Mean Test Scores Research Articles

Effectiveness of a self-management program for anticoagulated patients to improve their knowledge about treatment and time in therapeutic range.

Oral anticoagulation self-control programs have demonstrated efficiency and cost-effectiveness over recent years. This study aimed to evaluate the effectiveness of a training intervention focused on patients with antivitamin K anticoagulants included in a self-care program. For this, we made a quasi-experimental study, pretest and post-test, using a validated questionnaire with 2 measures, before and after an educational intervention about oral anticoagulation focused on patients that will initiate the self-control program in consultation. To check the patient's adherence and coagulation level, we evaluated the Rosendaal time in therapeutic rank, both before and after the intervention. One hundred fifty patients were included since the start of the self-monitoring program in our center in 2016. The mean age was 49 years (standard deviation [SD] = 17.24). The distribution by gender was 76 women and 69 men (52.4%-47.6%). The mean score for the first test was 14.61 (SD = 3.26) and the mean score for the second test was 17.01 (SD = 2.14) (P <.001). We also measured Rosendaal time in therapeutic rank, a parameter that indicates stabilization in international normalized ratio determinations and quality of the anticoagulation management. Values before and after interventions were also statistically significant (67.46 vs 70.53, P <.001). Patients' knowledge improved after the training session, with statistical significance. Despite intentional sampling, the population was homogeneous. Scoring data dispersion in the second test was significantly lower than in the first one. Time on therapeutic rank values was better after the training. We intend to adapt its content to the rest of anticoagulated patients to enhance and improve their follow-up.

The effect of a cultural sensitivity education program on the intercultural sensitivity and compassion levels of Turkish nurses: A randomized controlled trial

AimThis study was performed to measure the effect of a cultural sensitivity education program in increasing Turkish nurses’ intercultural sensitivity and compassion levels. BackgroundIntercultural care encompasses compassion, an indispensable value of nursing care. The primary purpose of compassion is to ensure the well-being and welfare of the individual. DesignA parallel group randomized controlled trial. MethodsThe study was completed by 64 nurses, 32 in the intervention and 32 in the control groups. A Cultural Sensitivity Education Program was presented to the intervention group. Instruments were given to both groups before the intervention (pre-test), one week after the intervention (post-test) and three months later (follow-up test). Chi-square, independent sample t-test and two-way mixed-design variance analysis with Bonferroni Multiple Comparison Test were used to analyze the data. ResultsThe post-test and follow-up test mean scores of intercultural sensitivity and compassion of the intervention group after the intervention increased significantly compared with the control group. The intervention had a large effect size. ConclusionsThe study showed that the cultural sensitivity education program effectively increased the nurses’ intercultural sensitivity and compassion levels. Nurse managers could integrate education programs into the in-service education programs to improve the intercultural sensitivity and compassion levels of nurses.

Integration of Multiple Intelligences Theory in Project-Based Learning, How It Impacts on Students' Critical Thinking and Mathematical Communication Skills?

In this study, we aim to assess the effectiveness of Project-Based Learning (PjBL) based on Multiple Intelligences (MI) theory on students' critical thinking and mathematical communication skills. This research is a quasi-experiment using non-equivalent (pre-test and post-test) control-group design. The population in this study were VIII grade students in a public junior high school in Yogyakarta and two sample classes were selected based on recommendations from teachers and had mathematical abilities that could be considered equal. The experimental class applied PjBL based on MI theory and the control class applied PjBL learning. Data collection was conducted using a test instrument in the form of description questions. This instrument is valid and reliable. Learning is said to be effective if: (1) the mean test score of critical thinking and communication skills is at least 70 (from a score range of 0-100); (2) the mean of post-test of critical thinking and communication skills is higher than the mean of pre-test; (3) the mean final score of students' critical thinking and mathematical communication skills in the experimental class is higher than the control class. Data analysis used one-sample t-test, paired-sample t-test, and T2 Hotteling test. The results of the study using the significance level α = 5% showed that (1) PjBL learning based on MI theory is effective in terms of students' critical thinking and mathematical communication skills; (2) PjBL based on MI theory learning is more effective than PjBL learning in terms of communication, but not more effective in terms of critical thinking skills. Although the data from the sample showed the acquisition of mean scores and the increase in the mean value of critical thinking learning in PjBL based on MI theory was better than PjBL learning in terms of critical thinking skill, but statistically both did not show a significant difference.

Can Timed Up and Go Test discriminate the risk of falling in patients with Multiple Sclerosis with low to moderate impairment?

Purpose The aim of the study was to discriminate the risk of falling in patients with Multiple Sclerosis with low to moderate impairment who do not use walking aid using the Timed Up and Go (TUG) Test. Methods This study was planned as a prospective descriptive study with 204 patients. Falls were recorded in three-month prospective diaries, and the balance was evaluated using the TUG Test. Results By using three-month prospective diaries, the mean age of 109 faller patients and 95 non-faller patients was 35.87 ± 8.35 and 35.35 ± 9.39 years, respectively. The faller group’s mean TUG Test score was 9.46 ± 4.14, whereas the non-faller group’s was 7.74 ± 2.02 s. The TUG Test has an area under the receiver operating characteristic curve value of 0.666 in discriminating fallers from non-fallers (0.592–0.740, %95 Cl). To identify fallers, the TUG Test score of ≥7.85 s has a sensitivity of 0.65 and a specificity of 0.65. Conclusion As a result of the present study, the TUG Test was found to have moderate sensitivity and specificity in predicting the risk of falling. It is not a sufficient stand-alone measure for fall risk prediction, so it is recommended that this test be included as part of a comprehensive falls screening programme.

Comparison of Surgery test scores using Concept Maps and Interactive Lectures among the Undergraduate Medical Students

Objective: Concept Maps (CM) aid in the acquisition of new information, and comprehend prior knowledge with better retention. Their use is not explored in undergraduate surgical education in our country, hence this study aimed to compare the surgery test scores of undergraduate medical students taught by concept maps and interactive lectures. Methods: This quasi-experimental study was carried out at the Department of Surgery, at a Private University Hospital among 60 students of fourth year MBBS from 2017-2018. The students were divided into Group-A taught by interactive lectures and Group-B taught by CM. Post class Multiple Choice Questions test was taken and scores were compared for immediate effects on knowledge and short term knowledge retention using the Unpaired t- test. A P-value of &lt; 0.05 was considered significant. Results: Our study reported a mean test score of 19.5 (2.75 ± 0.49) for the Group-A, while 21.1 (3.49 ± 0.65) for Group-B with a negative t value of 2.003 with a significant p-value of 0.05. This showed that the test scores of Group-A were lower than the scores of Group-B. Conclusions: Concept Maps is an effective and promising way to give learners better understanding of complex concepts in short amounts of time. providing valuable evidence for instituting the use of concept maps as a continuous teaching strategy for medical students. doi: https://doi.org/10.12669/pjms.40.10.10526 How to cite this: Masood Z, Jawaid M, Aly SM, Muhammad Z. Comparison of Surgery test scores using Concept Maps and Interactive Lectures among the Undergraduate Medical Students. Pak J Med Sci. 2024;40(10):2305-2308. doi: https://doi.org/10.12669/pjms.40.10.10526 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Computational Thinking Readiness Level of First-Year Students of Mathematics Education

The main objective of this study was to measure the level of computational thinking readiness in prospective first-year mathematics education students. In addition, this study also aims to identify factors that influence their level of readiness towards computational thinking. This research is qualitative and descriptive in nature. This study describes first-year mathematics education students' mathematical computational thinking ability based on the theory of mathematical computational thinking. This study was conducted on first-year mathematics education students in the academic year 2023/2024. There were 16 first-year mathematics education students, all of whom were taken as samples in this study, to obtain more in-depth information about the computational thinking ability of first-year mathematics education students for further research development. The instruments used to collect data on first-year mathematics education students' mathematical computational thinking ability are (1) a mathematical computational thinking ability test and (2) an interview. The data obtained were calculated using statistical tests, and the results will be explained in depth. The mean score of the first-year mathematics education student's computational thinking ability test was 59.68, indicating that students generally have a fairly good level of computational thinking ability.

A Study to Assess the Effectiveness of Video Assisted Teaching Programme on Knowledge, Attitude and Practice Regarding Renal Rehabilitation among Patients with Chronic Kidney Disease Who are Admitted in the Mamata General and Super Specialty Hospital, at Khammam, Telanagana

ABSTRACT Background: Kidneys are one of the vital organs in the human body. Kidneys perform vital functions like excretion of waste products, maintenance of water balance, thus maintaining the homeostasis. In addition, kidneys perform many other functions such as role in Homeostasis, Production of Erythrocyte, Endocrine function, Regulation of Blood Sugar and regulation of Blood Calcium level. Because the kidney performs a wide variety of functions, the effects of loss of renal function not only in kidney but also in other organ systems.Hemo dilaysis is used for clients with acute or irreversible renal failure and fluid and electrolyte imbalances. It is usually the treatment of choice when toxic agents, such as barbiturates after an over dose need to be removed quickly. The availability of the treatment for clients with end stage renal failure (ESRF) has become more prevalent. The population receiving hemo dilaysis now represents a wide cross-section of age rehabilitative potential of socio-economic status. Materials and Methods: For the present study, quantitative Evaluative Approach ,Pre – Experimental research design, one group pretest and one group post test design.The study was conducted in the Mamata General and super specialty Hospital at Khammam, Telangana. Results: The above table shows that the pre test mean knowledge score is 10.05 and standard deviation is 3.77 where as post test mean score is 18.02 and standard deviation is 3.36 and mean difference is 7.97, the paired ‘t’ test calculated value is 14.89, which is greater than table value with df value of 79at (p&lt;0.05) level. Conclusion: The main study was conducted in Mamata general and super specialty hospital, at Khammam, Telanagana . The sample sizes 30. The sample was selected by using non probability of convenient sampling technique among those fulfill the criteria.

A Simulation and Small-Group Pediatric Emergency Medicine Course for Generalist Healthcare Providers: Gastrointestinal and Nutrition Emergencies.

This is a review curriculum utilizing multiple methods of education to enhance the skills of generalist healthcare providers in low- and middle-income countries (LMICs) in the identification and stabilization of pediatric respiratory emergencies. Our audience of implementation was Belizean generalist providers (nurses and physicians). 8-10 hours. Early recognition and stabilization of critical pediatric patients can improve outcomes. Compared with resource-rich systems, many low-resource settings (i.e., LMICs) rely on generalists to provide most pediatric acute care. We created a curriculum for general practitioners comprising multiple educational modules focused on identifying and stabilizing pediatric emergencies. Our aim was to develop an educational framework to update and teach generalists on the recommendations and techniques of optimally evaluating and managing pediatric nutritional and gastrointestinal emergencies: bowel obstructions, gastroenteritis, and malnutrition. The aim of this curriculum is to increase learners' proficiency in identifying and stabilizing acutely ill pediatric patients with gastrointestinal medical or surgical disease or complications of malnutrition. This module focuses on the diagnosis and management of gastroenteritis, acute bowel obstruction, and deficiencies of feeding and nutrition. The target audience for this curriculum is generalist physicians and nurses in limited-resource settings. The educational strategies used in this curriculum include didactic lectures, medical simulation, and small-group sessions. We evaluated written pretests before and posttests after intervention and retested participants four months later to evaluate for knowledge retention. Participants provided qualitative feedback on the module. We taught 21 providers. Eleven providers completed the pretest/posttest and eight completed the retest. The mean test scores improved from 8.3 ± 1.7 in the pretest to 12.2 ± 2.6 in the posttest (mean difference: 1.4, P=0.027). The mean test score at pretest was 8.3 ± 2.3, which increased to 10.8 ± 3.0 at retest (mean difference: 2.5, P=0.060). Seven (71.4%) and four (28.5%) participants found the course "extremely useful" and "very useful," respectively (n=11). This curriculum may be an effective and welcome training tool for Belizean generalist providers. There was a statistically significant improvement in the test performance but not in retesting, possibly due to our small sample size and high attrition rate. Evaluation of other modules in this curriculum, application of this curriculum in other locations, and measuring clinical practice interventions will be included in future investigations. Medical simulation, rapid cycle deliberate practice (RCDP), Belize, gastrointestinal, nutrition, emergency, gastroenteritis, acute bowel obstruction, Belize, low- and middle-income country (LMIC), collaboration, global health.

Refugee child vision screening curriculum for multidisciplinary trainees

Background: Conflicts, natural disasters, and persecution have led to growing refugee populations worldwide. Vision impairment within these populations is a significant concern. Eye conditions in refugee children appear to peak during times of resettlement. Future medical and nursing professionals need to be trained to detect treatable conditions that could lead to permanent vision loss and significant morbidity if undiagnosed. While curricula regarding refugee health exist, no curriculum exists on identifying common eye conditions in refugee children and performing pediatric eye screening. Methods: We created and delivered a virtual, single-session curriculum on pediatric refugee eye conditions and screening to medical and nursing trainees. A needs assessment survey assessing trainees’ knowledge and confidence in detecting eye conditions in children and refugees informed curriculum design. Pre- and post-test assessments evaluated participants’ knowledge and confidence before and after the module. A two-sided signed-rank test was used to compare pre- and post-test scores. Results: Twenty-seven respondents completed the needs assessment survey, which revealed low levels of confidence in performing vision screening, especially in evaluating the eye surface. Fourteen participants completed the module and pre- and post-test surveys. Mean knowledge test score improved from 52% to 75% (P&lt;0.001). Discussion: As the global refugee population grows, this study supports the value of incorporating a refugee child eye curriculum into trainee education to empower providers to detect and address refugee eye conditions.

Examining the influence of team-based learning on medical students' comprehension and attitudes regarding psychedelic therapies.

This study evaluates the impact of a two-hour team-based learning (TBL) curriculum on medical students' knowledge, comprehension, ethical understanding, and attitudes towards psychedelic therapies. Sixty-three pre-surveys and fifty post-surveys assessed students' perceived knowledge and attitudes using Likert scales. Forty-eight matched pre/post-knowledge tests with multiple-choice questions quantified changes in comprehension. The TBL approach featured independent learning, team readiness assessments, and application exercises. Post-curriculum, students demonstrated significantly improved test scores (mean 41.4% increase, p < 0.0001) and more positive attitudes across 16 of 18 items (p ≤ 0.0495). Overall attitude scores increased 23% (p < 0.0001). Qualitative feedback reflected enhanced comfort discussing psychedelics clinically. While some students expressed support for psychedelic-assisted therapy, others cited reservations. This innovative curriculum bridged an important education gap given the increasing relevance of psychedelic medicine. Findings suggest TBL enhances medical student preparedness in this emerging field. Continued curricular development is warranted to ensure proper psychedelic education aligns with patient needs and legislative policies. As psychedelic research progresses, maintaining instructional excellence is crucial for future healthcare professionals.

Masking level differences under two different measurement conditions: A normative study of young adults.

The objective of this study was to determine the gender-specific normative values of masking level difference (MLD) in healthy young adults for two different measurement conditions. One hundred young adults between the ages of 19 and 25 were included. Tympanometry, pure tone audiometry, and MLD were performed. In the first MLD measurement condition, the threshold level where the signal was out of phase and the noise was in phase (SπNo) was subtracted from the threshold level where the signal and noise were in phase (SoNo). In the second MLD measurement condition, the threshold level where the signal was in phase and the noise was out of phase (SoNπ) was subtracted from the threshold level where the signal and noise were in phase (SoNo). The mean test scores were obtained in decibels. Comparisons were made in terms of gender and conditions. The mean MLD for SoNo-SπNo condition was 10.3±1.99dB. For SoNo-SoNπ condition, the mean MLD was 6.72±2.38dB. A significant difference was determined between the MLD under two different measurement conditions (p <.05). There was no significant difference in terms of gender (p >.05). Mean normative values of MLD test scores in gender-specific healthy young adults for two different measurement conditions are presented.

ASSESSING THE ROLE OF EARLY CLINICAL EXPOSURE IN ANATOMY: A PERCEPTION AND FEEDBACK

Introduction: As students enter, they start learning three basic science topics namely Anatomy, Physiology and Biochemistry. Exposing the students to clinical cases as early as first year assists the student to learn relevant anatomy and its importance to medical diagnosis. So the challenge is to include such a method in medical education that would enhance the clinical education quality and one such method is Early Clinical Exposure (ECE). Early Clinical Exposure (ECE) is nothing but preparing the first year MBBS students to meet and learn from the patients. Methodology: Online case based lectures on the 2 topics of ECE were taken for phase I MBBS students of 2019-20 batch in Dr. Ram ManoharLohia Institute of Medical Sciences, Lucknow. Zoom Pro Platform was used after getting approval from Institutional Ethics Committee. For these sessions MCQ based pre and post test was designed to assess the effectiveness of case based approach rather than traditional way of teaching clinical anatomy and their feedback for the ECE was taken voluntarily on 5-pointlikert scale. Total 100 students participated in the study and the mean score of pre and post test was tabulated. Paired T Test was used to calculate the level of significance between pre and posttest of both the sessions. Results: Analysis shows significance difference between pretest and post test scores of the students in both ECE I And ECE II (p-value 0.000). Satisfaction Index was 86% . Conclusion: Early Clinical Exposure may be an effective technique to supplement the traditional teaching and improve the performance, knowledge and motivation due to better comprehension and correlation.

Knowledge, Beliefs and Vaccination Status of Nursing Students about Human Papilloma Virus

Objective: Human papilloma virus (HPV-Human Papilloma Virus) is a small, non-enveloped double-stranded DNA virus from the Papilo mavirada family. This study was conducted to determine the effect of HPV on the knowledge, beliefs and vaccination status of first and fourth year nursing students. Method: Data were collected by personal information form, health belief model scale about human papillomavirus infection and vaccination, and human papillomavirus knowledge scale. Results: The mean perceived benefit score of the students participating in the study was 2.4±0.7 in the first grade and 3.1±0.7 in the fourth grade. The mean perceived sensitivity score was 2.3 ± 0.6 in the first grade and 2.8±0.7 in the fourth grade. The mean perceived severity score was 2.5±0.6 in the first grade and 2.8±0.7 in the fourth grade. The mean perceived barrier score was equal and 2.1±0.4 in all groups. The HPV knowledge scale scores of the students participating in the study consisted of 4 sub-dimensions. The mean score of the general HPV knowledge scale was 4.79±5.6 in the first grade and 16.71±7.9 in the fourth grade. The mean score of HPV screening tests was 3.3±3.7 in the first grade and 9.9±4.0 in the fourth grade. The mean HPV screening test score was 0.4±0.8 in the first grade and 2±1.7 in the fourth grade. The mean score for general HPV vaccination knowledge was 0.7±1.3 in the first grade and 2.8±1.7 in the fourth grade. The mean score for knowledge of HPV vaccination programs was 0.2±0.6 in the first grade and 1.8±1.7 in the fourth grade. Conclusion: In the fight against cervical cancers, which is an important public health problem, the level of HPV knowledge should be high in order for the nursing profession to fulfil all of its education, counselling, guidance, protection and immunisation functions.

Introduction and Effectiveness of Early Clinical Exposure Among Dental Students in Pre-clinical Prosthodontics.

Lack of patient contact in the pre-clinical prosthodontics curriculum makes it difficult for the students to comprehend and correlate the series of complex steps involved in complete denture fabrication. Early clinical exposure in the second year of the undergraduate program will facilitate a smooth transition of dental students from pre-clinics to clinics, thereby helping to mitigate the lacunae existing in the present curriculum. A non-randomized prospective educational interventional study was conducted among 50 second-year dental students. Early clinical exposure in the form of clinical demonstration for complete denture steps of border molding and jaw relation was given subsequent to the completion of didactic and laboratory sessions. Pre- and post-multiple-choice question tests were conducted to explore students' knowledge. Student perception towards early clinical exposure was assessed using a self-administered anonymous questionnaire, while faculty perception was gauged with the help of in-depth interviews. A statistically significant difference was observed when pre- and post-multiple-choice question test mean scores were compared, showing an overall improvement in students' knowledge following early clinical exposure. Students and faculty held a positive perception towards the program and found it to be useful in enhancing the overall learning experience of the students.Faculty expressed their concern regarding limited manpower, paucity of time, and difficulty in integrating early clinical exposure into the present timetable. Early clinical exposure can be integrated into the traditional pre-clinical prosthodontics curriculum with appropriate time and manpower allocation. Faculty sensitization and training workshops need to be conducted before implementing this program.

Effectiveness of Video Assisted Teaching on Knowledge and Pre-procedure Anxiety Level of Patients Undergoing Upper GI Endoscopy

An endoscopy is a procedure in which doctor uses specialized instruments to view and operate on the internal organs and vessels.People often found anxious towards hospital environment itself. There no intervention was provided to re-leave from anxiety among the patients. So the researchers aimed to assess the effectiveness of video assisted teaching regarding upper GI endoscopy to improve knowledge and thereby reduce the anxiety among the patients in Government General Hospital, Puducherry.The present study was adopted quantitative quasi experimental research design. The 50 samples were selected by purposive sampling technique with inclusion and exclusion criteria. Pre test data was collected by using self-administered structures questionariesand video assisted teaching programme regarding endoscopy to the samples. The video contains introduction, functions, procedure and visualization of the endoscopy.The researchers accompany each sample during the endoscopy. Post test data was collected after endoscopy with the same questionnaire.The results revealed that, pre and post test mean score of knowledge was 5.26±2.562 and 11.12±0.480. The calculated paired ‘t’ value is 16.421 which was statistically significant at the p level 0.000. The pre and post test mean score of anxiety was 39.64±9.021 and 68.14±3.995. The calculated paired ‘t’ test value was 18.475 which was statically significant at the p level 0.000. The test results infer that, the video assisted programme was effective in improving knowledge and relive in pre procedure anxiety among the clients undergoing endoscopy.The chi-square value reveals that the level of knowledge was significant to gender and educational status at the p level 0.005 respectively and the level of anxiety was significant to educational status at the p level 0.005. The researchers recommended all the therapeutic and diagnostic procedures must be educated among the patients will help to gain complete success.

Effectiveness of Structured Teaching Programme Regarding Immediate Management of Myocardial Infarction on Level of Knowledge Among Hypertensive Patients at Selected Tertiary Care Hospitals, Coimbatore

Myocardial infarction is the irreversible death of heart muscle secondary to prolonged lack of oxygen supply. Methods: The Pre experimental study was undertaken Knowledge regarding myocardial infarction was assessed among hypertensive patients. Purposive sampling technique was used and data was collected using demographic variables Performa &amp; knowledge Questionnaire. The collected data was entered into Excel sheet and analysed. Results: The result of the study reveals that pre – test mean score of patients knowledge on immediate management of myocardial infarction was 4.8±2 and post – test mean score was 12.9±3.The mean difference score was 8.1. The calculated paired t-test value was t=18.23, was found to be statistically significant at P &lt;0.05 level. Conclusion: The study concluded that there was significant improvement in the level of knowledge regarding myocardial infarction among hypertensive patients after intervention of structured teaching programme. Key words: Effectiveness, Knowledge, Myocardial infarction, Hypertensive patients, Structured teachingprogramme.

Intelligence Mindsets Trajectory Profiles among Chinese Elementary School Students: Associations with Changes in Academic Achievement from Grades 4 to 6.

Early adolescence is a critical period for the development of children's intelligence mindsets, which play a significant role in academic achievement. However, existing research predominantly employs variable-centered approaches, which fail to capture individual differences in mindset-achievement relations. This research addresses this gap by adopting a longitudinal person-centered approach to explore the joint developmental trajectories of growth and fixed mindsets among early adolescents. It further explores how these trajectories relate to changes in academic achievement (i.e., the mean of standardized mathematics and Chinese achievement test scores) over 2 years, accounting for intelligence and sociodemographic factors such as age, sex, and family SES. In two five-wave longitudinal studies with 748 (Mage = 10.23 years, SD = 0.30; 49% girls at T1) and 3258 (Mage = 10.34 years, SD = 0.37; 49% girls at T1) Chinese elementary school students from grades 4 to 6, four distinct mindset trajectory profiles were identified: Growth (initially high growth but low fixed mindsets), Fixed (initially high fixed but low growth mindsets), Moderate (initially moderate levels in both mindsets), and Both-High (initially high levels in both mindsets). Analysis across both studies revealed that students in the Growth trajectory profile exhibited the most significant improvements in academic achievement 2 years later. Conversely, students in the Both-High trajectory profile experienced the least favorable academic outcomes. These findings highlight the importance of recognizing individual differences in mindset trajectories and their potential impact on academic outcomes. The current research underscores the need for educational interventions that are tailored to different mindset profiles to optimize student development and achievement.

Asthma control among teenagers attending the respiratory outpatient clinic of an academic hospital in Pretoria, South Africa

Objectives: Bronchial asthma is characteristically a diverse illness that results from chronically inflamed bronchi. Adolescents are a particularly vulnerable group to asthma, and both its prevalence and death rate have increased in this patient population. Asthma care creates a particular set of difficulties for adolescents who are at a stage where there is a search for greater autonomy and changing social and emotional dynamics. The aim of this study was to describe the clinical characteristics of teenage asthmatics in an academic hospital. Materials and Methods: This was a cross-sectional study of patients between the ages of 13 and 18 who had consented to participate. The study consisted of face-to-face interviews and a review of their clinical and laboratory records. Data were analyzed using descriptive statistics and comparisons between groups made using Fisher’s test of exactness. Results: Eighty-seven teenagers were studied. The mean age was 15.5 ± 1.5 years. The majority (59%) were male. Ten study subjects (11.5%) were current smokers. A positive family history of asthma was found in 31% (n = 27) of the patients. All patients were on inhaled corticosteroid therapy. The majority of the study subjects (60.9%) had satisfactory asthma control as evidenced by a mean asthma control test score (ACT) of 19.2 ± 2.29. Fifteen patients (26.7%) had had an acute flare-up of the disease requiring hospitalization in the preceding 12 months, and 5.8% had had a previous intensive care unit admission. Conclusion: The majority of the teenagers studied had overall satisfactory asthma control, as determined by their ACT scores. The use of inhaled corticosteroids was standard, but the inhaler technique was largely unsatisfactory. The prevalence of tobacco use is a cause for concern.

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.