Online Training Course Research Articles

Identifying and Prioritizing the Educational Needs Professors of Medical Sciences in the Field of E-Learning with the Analytic Hierarchy Process Approach

Background: Professors in universities and educational institutions hold a crucial role in crafting educational approaches utilizing cutting-edge technologies. They need to possess significant expertise in e-learning and tackle the obstacles associated with delivering education and utilizing Information and communication technologies within higher education. To effectively navigate these challenges and adaptations, professors need to equip themselves with new educational techniques through training and readiness to adeptly incorporate emerging technologies into their teaching practices, thus enhancing the educational journey for students. By identifying, understanding, and ranking professors' requirements and preferences, effective and diverse educational initiatives can be tailored to meet their needs. Objectives: This research aimed to recognize the educational needs of medical science professors in the field of e-learning from the experts' point of view and prioritize these needs utilizing the analytic hierarchy process (AHP). Methods: This practical study was conducted in 2022 using a process-oriented approach and AHP. The main stages included the creation of a hierarchical structure, comparative judgment, and determining priorities. In the first step, 13 criteria were identified, which were derived from scientific articles and previous research. In the second step, the pairwise comparison matrix was used for comparative judgment, and the weight of each criterion was calculated. The third step involved determining priorities based on the weight of each criterion and the inconsistency ratio. The participants of this study included professors of basic and clinical sciences from different faculties. Results: The results of this study demonstrated that from the point of view of experts and participants, among the 13 criteria, the skills of virtual teaching (with weights of 0.146 and 0.148), electronic content production (with weights of 0.093 and 0.092), and holding online training courses (with the weights of 0.092 and 0.100) formed the three main needs of medical science professors in the field of e-learning and had the highest degree of importance and necessity compared to other criteria. Conclusions: Identifying the educational needs of medical science professors for organizing and designing necessary programs to enhance knowledge, skills, and empowerment will lead to improving the quality of e-learning, and eventually, reducing professors’ concerns in this area.

Nurse’s Knowledge Sharing in Time of COVID-19 Pandemic: A Systematic Review and Expert Opinion

This study aimed to review the effective factors, tools and methods of knowledge sharing used by nurses during the COVID-19 pandemic. This mix-methods study was conducted in 2023 and included two stages. In the first stage, a systematic review of relevant literature was conducted. In the second stage, a panel of 10 experts justified and appended the findings of the previous stage. The main source of knowledge during the COVID-19 epidemic was social networks followed by official authorities, online training courses, media and colleagues. Different factors affecting knowledge sharing among nurses categorised into process-oriented factors, Human-oriented factors, Technology-oriented factors and organisation-oriented factors. Various known and innovative methods have been used by nurses to share knowledge during the COVID-19 pandemic including utilising social networks, Telementoring, team approaches for new staff and continuous training in line with the latest scientific findings. Nurses used both formal and informal sources to explore evidence supporting evolving clinical practices and social networks were a prominent source of knowledge during the pandemic. By recognising the significance of affecting factors, healthcare organisations can enhance nurses’ ability to effectively share knowledge, ultimately improving patient outcomes and overall healthcare response during similar crises in the future.

Supporting evidence-based judicial decisions on health care in Brazil: an experience report

Objective: The main objective of this study is to report on the implementation and results of the “Supporting Health-Related Judicial Decisions in Brazil” project conducted at the Health Technology Assessment Center, Hospital Sírio-Libanês through the “Programa de Apoio ao Desenvolvimento Institucional do Sistema Único de Saúde”, in Brazil. Methods: This study is an experience report of a project conducted at the Health Technology Assessment Center, Hospital Sírio-Libanês. Results: The activities of the project occurred in 2023 and included two online training courses on primary studies and systematic reviews, 11 one-day workshops with technical-scientific content for members of the Technical Support Centers for the Judiciary (NATJus), 40 online technical-scientific consultations for magistrates on a digital platform, 11 technical-scientific reports addressing the most legally claimed technologies in Brazil; two methodological tools, a national forum (hybrid event), 10 chat-based mentorships for NATJus members; and the maintenance of an open-access blog, by publishing news on relevant topics on law and health. Discussion and conclusion: This project has contributed to the improvement of the judicial decision-making process by providing a range of activities aimed at aiding the prioritization of health technologies that are clearly effective and safe over those that are ineffective, harmful, or have uncertain effects. Submission: 04/09/24| Review: 06/29/24| Approval: 08/18/24

Basic Surgical Skill Training before a Vascular Course Improves the Quality of Vascular Anastomoses: A Randomized Controlled Trial

ObjectivesDuring the past decade simulation has become standard in most surgical training programs, but objective evaluation of the performance has been a challenge. The optimal components of open surgery's simulation have also been questioned. The goal of this study was to evaluate the benefit of adding a hands-on exercise prior to a formal vascular training course. The participants’ performance was objectively evaluated using Computional Fluid Dynamics (CFD) assessment of vascular anastomoses. MethodsIn this study 51 residents participated in an on-line surgical hands-on training course, performing six end-to-side anastomoses. The residents were randomly divided into two groups. Group 1. also underwent basic surgical skill training (BSST) before starting the vascular course. The groups were compared based on CFD assessment of vascular anastomoses, combined with on-line personalized feedback. ResultsAmong measured parameters of functional assessment, the mean of six anastomoses showed significantly better results in Group 1. when compared with control Group 2 (Oscillatory Shear Index: 0,022 vs. 0,025 p=0,002; Maximum pressure: 7939 vs. 7971 p=0,00037; Velocity: 0,12 vs. 0,12 p=0,0000; Helicity: 297 vs. 393 p=0,0065; Vorticity: 5258 vs. 6628 p=0,0019; Wall Shear Stress: 1,83 vs. 1,97 p= 0,000047). These results showed no significant correlation between participants' experience level, specialization, and workplace. ConclusionsBSST before a formal vascular simulation course positively affects the anastomosis quality, independent of experience level, specialization, and workplace. BSST is suggested before a vascular course to improve performance and progress. Further studies are needed to analyse the impact of this combined simulation training on performing anastomoses.

Improving English Teaching Skills: An Online Course for Non-English Major Teachers in Southern Thailand’s Rural Primary Schools

The mixed-methods study addressed the needs and challenges faced by first-grade English teachers in rural primary schools in Southern Thailand (for example, lack of pedagogical training). The study’s primary objectives were to investigate these teachers’ needs and difficulties, develop a 15-hour online pedadgocial training course, and evaluate its effectiveness after the training was completed. The research involved 33 teachers and 153 students and employed various tools, including questionnaires, an online pedagogical training and language course, pre-and post-tests, and semi-structured interviews about the experience. The findings highlighted the importance of training in speaking, vocabulary, materials, games, and communicative language teaching (CLT) for these teachers. Statistically significant improvements (p < 0.001) were observed in post-test scores for both teachers and students, indicating the positive impact of the customized online training course on teachers’ English skills and teaching performance and improvement in student learning outcomes.

Accelerating and standardising IUCN Red List assessments with sRedList

The IUCN Red List of Threatened Species underpins much decision-making in conservation and plays a key role in monitoring the status and trends of biodiversity. However, the shortage of funds and assessor capacity slows the uptake of novel data and techniques, hampering its currency, applicability, consistency and long-term viability. To help address this, we developed sRedList, a user-friendly online platform that assists Red List assessors through a step-by-step process to estimate key parameters in a standardised and reproducible fashion. Through the platform, assessors can swiftly generate outputs including species' range maps, lists of countries of occurrence, lower and upper bounds of area of occupancy, habitat preferences, trends in area of habitat, and levels of fragmentation. sRedList is compliant with the IUCN Red List guidelines and outputs are interoperable with the Species Information Service (SIS; the IUCN Red List database) in support of global, regional and national assessments and reassessments. sRedList can also help assessors prioritise species for reassessment. sRedList was released in October 2023, with a complete documentation package (including text documentation, ‘cheatsheets’, and 15 video tutorials), and will soon be highlighted in the official Red List online training course. sRedList will help to bridge the gap between extinction risk research and Red List assessment practice, increase the taxonomic coverage and consistency of assessments, and ensure the IUCN Red List is up-to-date to best support conservation policy and practice across the world.

To Close the Gap of Survivorship Education: A Series of Breast Cancer Webinars in Collaboration with Wellspring

Background and Aims: Breast cancer survivors face uncertainties post-treatment, requiring ongoing support and education. Digital media online training courses may be used to disseminate evidence-based cancer information. In this study, we hosted a series of webinars which aimed to empower survivors with evidence-based survivorship information. Materials and Methods: A four-part weekly online webinar series (1 hour each) including expert presentations, survivor insights, and interactive question-and-answer sessions, was held in October 2023 during Breast Cancer Awareness Month, via the Zoom digital platform. Topics covered included surveillance, mental health, adjuvant antihormonal therapy, and sexual health. After the webinar series, participants completed a post-webinar survey electronically. The post-webinar survey assessed participant satisfaction, understanding of topics, and suggestions for improvement. Likert scales were used to measure self-reported changes in understanding of the discussed topics. Results: 99 participants took part in the Breast Survivorship and Surveillance webinar, 97 participated in the Mental Health in Breast Survivorship webinar, 108 participated in the Adjuvant Antihormonal Therapy for Breast Cancer webinar, and 74 participated in the Sexual Health after Breast Cancer webinar. 25 participants completed the post-webinar survey, administered after the final webinar (sexual health). Among the 25 survey participants, 96% (24/25) expressed that the information presented in the series of webinars was very useful or extremely useful. Furthermore, 80% (20/25) noted significant knowledge improvement. Conclusions: This breast cancer webinar series effectively bridges the knowledge gap in survivorship, offering valuable insights, emotional support, and practical guidance. The results emphasize the importance of ongoing education and support for breast cancer survivors.

Case Method Teaching, Strategic Storytelling, and Social Change: A Pilot Evaluation of an Online Course to Address Colourism in Malaysia

Colourism is the discriminatory practice of favoring lighter skin over darker skin. It perpetuates social disparities and drives skin-lightening products (SLP) use globally, including in Malaysia. This study presents the results of an innovative 3 week online training course designed to equip health professionals and educators who work with youth in Malaysia with the knowledge and skills to combat colourism and the use of dangerous SLPs through strategic storytelling. We recruited a diverse group of learners ( N = 19) and assessed their knowledge and attitudes of colourism and use of SLP before and after the course. We also assessed student engagement and collected qualitative acceptability data. The course incorporated case method teaching, interactive case delivery, strategic storytelling methods, and team collaboration elements through digital platforms to facilitate course engagement and learning. Our findings indicate significant improvements in learners’ knowledge and concern regarding skin-shade discrimination and SLP usage pre- to post-course. Learners reported their intention to use strategic storytelling techniques for public health advocacy around colourism and use of SLPs. Qualitative learner feedback highlighted the positive aspects of the course, including its realism and the importance of collaborative learning with professionals from diverse fields to combat prevailing sociocultural issues. While this study offers valuable insights into the effectiveness of this innovative training approach, it also identifies areas of future improvements as suggested by learners, such as the need to increase content diversity, enhance communication channels, and extend time for discussion. This course provides a promising model for addressing colourism-related issues in Malaysia.

Development of the online course "Statistical Analysis and Information Processing for Scientific Research Works"

The article deals with the main issues of creating an online course «Statistical Analysis and Information Processing for Research and Development». It presents the problem that, according to the authors, can be solved by implementing this online course «Statistical Analysis and Information Processing for Research and Development». The aim is to create an online training course «Statistical analysis and processing of information for research work» for young researchers who face a global problem in the need for statistical analysis and processing of available information. The main objectives of the research have been formulated, which have received their disclosure, and the goal has been achieved. As part of the work to create an online course detailed analysis of scientific and pedagogical literature, studied the experience of more than seventy researchers, the work of which in one way or another could help in achieving the goal.

The impact of an online course on agreement rates of the certainty of evidence assessment using Grading of Recommendations, Assessment, Development, and Evaluation Approach: a before-and-after study

Background and objectiveThe Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) approach is a systematic method for assessing the certainty of evidence (CoE) and strength of recommendations in health care. We aimed to verify the effects of an online-based GRADE course on multirater consistency in the evaluation of the CoE in systematic reviews (SRs) analysis. Study Design and SettingsSixty-five Brazilian methodologists and researchers participated in an online course over 8 weeks. Asynchronous lessons and weekly synchronous meetings addressed the GRADE system in the context of CoE assessment. We asked participants to evaluate the CoE of random SRs (two before and another two after the course). Analyzes focused on the multirater agreement with a standard response, in the interrater agreement, and before-after changes in the proportion of participants that rated down the domains. Results48 individuals completed the course. Participants presented improvements in the raters' assessment of the CoE using the GRADE approach after the course. The multirater consistency of indirectness, imprecision, and the overall CoE increased after the course, as well as the agreement between raters and the standard response. Furthermore, interrater reliability increased for risk of bias, inconsistency, indirectness, publication bias, and overall CoE, indicating progress in between-raters consistency. After the course, approximately 78% of individuals rated down the overall CoE to a low/very low degree, and participants presented more explanations for the judgment of each domain. ConclusionAn online GRADE course improved the consistency and agreement of the CoE assessment by Brazilian researchers. Online training courses have the potential to improve skills in guideline methodology development.

Co-design capacity development for the UN Ocean Decade

Effective ocean governance plays a critical role in managing and coordinating human activities, policies, and institutions to ensure the sustainable use and conservation of marine resources. Recognizing the importance of effective ocean governance, there is a growing awareness that new research approaches are needed to bring together actors from academia and non-academic sectors. Together they need to develop transformative science solutions for a more inclusive and equitable ocean governance system. Despite widespread interest in this collaborative endeavor, limited resources are available to provide structured support and training. This creates a pressing need to develop capacity and promote a shared understanding of collaborative research methodologies, such as co-design. In response to the need for capacity development in such methodologies, the “Co-design for the Ocean Decade” online training course was launched in collaboration with IOC-UNESCO in 2022, starting with a first pilot course in the African region. This first co-design training course under the Ocean Decade framework serves as a practical and research-backed model for future co-design training programs in other regions. The evaluation results of the course reveal its effectiveness in enhancing participants' knowledge and skills in key co-design areas, particularly in communication with stakeholders. The evaluation also highlights areas for improvement, such as the need for (i) monitoring and evaluation, and (ii) follow-up opportunities for practice and funding support. Based on the evaluation, for future research and training programs, we recommend: (1) to incorporate local and regional context into the training, (2) to integrate co-design training into ocean science education, and (3) to embed co-design of research and training into the capacity development program of the Ocean Decade.

How to Attract Learners Using the Content of Online Interactive Courses? A Case Study

This study aimed to get input on how learners felt about and preferred online course options. According to the study, teachers’ prior experience instructing online courses, applications’ practicality in course delivery, learner interactions, the quality and timeliness of learner-teacher interactions, consistency of course design across courses, and session duration are all crucial for learners’ satisfaction with online instruction. The convenience, availability of technical support, and flexibility of online courses compared to face-to-face courses a group of students were surveyed after completing online training courses in various specializations to evaluate the quality of the courses, which were selected from reputable and well-known sites in the field of providing online training courses. The results, according to students’ feedback, showed that the courses that attracted students’ interest were those that took into account the student’s needs in terms of interaction with professors and colleagues, course content, and duration, especially if there was a practical aspect. The findings also indicate the need to develop a coherent course structure so that students’ needs and attractions are considered before starting the course.

Preparation of final qualifying work at a university: the view of modern students

The problem and the aim of the study. The need to study and use the capabilities of network technologies to improve general cultural and professional levels is becoming a condition for training highly qualified specialists. To effectively use computer devices and digital tools, computational thinking is required. The purpose of the study is to explore the possibilities of using a professionally oriented network course for the development of computational thinking of engineers. Research methods. Computational thinking is considered by the authors as a mental process consisting of the sequential execution of a set of actions: activation from human memory of a system of images of objects, and connections between them; formulation of the problem taking into account uncertainty factors; drawing up a solution algorithm and its effective implementation. 68 bachelors from the first year of the Russian State Agrarian University named after K. A. Timiryazev were involved in the study (Russian Federation). Training program 23.03.01 – “Technology of transport processes”, profile – “Digital transport and logistics systems of road transport”. The online training course “Computer Science and Networks in the Industry” was developed by E. V. Shchedrina, and presented on the Moodle platform. Registration certificate No. 24877 dated August 28, 2021. To diagnose and assess the maturity of computational thinking, the author’s testing materials are used. For statistical processing of data, the Pearson's chisquared test was used. Results. A characteristic of the network resource is the execution of all calculation tasks on a computer using application software. When working with course materials, engineers perform a sequence of actions characteristic of computational thinking: analyze the text of a professionally oriented task (formulates the task as a computational problem), decompose the problem; compose and implement an algorithm, perform its analysis and evaluation. Statistically significant differences were determined in the qualitative changes that occurred in the system of training specialists (χ2 = 6.842; p < 0.05). In conclusion, the positive aspects of using a professionally oriented network course for the development of computational thinking of engineers are highlighted (for example, to gain experience in formulating a problem taking into account the uncertainty of the future, students analyze a corporate network, determine a subnet mask for different conditions, etc.).

Professionally oriented network course as the basis for developing the computational thinking of future engineers

The problem and the aim of the study. The need to study and use the capabilities of network technologies to improve general cultural and professional levels is becoming a condition for training highly qualified specialists. To effectively use computer devices and digital tools, computational thinking is required. The purpose of the study is to explore the possibilities of using a professionally oriented network course for the development of computational thinking of engineers. Research methods. Computational thinking is considered by the authors as a mental process consisting of the sequential execution of a set of actions: activation from human memory of a system of images of objects, and connections between them; formulation of the problem taking into account uncertainty factors; drawing up a solution algorithm and its effective implementation. 68 bachelors from the first year of the Russian State Agrarian University named after K. A. Timiryazev were involved in the study (Russian Federation). Training program 23.03.01 – “Technology of transport processes”, profile – “Digital transport and logistics systems of road transport”. The online training course “Computer Science and Networks in the Industry” was developed by E. V. Shchedrina, and presented on the Moodle platform. Registration certificate No. 24877 dated August 28, 2021. To diagnose and assess the maturity of computational thinking, the author’s testing materials are used. For statistical processing of data, the Pearson's chisquared test was used. Results. A characteristic of the network resource is the execution of all calculation tasks on a computer using application software. When working with course materials, engineers perform a sequence of actions characteristic of computational thinking: analyze the text of a professionally oriented task (formulates the task as a computational problem), decompose the problem; compose and implement an algorithm, perform its analysis and evaluation. Statistically significant differences were determined in the qualitative changes that occurred in the system of training specialists (χ2 = 6.842; p < 0.05). In conclusion, the positive aspects of using a professionally oriented network course for the development of computational thinking of engineers are highlighted (for example, to gain experience in formulating a problem taking into account the uncertainty of the future, students analyze a corporate network, determine a subnet mask for different conditions, etc.).

Communication training in otorhinolaryngology education : Comparison of an online and aclassroom-based training course

Communication skills are among the most important key qualifications of the medical profession. To what extent these can also be acquired online in medical education in otolaryngology is investigated in this study. Avoluntary online training for the teaching of communication skills was compared with acorresponding face-to-face format. The question of the extent to which acceptance of the two formats and students' self-assessment of their communicative skills differed was investigated. In the online training, students were prepared for the topic asynchronously via avideo. Thereafter, they were able to conduct consultations with simulation patients online and synchronously. The face-to-face training was comparable in structure and duration and took place in an earlier semester. The acceptance of both seminars was assessed by aquestionnaire with 19items on afive-point Likert scale. Self-assessment of communication skills was measured by a10-cm visual analog scale pre/post with 16items. Both formats achieved high acceptance with an average score (M) of 2.08 (standard deviation, SD = 0.54) for the online format and M = 1.97 (SD = 0.48) for the face-to-face event. Students' self-assessments of communication skills showed atwofold increase in the online group (M = 1.54, SD = 0.94) compared to the face-to-face group (M = 0.75, SD = 0.87). This study shows that teaching communication skills in the online format was well accepted and resulted in significant changes in students' self-assessment of communication skills.

Reliability of a New Digital Tool for Photographic Analysis in Quantifying Body Asymmetry in Scoliosis.

Background: Advancements in non-ionizing methods for quantifying spinal deformities are crucial for assessing and monitoring scoliosis. In this study, we analyzed the observer variability of a newly developed digital tool for quantifying body asymmetry from clinical photographs. Methods: Prospective observational multicenter study. Initially, a digital tool was developed using image analysis software, calculating quantitative measures of body asymmetry. This tool was integrated into an online platform that exports data to a database. The tool calculated 10 parameters, including angles (shoulder height, axilla height, waist height, right and left waistline angles, and their difference) and surfaces of the left and right hemitrunks (shoulders, waists, pelvises, and total). Subsequently, an online training course on the tool was conducted for twelve observers not involved in its development (six research coordinators and six spine surgeons). Finally, 15 standardized back photographs of adolescent idiopathic scoliosis patients were selected from a multicenter image bank, representing various clinical scenarios (different age, gender, curve type, BMI, and pre- and postoperative images). The 12 observers measured the photographs at two different times with a three-week interval. For the second round, the images were randomly mixed. Inter- and intra-observer variabilities of the measurements were analyzed using intraclass correlation coefficients (ICCs), and reliability was measured by the standard error of measurement (SEM). Group comparisons were made using Student's t-test. Results: The mean inter-observer ICC for the ten measurements was 0.981, the mean intra-observer ICC was 0.937, and SEM was 0.3-1.3°. The parameter with the strongest inter- and intra-observer validity was the difference in waistline angles 0.994 and 0.974, respectively, while the highest variability was found with the waist height angle 0.963 and 0.845, respectively. No test-retest differences (p > 0.05) were observed between researchers (0.948 ± 0.04) and surgeons (0.925 ± 0.05). Conclusion: We developed a new digital tool integrated into an online platform demonstrating excellent reliability and inter- and intra-observer variabilities for quantifying body asymmetry in scoliosis patients from a simple clinical photograph. The method could be used for assessing and monitoring scoliosis and body asymmetry without radiation.

Digital citizenship education – training opportunities for foreign language teachers

ABSTRACT According to the Council of Europe, educators lack awareness on the topic of digital citizenship education and its importance to educate youngsters to move critically in a highly digitalized world. It is a core component of Digital Citizenship Education (DCE) to promote democratic competences, including critical reflection, the development of social and intercultural competences, critical thinking and media literacy. Bearing this in mind, a Teacher Training Package (TTP) was developed, aiming to promote professional development and qualification of pre- and in-service Foreign Language teachers as well as teacher trainers, as far as DCE is concerned, namely, pedagogical methodologies, practices and resources. Our study focuses on the Free Online Training Course for Self-guided Professional Development (part of the TTP), which directly approaches teachers’ professional knowledge. The analysis of the Teaching Units designed by the teachers and of their final course reflections suggest the relevance of the training course for the teachers’ professional development. Those who took part in the course highlighted the pertinence of the topic and underlined the relevance of having had contact with theoretical information and resources, which allowed them not only to reflect on their current practices but also to consider ways of introducing DCE in their lessons.

Attitudes and self-efficacy as buffers against burnout in inclusive settings: Impact of a training programme in pre-service teachers

While it has been established that inclusive education training enhances attitudes and self-efficacy, which are predictors of burnout, the specific relation between these constructs has not yet been investigated. In this study, the impact of an online training course was assessed using a pretest-intervention-posttest design. The interest constructs were assessed through online self-reported scales. Results show that self-efficacy mediates the relation between attitudes and the personal accomplishment dimension of burnout. The training improves attitudes, self-efficacy and personal accomplishment and decreases general burnout in pre-service teachers. The results are discussed in light of the need to develop efficient training for teachers in an inclusive framework.

When Covid-19 Disrupted University Teaching: The University Fought Back

The Covid-19 pandemic caused the California State University system to shift completely to online learning in March 2020. Before the end of the spring 2020 semester the CSU system announced that Fall 2020, and then Spring 2021 courses would be delivered online. During the summer of 2020 online training courses are available to all Faculty and instructors to prepare for online delivery. The courses were developed by curriculum designers and delivered by volunteer faculty with both expertise and comfort in online instruction. At one of the schools in the CSU system 800 instructors signed up to take the course. The purpose of this paper is to understand how faculty implemented teaching practices online after participating in the training provided by the participant university in the summer of 2020. Using the Universal Design for Learning framework for analysis; survey results, teaching strategies, and recommendations are included.

ACL Injury Prevention Education Improves Implementation of Neuromuscular Training Among High School Sports Coaches: A Cross-Sectional Survey Study.

Neuromuscular training (NMT) programs delivered by trained personnel have demonstrated protective effects against anterior cruciate ligament (ACL) injury among high school sports participants, but few studies have investigated the impact of education on high school sports coaches' knowledge and incorporation of NMT programs into daily practice sessions. We sought to evaluate changes in knowledge and behavior among high school sports coaches who completed an NMT-based injury prevention training program. High school sports coaches were invited to complete a free online training course in incorporating NMT into daily practice sessions. Anonymized surveys were administered before and after education and at 3 months to evaluate knowledge level and program effectiveness. Of the 13,640 coaches who enrolled in the training course in 2019, 1641 submitted pre- and post-education and 3-month follow-up surveys. Prior to training, 4.4% reported incorporating NMT into daily training sessions and the mean knowledge score was 1.89 ± 1.55. After training, 92.7% of participants reported that they intended to incorporate NMT into their daily training sessions and the mean knowledge score was 4.87 ± 1.11. At 3-month follow-up, 88.9% of participants reported incorporating NMT into daily training sessions. A chi-square test revealed a significant association between pre- and post-education incorporation of NMT into daily practice sessions, and a multiple regression analysis resulted in a significant model with intent to incorporate NMT into daily practice sessions identified as a significant behavior predictor. These survey results show that completion of a training course significantly improved ACL injury prevention knowledge among a cohort of high school sports coaches and likely contributed to the sustained incorporation of NMT into their daily practice sessions.