving CBT/other psychotherapy; received high-intensity CBT in the past four years; participating in another intervention trial; unwilling/unable to receive CBT via computer/laptop/smartphone. Eligible participants will be randomised to integrated CBT or usual care. Integrated CBT utilises the standard Beckian intervention for depression and comprises nine live therapist-led sessions, with (up to) a further three if clinically appropriate. The first session is 60–90 min via videocall, with subsequent 50-min sessions delivered online, using instant messaging. Participants allocated integrated CBT can access integrated online CBT resources (worksheets/information sheets/videos) within and between sessions.Outcome assessments at 3-, 6-, 9- and 12-month post-randomisation. The primary outcome is the Beck Depression Inventory (BDI-II) score at 6 months (as a continuous variable). A nested qualitative study and health economic evaluation will be conducted.DiscussionIf clinically and cost-effective, this model of integrated CBT could be introduced into existing psychological services, increasing access to, and equity of, CBT provision.Trial registrationISRCTN, ISRCTN13112900. Registered on 11/11/2020. Currently recruiting participants. Trial registration data are presented in Table 1.

Diabetes in School Health (DiSH): Telementoring Collaboration Between Pediatric Diabetes Specialists and School Nurses to Improve Care of Children With Diabetes.

Rates of diabetes in youth are rising and more than 1 million children have diabetes. School nurses are central to a school-aged child's diabetes care and they must make important moment-to-moment decisions requiring understanding of and comfort with diabetes care and technology. The rapid changes in diabetes care and technology make ongoing education essential, yet access to up-to-date and practical education is limited for many school nurses. Integrating needs data and stakeholders' input, this group developed Diabetes in School Health (DiSH) to address this gap. We adapted a well-established, innovative, and easily-accessible telementoring educational model, Project ECHO, to create a collaborative learning community. In the first year, 9 diabetes experts and >150 school nurses joined live DiSH sessions. DiSH has been well-received by the school community and next steps include expansion of DiSH to other states and study of impact of DiSH on health disparities.

Internet-Delivered Dialectical Behavioral Therapy Skills Training for Chronic Pain: Protocol for a Randomized Controlled Trial.

Emotion dysregulation is key to the development and maintenance of chronic pain, feeding into a cycle of worsening pain and disability. Dialectical behavioral therapy (DBT), an evidence-based treatment for complex transdiagnostic conditions presenting with high emotion dysregulation, may be beneficial to manage and mitigate the emotional and sensory aspects of chronic pain. Increasingly, DBT skills training as a key component of standard DBT is being delivered as a stand-alone intervention without concurrent therapy to help develop skills for effective emotion regulation. A previous repeated-measure single-case trial investigating a novel technologically driven DBT skills training, internet-delivered DBT skills training for chronic pain (iDBT-Pain), revealed promising findings to improve both emotion dysregulation and pain intensity. This randomized controlled trial aims to examine the efficacy of iDBT-Pain in comparison with treatment as usual to reduce emotion dysregulation (primary outcome) for individuals with chronic pain after 9 weeks and at the 21-week follow-up. The secondary outcomes include pain intensity, pain interference, anxiety symptoms, depressive symptoms, perceived stress, posttraumatic stress, harm avoidance, social cognition, sleep quality, life satisfaction, and well-being. The trial also examines the acceptability of the iDBT-Pain intervention for future development and testing. A total of 48 people with chronic pain will be randomly assigned to 1 of 2 conditions: treatment and treatment as usual. Participants in the treatment condition will receive iDBT-Pain, consisting of 6 live web-based group sessions led by a DBT skills trainer and supervised by a registered psychologist and the iDBT-Pain app. Participants in the treatment-as-usual condition will not receive iDBT-Pain but will still access their usual medication and health interventions. We predict that iDBT-Pain will improve the primary outcome of emotion dysregulation and the secondary outcomes of pain intensity, pain interference, anxiety symptoms, depressive symptoms, perceived stress, harm avoidance, social cognition, sleep quality, life satisfaction, and well-being. A linear mixed model with random effects of individuals will be conducted to investigate the differences between the baseline, 9-week (primary end point), and 21-week (follow-up) assessments as a function of experimental condition. Recruitment started in February 2023, and the clinical trial started in March 2023. Data collection for the final assessment is planned to be completed by July 2024. If our hypothesis is confirmed, our findings will contribute to the evidence for the efficacy and acceptability of a viable intervention that may be used by health care professionals for people with chronic pain. The results will add to the chronic pain literature to inform about the potential benefits of DBT skills training for chronic pain and will contribute evidence about technologically driven interventions. Australian New Zealand Clinical Trials Registry ACTRN12622000113752; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=383208&isReview=true. PRR1-10.2196/41890.

Collaborative and Interprofessional Educational Program to Maintain Trauma-Focused Education During the COVID-19 Pandemic.

Failure to rescue is prevalent among patients with traumatic injury who are admitted to medical-surgical units. These units are traditionally staffed by new graduate nurses who require mentorship and ongoing continuing education. The coronavirus disease 2019 (COVID-19) pandemic prompted nurse educators to develop and implement new methods of providing routine and just-in-time education in the hospital setting. This article describes a trauma-focused educational program with live sessions and online educational activities created with survey software. [J Contin Educ Nurs. 2023;54(6):275-280.].

Lorna Shore’s ‘To the Hellfire’: A study in heaviness

Since its inception, metal music has been on a quest for greater heaviness. However, despite its fundamental relevance to the genre, what actually makes metal music perceptually ‘heavy’ is still poorly understood. This article examines the musical, performative and production features that contribute to the heaviness of Lorna Shore’s ‘To the Hellfire’, Loudwire magazine’s metal song of the year 2021. The musicological analysis is supported by rich data from the provider Nail the Mix (NTM): the song’s original multi-track recordings; a Q&amp;A and live mix session with the EP’s producer, Josh Schroeder, and community discussion in NTM’s Facebook group. The findings suggest that the song’s heaviness is mainly provided as a result of sonic weight, harmonic distortion, hyperreal performances, disruption and unpredictability, contrast and dynamic development towards a climax. Musically, blending metal subgenres to increase heaviness is deemed beneficial, and concerning production, automated and dynamic processing responsive to musical structures and performances is highlighted.

The effectiveness of exercise programs accessible from home on children's and adolescents' emotional well-being: Systematic review & meta-analysis.

The current systematic review and meta-analysis aimed to explore the evidence base to date for exercise interventions/interventions that aim to increase physical activity using a modality that can be accessed from home (i.e., online or video-based programs), and its effects on anxiety and depression in children and adolescents. A broad search was conducted using six databases (PubMed, Web of Science, CINAHL, PsychINFO, ERIC and Scopus) on February 23, 2022. Studies with children or adolescents between the ages 5 and 18 years were included. Of the 2527 records that were identified, nine studies met the full-inclusion criteria. Their quality was assessed by two independent researchers using the Cochrane risk-of-bias tool for randomized trials (RoB 2) and Quality Assessment Tool for Before-After (Pre-Post) Studies with No Control Group. Meta analyses were conducted for studies that specifically assessed anxiety and depression. The overall results indicated that there is some evidence suggesting the positive effects of exercise interventions delivered online in reducing children's and adolescents' anxiety (d = -0.99, 95% confidence interval [CI]: -1.12 to -0.86). Meanwhile, there seems to be insufficient evidence for its efficacy in reducing low mood (d = -0.42; 95% CI: -0.84 to 0.01). Motivational and coaching based interventions to increase levels of physical activity may be limited in their efficacy, whilst having children exercise along with a video or live sessions online appears promising. The current preliminary review revealed potential benefits of at-home interventions that had children and adolescents exercise along with a video in improving anxiety.

Evolution of a Continuing Professional Development Program Based on a Community of Practice Model for Health Care Professionals in Resource-Limited Settings.

The Baylor International Pediatric AIDS Initiative (BIPAI) Network supports a network of independent nongovernmental organizations providing health care for children and families in low- and middle-income countries (LMIC). Using a community of practice (CoP) framework, a continuing professional development (CPD) program was created for health professionals to enhance knowledge and exchange best practices. An online learning platform (Moodle), videoconferencing (Zoom), instant messaging systems (Whatsapp), and email listserv facilitated learning and interaction between program participants. Target participants initially included pharmacy staff and expanded to include other health professionals. Learning modules included asynchronous assignments and review of materials, live discussion sessions, and module pretests and posttests. Evaluation included participants' activities, changes in knowledge, and assignment completion. Participants provided feedback on program quality via surveys and interviews. Five of 11 participants in Year 1 earned a certificate of completion, and 17 of 45 participants earned a certificate in Year 2. Most modules showed an increase in module pretest and posttest scores. Ninety-seven percent of participants indicated that the relevance and usefulness of modules were good or outstanding. Ongoing evaluation indicated changes in Year 2 for program improvement, and notable outcomes indicated how CoP added value in developing a true community. Using a CoP framework allowed participants to improve their personal knowledge and become part of a learning community and network of interdisciplinary health care professionals. Lessons learned included expanding program evaluation to capture potential value creation of the community of practice in addition to individual-level development; providing briefer, more focused programs to better serve busy working professionals; and optimizing use of technological platforms to improve participant engagement.

Program evaluation of a virtual physical activity program for individuals with disabilities.

Regular physical activity is important for positive health outcomes yet, most individuals do not meet physical activity guidelines. Recent studies show that one in five Canadians aged 15 or older have one or more disabilities, yet as a population, individuals with disabilities are 16%-62% less likely to meet physical activity guidelines. The COVID-19 pandemic created additional barriers to physical activity participation as lockdowns prevented in-person programming. In response to the pandemic, the Acadia University Sensory Motor Instructional Leadership Experience (S.M.I.L.E.) Program shifted its programming to a virtual platform; however, there was little research to guide its creation, implementation, or expected outcomes. Thus, this program evaluation explored program feasibility and impact on physical activity and physical literacy. A mixed methods case study approach was used for this project. Virtual S.M.I.L.E. took place over eight weeks in the fall of 2020. Programming consisted of three live Zoom sessions facilitated by trained program leaders, and eight weeks of at-home activity guides for participants to complete on their own time. Demographic data, physical literacy (PLAYself), and physical activity (IPAQ-A) data were collected using caregiver pre-and post-programming surveys. Throughout programming, weekly check-in surveys were sent to reflect on the previous week of programming. After the eight weeks of programming were complete, caregiver and leader interviews were conducted to understand both program implementation and performance perspectives. Results indicated that participants' (N = 15, Mage = 20.4 years) overall physical literacy and physical activity did not change; however, there was a decrease in the cognitive domain of physical literacy (p = 0.03). Caregiver and leader interviews highlighted five main themes following the virtual programming: (a) Virtual impact on programming; (b) Programming impact on social and motor goals; (c) Impact of program design; (d) Impact on physical activity; and (e) Program feasibility for families. Results from this program evaluation suggest that physical literacy and physical activity levels were generally maintained throughout programming and caregivers indicated several social and activity benefits. Future work includes program modifications and further evaluation of virtual adapted physical activity programming to improve the physical literacy of individuals with disabilities.

An initial reliability analysis of a patient counseling rubric to objectively measure student pharmacist performance

Current literature outlines the documented need for improved communication during patient medication counseling. Although many tools exist, there needs to be a national standardized tool that complies with federal and state law, to objectively measure student pharmacist performance during patient counseling in the community pharmacy setting. The primary objective of this study is to perform an initial analysis of the internal consistency reliability of a patient medication counseling rubric designed with an Indian Health Services theoretical framework. Secondary objectives include measuring changes in student performance over the time of the study. The 18-item rubric was developed to objectively measure student pharmacist performance during patient medication counseling sessions in a 21-h Introductory Pharmacy Practice Experience (IPPE) course. The community-pharmacy-based IPPE patient counseling course evaluates students' communication skills and patient-centered counseling techniques in live and simulated patient counseling sessions. Three pharmacist evaluators assessed a total of 247 student counseling sessions. The rubric's internal consistency reliability was analyzed, and student performance improvement was observed within the course. Students' performance was evaluated as “meets expectations” in most live and simulated sessions. However, an independent groups t-test showed that the mean performance score for the live counseling sessions (2.59, SD = 0.29) was higher (p < 0.001) than that for the simulated counseling sessions (2.35, SD = 0.35). Students' performance in the course improved over three weeks [Week 1: mean (SD) = 2.29 (0.32), Week 2: mean (SD) = 2.44 (0.33), Week 3: mean (SD) = 2.62 (0.29); p < 0.001]. A Tukey-Kramer comparison post hoc test found a significant increase in the mean performance scores between weeks (p < 0.05). The overall internal consistency reliability of the counseling rubric was determined acceptable, with a Cronbach's alpha of 0.75. Further study is required, including the assessment of inter-rater reliability, factor analysis, variable analysis, and use in other states with patient confirmation testing necessary to validate the rubric for use with student pharmacists in the community pharmacy setting.

Integration of Simulation-Based Exercises and Practical Skills into a Public Health Emergency Management Curriculum

Introduction:As public health emergency management (PHEM) is a growing field, so is the development of its workforce. Ensuring workforce readiness from graduate-level education and courses can be challenging given the limitations of the traditional classroom environment. This presentation highlights a novel curriculum created and taught by first responders consisting of simulation and application of practical skills developed within a public health graduate certificate program.Method:The semester-long course reviews foundations of PHEM and students progress through a sequence of increasingly complex discussions and operation-based exercises for both domestic and international disaster preparedness and response. Students progress through case studies, tabletops, functional exercises, and full-scale exercises with practical skills interspersed. This includes creation of SMART objectives and incident action planning, crisis communication and public messaging drills, use of radios, personal protective donning and doffing, and Geiger counter use.During the COVID-19 pandemic, the curriculum was adapted for asynchronous and live virtual sessions with further offerings including various online trainings that are required for most employments in the field and guest speakers with national recognition for their experiences in public health and healthcare emergency management and subject matter expertise in various fields related to preparedness and response.Results:Since commencing in 2016, approximately 100 students have completed the course and feedback has been overwhelmingly positive even with limitations of in-person activities during the COVID-19 Pandemic. Student feedback has noted that the majority of students feel that the knowledge and skills from the coursework is applicable to future employment and that their ability to think critically about the subject matter increased as a result of taking the course.Conclusion:Implementation of this innovative graduate level course can serve as a model to enrich students’ education through practical activities and hands-on simulations.

Facilitating pharmacy staff's conversations about non-medical medication switches: Development and testing of a communication training.

Non-medical medication switches, a change to another medicine or medication label not motivated by medical reasons, occur frequently. Switches often lead to negative patient emotions, such as confusion and anger. Pharmacy staff's communication, i.e. delivering the message and addressing patients' emotions is crucial, but experienced as difficult. To develop and test a communication training for the pharmacy team to facilitate medication switch conversations. A communication training was developed based on the 'breaking bad news model' and 'positive message framing' strategies, and incorporating needs and preferences from practice. The training consisted of an e-learning with theory and reflective exercises, a half-day live training session, and an online reflection session. The Kirkpatrick training evaluation model (levels one 'reaction' and two 'learning') was used to evaluate the training. Quantitative data were analyzed using descriptive statistics and interview data was transcribed verbatim and analyzed thematically. Twelve pharmacists and 27 pharmacy technicians from 15 Dutch pharmacies participated in the training. According to Kirkpatrick's model level one, the major learning outcome was to give space to patients to express their emotions and/or concerns (e.g. more silences in the conversations). For level two, most participants valued practicing the conversations, role-playing, and receiving feedback. The majority of the participants indicated that they had sufficient tools and practice during the live training to apply the strategies in daily practice. A few participants still needed time and practice, or missed examples to apply the strategies. The communication training based on the two strategies was well-received and participants felt well-equipped post-training. The take-away for participants was to give space to patients to express their emotions. Using these strategies and skills, pharmacy teams can tailor their medication counseling to patients' emotions and concerns during non-medical medication switches to better support patients in proper medication use.

Advancing Team-Based Care for Spinal Muscular Atrophy: A Multi-State Project ECHO Initiative and National Education Strategy (S2.002)

<h3>Objective:</h3> N/A <h3>Background:</h3> An academic medical center, medical education provider, and faculty experts developed a comprehensive, multicomponent initiative, with Project ECHO® serving as the primary delivery platform. The goal was to help multidisciplinary, community-based teams across the US enhance care of their patients with spinal muscular atrophy (SMA). <h3>Design/Methods:</h3> We conducted monthly group tele-mentoring sessions using the proven Project ECHO model as our primary educational framework. Project ECHO creates collaborative learning networks led by expert interprofessional teams and includes de-identified patient case discussion, mentoring, and didactic presentations using a web-based videoconferencing platform to conduct virtual sessions with learners. Sessions were accredited for physicians and nurses. We assessed changes in knowledge, competency, and performance pre-/post-initiative and gathered participant feedback using online surveys and phone interviews. We also created an accredited, online activity for clinicians across the country; its content aligned with that of the live ECHO sessions. <h3>Results:</h3> Clinicians from 7 sites participated in the Project ECHO portion of the initiative. Sites included academic medical centers, community hospitals, and private practices. The online national educational activity launched April 27, 2022, with over 350 participants thus far. Learners for this initiative included neurologists, pediatricians, nurses, NPs, PAs, and other professionals who collectively care for approximately 1,000 patients with SMA on a regular basis. Outcomes data and feedback revealed positive effects on learning and performance with statistically significant increases in knowledge and competency. However, persistent learning gaps remained post-education related to appropriate use of available and emerging treatments, suggesting areas for continued education. <h3>Conclusions:</h3> This initiative’s high level of interactivity allowed for in-depth exploration of challenges clinicians face in SMA management, which is not easily accomplished within traditional educational frameworks. In the setting of SMA management, where clinicians may feel professionally isolated, the ECHO model proved critical in improving quality of patient care and cultivating communities of practice. <b>Disclosure:</b> Mrs. Gabriel has nothing to disclose. Ana Carolina Tesi Rocha, MD has nothing to disclose. Dr. Klotz has received personal compensation in the range of $500-$4,999 for serving as a Consultant for Genentech Roche. Dr. Adewuya has nothing to disclose. Ms. Hack has nothing to disclose. Whitney Hess has nothing to disclose.

P085 First ever Juvenile Idiopathic Arthritis Awareness Week

Abstract Background/Aims During conversations with parents, children and adults living with JIA, a common theme kept coming up which is ‘why can’t people understand that JIA is a fluctuating condition?’ It can be very frustrating to keep explaining this. Some days, those living with JIA are able to do most things e.g. play football, cook, go for a run. However other days it can be a struggle to even get out of bed or climb the stairs at school/work. Due to the lack of understanding of this disease some children have had people asking them if they are faking it. They have said, ‘We need to help teachers to understand how diverse and fluctuating the disease is from day to day, I’m not lying about my symptoms, they change’. Therefore, following the success of NRAS’s RA awareness weeks, it was decided we would run the first ever JIA Awareness Week on the theme that no two days are the same living with JIA, and the hashtag #SameJIADifferentDay was created. Methods NRAS does not have the resources to do major TV adverts, so we decided to make this a social media campaign. We wanted to have films/photos and content to educate and inform people of what it is like to live with JIA and how no two days are the same. Six films were created, three were from a teenager and three from an adult, both living with JIA. This helps to highlight that adults can be living with JIA as well; it is does not become RA when you are an adult. We launched a different film each day that week (https://jia.org.uk/youtube) Throughout the week, events took place, including: JoinTogether JIA Parent/Carer online group meeting, a Facebook Live Session in which Chloe Umpleby and Ellie Farr from NRAS’s Young Voices Panel shared their experiences of what a good day and bad day looks like for them. Pam Duncan-Glancy MSP living with JIA, put in a motion to the Scottish Government and she helped raise awareness throughout the week. Results On average, NRAS’s social media platforms’ engagements went up by 189%. The highest was Facebook which had a 386.5% increase in profile visits. Some of the feedback we received included: “This is important recognition that a condition diagnosed in early childhood can continue to impact on your life as an adult.” “Simple video that speaks volumes.” “I’m loving the social media post for #SameJIADifferentDay, that is exactly what my child is like.” Conclusion This was a successful campaign, not only in terms of post engagement and website visits but, as seen in the feedback above, in using video as a powerful tool to get across common misconceptions about JIA. Disclosure D. Wilson: None.