Optional Online Research Articles

I reflect, therefore I am!, Exploring the use of a Voluntary Online Reflective Journal as a learning tool among postgraduate dental students.

Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose; for example, in completing e-portfolios or dealing with critical incidences. This study explores the use of optional online journals that Postgraduate (PG) dental students were encouraged to use as part of their own development. To explore how PG dental students perceive the use of optional online journals. Data were collected via an anonymous questionnaire that included a word pool, Likert-scale statements and free text comment sections. Overall, 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal, with 58% selecting 'connecting with tutors' and 41% selecting 'keeping track' of their own learning and progress. The word 'reflection' was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as 'added pressure', and 41% felt it was 'extra work' as the journal, although voluntary, presented an added task to complete. All students made at least one entry in the online journal. The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity.

School teachers’ perceptions of intersectoral working with health in the COVID-19 pandemic

Abstract Background The COVID-19 pandemic highlighted the challenge for teachers to integrate protective health measures into their academic daily responsibilities. The aim of this abstract is to analyse how school teachers’ views on intersectoral collaboration with health professionals during COVID-19 vary by country, seeking insights for future directions. Methods In 2021, an online survey was conducted in 6 languages with education and health professionals, followed by optional online semi-structured interviews. We explored the: 1-effect of the pandemic on schools/pupils/teachers; 2-reorganisation of schools; 3-experience of implementing infection control measures in schools; 4-intersectoral working; 5-important resources for keeping schools open. Interviews were transcribed verbatim and translated into English. Analysis of a survey question seeking professionals’ rating of intersectoral working led to a directed content analysis of transcripts and free-text survey responses regarding intersectoral working experiences. Results Data were analysed from 1046 school teacher survey responses from 6 countries/territories and 21 follow-up interviews. Ratings varied considerably across countries. A large majority of teachers in Taipei (83%) reported excellent or good collaboration with health professionals, about half in China (53%) and Portugal (51%), and far fewer in Brazil (38%), Morocco (29%) and France (15%). Taipei respondents cited the key role of school nurses as a positive factor; others added clear national guidelines and local protocols. Negative ratings related to health professionals’ rare visits or absence. Conclusions The direct support of health professionals in schools was offered as explanation for teachers’ positive ratings of intersectoral working in the pandemic. Policy and practice varied geographically; thus, understanding contextual factors that influence the effectiveness of intersectoral working in schools is crucial to orient future public health strategies. Key messages • This highlights the importance of understanding contextual factors that influence the effectiveness of intersectoral working in implementing protective health measures in schools. • This suggests that policy support and the presence of dedicated health personnel within schools play a pivotal role in ensuring effective collaboration between the education and health sectors.

WellNest: A Medical Student-Run Housing Support Program.

Being unhoused and facing housing insecurity contribute to poor health outcomes. Medical school curricula may include social determinants of health (SDOH) topics. However, experiential learning opportunities allow students to better contextualize how SDOH impact patients. The WellNest Housing Support Program (WellNest) was conceived and developed by Duke University medical students to learn from and support community members with a history of housing insecurity. Under the supervision of community organizations providing housing assistance services, WellNest was created in April 2020. Medical student-volunteers (MSVs) call clients, who are referred to WellNest by the community organizations, to plan move-ins. Local experts provide trainings on topics relevant to health care for individuals experiencing loss of housing. MSVs source and move furniture and clients' belongings into the new homes. Following move-in, MSVs are paired with clients to provide longitudinal tenancy support for at least 1 year. Student-volunteers contemplate their experiences and learning takeaways through debriefing sessions and an optional online survey. From fall 2021 to spring 2023, 83 student-volunteers from across the university participated in WellNest. Student-volunteers were generally medical students (37, 45%), and 16 MSVs served on the leadership team. WellNest facilitated 29 move-ins, and 26 clients requested to be paired with MSVs for longitudinal tenancy support. Following participation in WellNest, student-volunteers reported increased comfort, awareness, knowledge, and motivation related to caring for, discussing, and advocating for individuals experiencing housing insecurity. As students from other programs are also interested in WellNest, there is potential for interprofessional education. Student-volunteers will be encouraged to participate in additional opportunities for reflection and advocacy activities. The impact of WellNest on clients will be explored through a questionnaire and narrative interviews. Long-term financial support was secured from community donations and partnering community organizations.

Engagement in a virtual learning environment predicts academic achievement in research methods modules: A longitudinal study combining behavioral and self-reported data.

The use of virtual learning environments (VLE) has grown exponentially in the past years. Research indicates that students’ online learning behavior predicts their academic performance and that students’ academic emotions can play a key role in this process. However, few studies have attempted to investigate the effectiveness of VLE activities in learning achievement within psychology education. In this longitudinal study, we analyzed the relationship between students’ activity in a VLE, their attendance, academic emotions, and module grades at a face-to-face-based university in the United Kingdom. Data were collected over 1 year across two research methods modules, each of which is compulsory for a psychology degree. VLE and attendance data from 210 students were gathered for the first-year module, with 152 students continuing to the second year. The data were cross-referenced with students’ module grades, alongside self-reported emotion data for a subset of students. The results showed that overall VLE activity and the use of specific online tools such as optional online tests and lecture recording were important predictors of academic achievement. While some significant relationships between emotions and student’s learning behavior and achievement were found, these correlations were relatively small and not consistent throughout the year. These findings have potential implications for curriculum design, particularly by making psychology educators aware of the usefulness of VLE activities and tools from the onset of students’ research methods learning journey.

Participants' perspectives of "NeuroSask: Active and Connect"-a virtual chronic disease management program for individuals with a neurological condition.

Neurological conditions account from more than half of Canadians requiring chronic care. Both physical activity and the development of a self-management skillset are critical components supporting individuals with chronic health conditions. "NeuroSask: Active and Connected" is a virtual chronic disease management program offering twice weekly neuro-physiotherapist directed "active" exercise sessions, followed by weekly knowledge-exchange "connect" sessions with invited guest experts. NeuroSask was launched April 2020 in response to the restricted services and supports for people with neurological conditions. The program aimed to provide seated physical activity, social interaction, and access to expertise in neurological conditions and neurorehabilitation. A program evaluation of NeuroSask was conducted to gain participants' perspectives. All participants registered for the NeuroSask program were invited to complete optional online surveys (SurveyMonkey) circulated by email at 3 occasions post-program launch: 10 weeks, 1 year, and 2 years. Participants could complete any one or all of the surveys, at their discretion. The number of potential respondents changed dependent on the total number of participants registered for NeuroSask at the time the survey was circulated. Questions were co-designed by multi-stakeholder team members. Descriptive statistics were used for closed-ended questions and a reflexive thematic analysis was completed with coding conducted in NVivo 12 Plus for open-ended text. Response rates (participants/registrants) were as follows: 10-week survey 260/793, one year survey 326/1224, and 2-year survey 434/1989. 90% of participants reported being in either the age categories of 40-59 years or above 60 years. 75% of both survey respondents and program registrants were female. 70% of both survey respondents and program registrants reported a diagnosis of multiple sclerosis and 30% reported other neurological conditions. Survey respondents were from all ten Canadian provinces, with 45% reporting living outside of large cities. Respondents reported preferring online vs. in person format for this type of programming. Three main themes, and eight corresponding subthemes were identified highlighting the perceived impact and key components of the NeuroSask program: Theme 1 "together in a positive and encouraging environment" (subthemes 1a: connection, 1b: empowerment); Theme 2 "access to enthusiastic qualified leaders from home" (subthemes 2a: leader characteristics, 2b: accessibility, 2c: program logistics); Theme 3 "being able to enjoy everyday life" (subthemes 3a: symptom benefits and beyond, 3b: carry-over, 3c: keep going, please do not cancel). NeuroSask is an example of an accessible and meaningful virtual approach to providing ongoing support for some individuals with neurological conditions. It was perceived as beneficial for fostering community and connection in a positive environment with perceived benefits extending beyond symptom management to participant reported improvements in function, daily life, and disease experience.

Predicting academic performance in first-year engineering students: The role of stress, resiliency, student engagement, and growth mindset

The first-year post-secondary experience of engineering students poses an interesting area of inquiry due to the challenges and experiences associated with the transition into a professional degree program. This study aimed to investigate if four psychological variables (perceived stress, student engagement, resilience, and growth mindset) predicted first-year engineering student performance via end-of-first-year grade point average (GPA). An optional online research survey was administered through a mental health and professional skills initiative of the engineering department to undergraduate first-year engineering students. Perceived stress was found to be a significant predictor of GPA. Post-hoc moderation analyses revealed that the relationship between stress and GPA was buffered by resilience (i.e., weaker stress-GPA relationship at higher levels of resilience) and enhanced by student engagement (i.e., stronger stress-GPA relationship at higher levels of engagement). Implications for the importance of resiliency initiatives are discussed, including embedding resiliency skill development within curriculum.

Do cancer curvivors and metavivors have distinct needs for stress management intervention? Retrospective analysis of a mind-body survivorship program.

Cancer "curvivors" (completed initial curative intent treatment with surgery, radiation, chemotherapy, and/or other novel therapies) and "metavivors" (living with metastatic or chronic, incurable cancer) experience unique stressors, but it remains unknown whether these differences impact benefits from mind-body interventions. This study explored differences between curvivors and metavivors in distress (depression, anxiety, worry) and resiliency changes over the course of an 8-week group program, based in mind-body stress reduction, cognitive-behavioral therapy (CBT), and positive psychology. From 2017-2021, 192 cancer survivors (83% curvivors; 17% metavivors) completed optional online surveys of resiliency (CES) and distress (PHQ-8, GAD-7, PSWQ-3) pre- and post- participation in an established clinical program. Mixed effect regression models explored curvivor-metavivor differences at baseline and in pre-post change. Compared to curvivors, metavivors began the program with significantly more resilient health behaviors (B = 0.99, 95% CI[0.12, 1.86], p = .03) and less depression (B = -2.42, 95%CI[-4.73, -0.12], p = .04), with no other significant differences. Curvivors experienced significantly greater reductions in depression (curvivor-metavivor difference in strength of change = 2.12, 95% CI [0.39, 3.83], p = .02) over the course of the program, with no other significant differences. Neither virtual delivery modality nor proportion of sessions attended significantly moderated strength of resiliency or distress change. Metavivors entering this mind-body program had relatively higher well-being than did curvivors, and both groups experienced statistically comparable change in all domains other than depression. Resiliency programming may thus benefit a variety of cancer survivors, including those living with incurable cancer.

Community pharmacist encounters with patients displaying suicide warning signs: a cross-sectional survey

BackgroundMental health is a prominent public health issue exacerbated by the coronavirus disease 2019 pandemic. Community pharmacists are positioned to contribute. ObjectivesThis study aimed to describe Iowa community pharmacists’ encounters, confidence, behaviors, and training needs related to patients with suicide warning signs and explore relationships between demographics and previous training with encounter frequency, confidence, and behaviors. MethodsA cross-sectional survey was mailed to a sample of community pharmacists in Iowa. Three contacts were made between May and June 2022 including a prenotification letter, survey with a paid return envelope, and reminder postcard, each with a QR code for optional online completion. The survey included demographics, suicide warning sign encounter types, confidence, suicide prevention behaviors, and suicide prevention training history and needs. Analysis of variance and t tests compared differences between demographics and previous training with encounter frequency, confidence, and behaviors. ResultsThe response rate was 18.3% with 161 survey completions. Pharmacists reported encounters with patients who appeared distressed (96.3%), made concerning statements related to suicide (23.8%), and disclosed suicidal thoughts (8.8%). A minority of pharmacists had asked patients about suicide (21.1%) or referred them to crisis resources in the past year (17.4%). A third had previous suicide prevention training (37.9%), which was associated with higher levels of confidence (P < 0.001) and intervention behaviors (P < 0.05). Respondents expressed interest in training, particularly on intervention and referral. ConclusionsThis sample of community pharmacists encountered patients with suicide warning signs. Providing more pharmacists with training and support in understanding local mental health resources and referrals may increase their confidence and engagement in suicide prevention.

Female sexual medicine: an assessment of medical school curricula in a major United States city.

Although approximately 41% of women experience sexual dysfunction, limited education on female sexual medicine (FSM) in medical school results in underpreparedness among physicians when addressing these bothersome conditions. This study aims to evaluate the extent to which FSM is represented in medical education by examining current preclinical and clinical curricula. Preclinical curriculum materials on female sexual anatomy, physiology, and pathology, as well as obstetrics and gynecology clinical materials (syllabi, lecture materials, and supplemental resources), were collected from medical schools in the Chicago area. We utilized previous literature to identify specific components of medical school content to evaluate. Upon reviewing each institution's curricula, we evaluated materials for topic saturation and assessed goals of each syllabus in terms of required content. Curriculum materials were collected from 7 medical schools. In the preclinical assessment, 1 institution identified all anatomic components of the clitoris in our review, 4 discussed the physiology of the female orgasm, 3 highlighted the prevalence and epidemiology of female sexual dysfunction (FSD), 3 addressed treatments for FSD, and 1 instructed a genitourinary physical exam specific to assessing FSD. When assessing obstetrics and gynecology clinical materials, 5 institutions included topics related to FSM. Of these, only 1 institution had corresponding required synchronous clerkship time dedicated to these topics as a 1-hour lecture, in addition to an optional online training to third-year clinical students in comprehensive sexual history-taking practices, including screening for FSD. One other institution offered supplemental case-based gynecology modules including vulvovaginal diseases and chronic pelvic pain, though sexual pleasure, arousal, and libido were not included. The results of this study highlight the need for the inclusion of standardized curricula related to FSM in medical education to equip future physicians to treat patients with sexual dysfunction. The strengths of this study include that it is the first of its kind to complete a comprehensive review of FSM curricula at a cohort of undergraduate medical institutions. Its limitations include a small sample size of 7 medical schools limited to 1 geographical area. Our focused needs assessment of medical schools in the Chicago area reveals inconsistencies in outlined institution-specific course goals related to FSM and thus highlights the need for restructuring the curricula to prepare future physicians to recognize and treat patients with sexual dysfunction.

Examining self-regulated learning as a significant mediator among social presence, cognitive presence, and learning satisfaction in an asynchronous online course: A partial least squares structural equation modeling approach

Using a 33-item 5-point Likert scale and partial least squares structural equation modeling approach, this study examined the role of 347 Chinese college first-year students’ self-regulated learning as a mediator among social and cognitive presences and their learning satisfaction in an asynchronous online course during the COVID-19 pandemic. Specifically, it examined the extent to which their self-regulated learning and cognitive presence mediated the influence of social presence on their learning satisfaction. The results indicated that participants’ self-regulated learning had a significant positive effect on their learning satisfaction. It also had a significant mediation effect between social presence and their learning satisfaction, as well as between social and cognitive presences. Furthermore, social presence played a significant role in participants’ self-regulated learning and their learning satisfaction through the mediation of their self-regulated learning and cognitive presence. Implications for designing asynchronous online courses are discussed. Implications for practice or policy Course designers should consider how to leverage and increase students’ social presence in the asynchronous online learning environment. Course designers should make it a priority to clarify learning goals, inform learning activity time, provide prompt feedback, design appropriate autonomous tasks, arrange appropriate social learning activities, and specify optional online learning paths. Course designers should foster learners’ self-regulated learning, help them build online confidence, manage their time well, and overcome difficulty in completing the online learning tasks.

(061) The State of Female Sexual Medicine in a Major US City: A Comprehensive Evaluation of Mmedical Education in Chicagoland

Abstract Introduction Sexual health is a critical aspect of overall health and well-being. While research shows that roughly one-third of patients in the United States (US) have sexual dysfunction, only half of US medical schools require formal sexual health instruction. With limited standardization, medical students and trainees have little to no training in how to approach a patient with sexual health concerns. This results in under-preparedness among physicians in addressing essential issues related to female sexual medicine (FSM). Therefore, we identified the need to determine which components of FSM are included in medical education. Objective This study examines current preclinical and clinical curricula from medical institutions in the Chicagoland area to evaluate the extent to which FSM is being included in medical education in this major US city. Methods Preclinical curriculum materials on female sexual anatomy, physiology, and pathology, as well as Obstetrics and Gynecology (OBGYN) clinical materials (i.e., syllabi, synchronous lecture materials, and supplemental resources) were collected from all seven medical schools, including six allopathic and one osteopathic institution, in the Chicagoland area. To standardize our needs assessment, we utilized previous literature to identify specific components of medical school content to evaluate. Upon reviewing each institution's educational materials, we assessed goals of each syllabus in terms of required content and evaluated materials for topic saturation. Results Curriculum materials were collected from seven (n=7) medical schools. In the preclinical assessment, 4/7 discussed clitoral anatomy, with 1/7 mentioning the corona, 2/7 mentioning the clitoral hood, and 4/7 mentioning the corpus spongiosum. In addition, 4/7 discussed the physiology of the female orgasm, 3/7 highlighted the prevalence and epidemiology of female sexual dysfunction (FSD), 3/7 included information on treatment for FSD, and 1/7 taught a genitourinary physical exam specific to assessing FSD. When assessing clinical materials, 5/7 institutions dedicate 6 weeks to the core OBGYN clerkship. When comparing the aims specified in the clerkship syllabi, 5/7 institutions included topics related to FSM. Of these, only one institution had corresponding required synchronous clerkship time dedicated to these topics as a one-hour long lecture. One other program offered supplemental case-based gynecology modules including topics such as vulvar and vaginal diseases and chronic pelvic pain, though sexual pleasure, arousal, and libido were not discussed. Furthermore, only one program offered training to third-year clinical students in comprehensive sexual history taking practices, including screening for female sexual dysfunction. The format for this was an optional online module for students to complete independently. Conclusions Our focused needs assessment of both allopathic and osteopathic medical schools in the Chicagoland area reveals inconsistencies in outlined institution-specific course goals and thus highlights the need for restructuring the medical school curricula to include topics related to FSM. Future directions of this work will include proposing curricular recommendations to these institutions with the goal of standardizing and enhancing medical student exposure to FSM topics. FSM is a critical domain that requires consistent representation in medical education to equip physicians to recognize and treat patients with sexual dysfunction. Disclosure No

What is Included in the Concept of Online Arbitration in China?

The article provides an overview of new forms of dispute resolution – online arbitration on the example of China. Chinese scientists divide online arbitration into two categories: mandatory online arbitration and optional online arbitration. It is proved that optional online arbitration in China, which is currently conducted by private e-commerce platforms (“Taobao ODR”, “Tmall ODR”, “Jingdong ODR”, “Gome ODR”, etc.) and providing crowdsourcing dispute resolution services, can be considered as a fullfledged online arbitration. The only difference between mandatory and optional online arbitration is that the decisions of the latter cannot be enforced through a state court. But e-commerce platforms in China have effective incentives to force the losing party to enforce the arbitration award.

Usage Intensity of a Relapse Prevention Program and Its Relation to Symptom Severity in Remitted Patients With Anxiety and Depression: Pre-Post Study.

BackgroundGiven that relapse is common in patients in remission from anxiety and depressive disorders, relapse prevention is needed in the maintenance phase. Although existing psychological relapse prevention interventions have proven to be effective, they are not explicitly based on patients’ preferences. Hence, we developed a blended relapse prevention program based on patients’ preferences, which was delivered in primary care practices by mental health professionals (MHPs). This program comprises contact with MHPs, completion of core and optional online modules (including a relapse prevention plan), and keeping a mood and anxiety diary in which patients can monitor their symptoms.ObjectiveThe aims of this study were to provide insight into (1) usage intensity of the program (over time), (2) the course of symptoms during the 9 months of the study, and (3) the association between usage intensity and the course of symptoms.MethodsThe Guided E-healTh for RElapse prevention in Anxiety and Depression (GET READY) program was guided by 54 MHPs working in primary care practices. Patients in remission from anxiety and depressive disorders were included. Demographic and clinical characteristics, including anxiety and depressive symptoms, were collected via questionnaires at baseline and after 3, 6, and 9 months. Log data were collected to assess the usage intensity of the program.ResultsA total of 113 patients participated in the study. Twenty-seven patients (23.9%) met the criteria for the minimal usage intensity measure. The core modules were used by ≥70% of the patients, while the optional modules were used by <40% of the patients. Usage decreased quickly over time. Anxiety and depressive symptoms remained stable across the total sample; a minority of 15% (12/79) of patients experienced a relapse in their anxiety symptoms, while 10% (8/79) experienced a relapse in their depressive symptoms. Generalized estimating equations analysis indicated a significant association between more frequent face-to-face contact with the MHPs and an increase in both anxiety symptoms (β=.84, 95% CI .39-1.29) and depressive symptoms (β=1.12, 95% CI 0.45-1.79). Diary entries and the number of completed modules were not significantly associated with the course of symptoms.ConclusionsAlthough the core modules of the GET READY program were used by most of the patients and all patients saw an MHP at least once, usage decreased quickly over time. Most patients remained stable while participating in the study. The significant association between the frequency of contact and the course of symptoms most likely indicates that those who received more support had more symptoms, and thus, it is questionable whether the support offered by the program was sufficient to prevent these patients from relapsing.International Registered Report Identifier (IRRID)RR2-10.1186/s12888-019-2034-6

Listening to The Student Voice in Online Masters Community and Resource Development

Expectations of online masters students commencing their studies has been under-researched, as have the challenges of transition from undergraduates learning on-campus to postgraduate online students. The study described here investigates student expectations of this transition, development of resources for academic skills teaching, and student evaluation of interventions supporting them to join the academic community as masters. The methods were a series of action research cycles with a total of 38 students participating from 5 annual cohorts of Master of Research students, with the taught component entirely online. A student cohort (12 students) surveyed for initial course evaluation led to resources being developed for the course induction. Group interviews with the following cohorts evaluated new resource development after each course iteration, leading to further online seminars and skills resources development. In addition, further synchronous and non-synchronous activities with teacher presence were employed to improve student enculturation in the academic community. Recorded online interviews in virtual classrooms preceded transcription and thematic analysis, showing that student expectations of masters study and the skills required to join the academic community in all cohorts needed management. Students expected a continuation of undergraduate studies, &amp;lsquo;but harder&amp;rsquo;. Development of an optional online academic skills course, allied to student activities embedded in specialist content with increased teacher and social presence, was praised by the last student cohort interviewed. The online skills course is available to other online courses within this Graduate School. This model may be transferable to other institutions, particularly in light of increased online Covid-19 teaching.

Orthopaedic Residency Applicants' Perspective on Program-Based Social Media.

Background:Social media and online resources have been used in graduate medical education for years. In addition to an official residency program website, many orthopaedic surgery programs have an established social media presence to interact, educate, and engage with prospective applicants. The role of social media in orthopaedic surgery has significantly expanded in recent years. Despite its increasing use, the specific impact of social media on orthopaedic surgery residency applicants remains unknown.Methods:Applicants to the home institution's orthopaedic surgery residency program were sent an optional online survey during the 2020 to 2021 application cycle. No incentive was provided in exchange for participation.Results:Of 812 orthopaedic surgery applicants, 650 (80%) completed the survey. Program-based social media is widely accessed by applicants. Instagram is used by most applicants (61.9%), and nearly a third (28.7%) rely on it as their main resource when researching prospective residency programs. The majority (66.9%) agreed that social media can be successfully used to inform and interact with applicants. Most of the applicants (60.6%) also reported that social media had a positive impact on their perception of the associated program. Only 5.7% of respondents indicated that social media had a negative influence. The most effective uses of social media seem to be in allowing a program to display its culture and transparency.Conclusion:Social media plays a substantial role in the orthopaedic surgery residency application process, and its use continues to grow. Programs can use it to effectively engage with and inform prospective applicants. The impact of social media is positive on most of the applicants. Instagram is the preferred social media platform used by applicants, and nearly one-third rely on it as their main resource when researching programs. Investing time and resources into a social media presence seems to be a worthwhile pursuit for orthopaedic surgery programs as an important piece to a well-rounded recruitment effort of modern orthopaedic surgery applicants.

Internet-delivered guided self-help acceptance and commitment therapy for family carers of people with dementia (iACT4CARERS): a feasibility study

Objectives The feasibility of research into internet-delivered guided self-help Acceptance and Commitment Therapy (ACT) for family carers of people with dementia is not known. This study assessed this in an uncontrolled feasibility study. Method Family carers of people with dementia with mild to moderate anxiety or depression were recruited from primary and secondary healthcare services in the UK. Participants were offered eight, guided, self-help online ACT sessions adapted for the needs of family carers of people with dementia with optional online peer support groups. Pre-defined primary indicators of success included recruitment of 30 eligible carers over 6 months and ≥70% completing at least two online sessions. Results Thirty-three participants (110% of the target sample) were recruited over 6 months and 30 participants (91%) completed two or more sessions, and thus both indicators of success were met. Further, 70% of participants completed seven or all eight sessions, and 27% of participants were lost to follow-up, but none of the reasons for early withdrawal were related to the intervention. Conclusion This study supports the feasibility, including recruitment and treatment completion. A full-scale trial to assess the clinical- and cost-effectiveness of the intervention including its long-term effects is warranted.

Development of a Virtual Summer Youth Program in Climate Change Resiliency

Climate change is a timely topic and offers an overarching theme that can include a variety of STEM disciplines and technologies. In response to the pandemic, we developed and implemented an online science-based summer youth program in Climate Change Resiliency (CCR) for 11th and 12th graders in July 2020. Two sessions differing in content level and delivery were offered. The first session (S1) provided students with an introduction to the issues and scientific fields related to CCR. The second session (S2) explored CCR issues in more depth and utilized specific case studies to deliver content. Optional online informational and social activities were also offered including: UF admissions and financial aid panels; UF student life panels, climate change organization panels, and virtual game nights and socials. Overall program satisfaction was positive, with 97 percent of S1 and 81 percent of S2 participants reporting they were somewhat or extremely satisfied with the CCR program. Approximately 83 and 85 percent of S1 and S2, respectively thought the program’s approach to teaching and learning was very or extremely effective. Future recommendations to improve the program include increasing synchronous face-to-face instruction time and participant-led learning opportunities.

Decentralizing PrEP delivery: Implementation and dissemination strategies to increase PrEP uptake among MSM in Toronto, Canada.

Pre-exposure prophylaxis (PrEP) is traditionally prescribed by HIV specialist physicians. Given finite specialist resources, there is a need to scale up PrEP delivery by decentralizing services via other healthcare professionals. We aimed to assess the feasibility of delivering PrEP to men who have sex with men (MSM) through primary care physicians and sexual health clinic nurses. We piloted a multi-component, implementation and dissemination research program to increase provision of PrEP through primary care physicians and sexual health clinic nurses in Toronto, Canada. Community-based organizations (CBOs) provided prospective participants with information cards that contained links to an online module on engaging providers in a conversation about PrEP. In our patient-initiated continuing medical education (PICME) strategy, participants saw their family doctors and gave them the card, which also contained a link to a Continuing Medical Education module. In the nurse-led strategy, participants visited one of two participating clinics to obtain PrEP. We administered an optional online questionnaire to patients and providers at baseline and six months. CBOs distributed 3043 cards. At least 339 men accessed the online module and 196 completed baseline questionnaires. Most (55%) intended to visit nurses while 21% intended to consult their physicians. Among 45 men completing follow-up questionnaires at 6 months, 31% reported bringing cards to their physicians and obtaining PrEP through them; sexual health clinics delivered PrEP to 244 patients. Participants who went through the PICME approach reported no changes in relationships with their providers. Nurses showed fidelity to PrEP prescribing guidelines. Nurse-led PrEP and patient-initiated continuing medical education (PICME) for primary care physicians are feasible strategies to increase PrEP uptake. Nurse-led PrEP delivery was preferred by most patients.

Exploration of the dietary habits, lifestyle patterns and barriers to healthy eating in UK post‐partum women

AbstractMaternal nutrition during the post‐partum period (PPP) is important for optimal health. The aim of this study was to explore dietary habits, lifestyle patterns and barriers to healthy eating in post‐partum women. An online survey exploring eating habits, weight status, sleep duration, breastfeeding, nutrition knowledge, physical activity, provision of advice and barriers to healthy eating was completed by 228 women (56.1% were 25–34 years, mean PPP of 5.73 ± 3.31 months). A sub‐sample of 34 women (50% were 35–44 years) completed an optional online multiple‐pass 24‐hour recall. At 6 months post‐partum (n = 60), 72.3% of participants weighed more than their pre‐pregnancy weight (mean 5.56 ± 4.61 kg). In addition, while 60.8% (n = 107) of women had a healthy body mass index (BMI) pre‐pregnancy, this dropped to 46.7% (n = 77) in the PPP. Only 2.2% of women were meeting current UK physical activity guidelines and 73.7% were not meeting the 5 A DAY fruit and vegetable recommendations. Consumption of high calorie snacks and meal skipping were significantly higher during the PPP compared to pre‐pregnancy (P &lt; 0.01). Meal skipping was significantly associated with poor nutrition knowledge (P &lt; 0.05). Women who were breastfeeding had significantly lower BMI than those who were bottle‐feeding after adjusting for age of baby, education, socio‐economic status and BMI pre‐pregnancy (P &lt; 0.05). Fatigue, lack of time and feeling stressed were the most common self‐reported barriers to healthy eating, and these were greater for women with low combined household income and those having ≥3 children (P &lt; 0.05). Dietary analysis showed that women were not meeting the national recommendations for energy, fibre, iron and vitamin D. Diet and lifestyle advice given to post‐partum women needs to be tailored to different sociodemographic characteristics, pre‐pregnancy health status and baseline nutrition knowledge, with a greater focus on those experiencing more barriers to healthy eating.

Association questions on knowledge retention

Association questions (AQs) are a novel form of multiple-choice questions (MCQs). To answer an AQ, learners must recall the concepts denoted by the given terms, affirm their connections, and then select the term with a denotation that is “less connected” with other concepts. This research hypothesizes that the use of AQ tests for reviewing course contents can significantly help learners to assimilate and/or accommodate what was covered in class and to store the resulting cognitive structures in long-term memory (LTM). To test this hypothesis, an educational experiment was conducted. The results showed that the use of optional online AQ tests for reviewing course contents helped with knowledge retention and was especially suitable for learners with medium levels of initial knowledge. AQs are easy to answer and grade. Therefore, it should be worthwhile to use AQ tests for formative assessment whenever AQs can be designed to help learners better understand course contents.