Participant Confidence Research Articles

Supporting and Establishing Gender and Sexuality Alliances in Chicago Public Schools.

School nurses are uniquely positioned to support lesbian, gay, bisexual, transgender, and questioning/queer (LGBTQ) students. One approach is involvement in Gender and Sexuality Alliances (GSAs). GSAs have been found to improve outcomes for LGBTQ students. The purposes of this quality improvement project were to build infrastructure for GSAs by implementing a GSA Support Plan including a digital resource binder, GSA advisor trainings, and establishment of an Advisor Leadership Committee and increase the number of schools with a GSA. The binder was distributed electronically to 95 advisors. Forty-nine participants attending virtual trainings. A statistically significant increase in all measures of participant confidence occurred between the pre- and post-training surveys. The Advisor Leadership Committee was established. This paper adds to the literature by showing that support for GSAs is important to aiding LGBTQ students. Further, authors suggest ways in which school nurses can harness their expertise to be involved with GSAs.

Exploring the impact of attending an online CPPE return to prescribing (RTP) programme

Abstract Introduction Within the Interim NHS people plan, pharmacist prescribers are described as a central part of the multi professional team across primary care networks.1 Non-medical prescribers (NMP) constitute a small proportion of the pharmacy workforce and a proportion of NMPs do not use their qualification.2 CPPE has designed a series of three online workshops to support return to prescribing by improving NMP’s knowledge of law and ethics, improve confidence and discuss barriers and solutions with peers in a safe supportive environment. We routinely evaluate all of our programmes and used this data to inform this study. Aim To explore the learner’s feedback following attendance at the online CPPE RTP series of workshops by asking for their views on: the impact of the course on their knowledge of the topic, how exploring the barriers and solutions influenced their prescribing practice and the usefulness of the programme and resources. Methods Between March 2020 and July 2022, 119 people attended the CPPE RTP online workshops. Using online post workshop evaluation surveys sent to all attendees, participants were asked to share feedback on their experience of the programme via a course specific survey adapted from the CPPE standard post workshop evaluation. In July 2022 there were 59 responses. The data was analysed using thematic analysis3 to highlight common themes from the free text survey comments. This evaluation considered the intentions of learners at the sessions, follow up surveys would permit the exploration of the impact on sustained practice change. Ethical approval was not required as this was a course evaluation Results 98% of participants felt that the workshops increased their knowledge of the topic and 97% of participants felt the workshops were thought provoking. Barriers to prescribing were identified included: no defined role (26%), no support (32%), no personal confidence (26%), lack of understanding of prescribing role from GP colleagues (10%), prescribing not in job description, therefore not covered by indemnity (6%). After attending the RTP workshops 70% of pharmacists were using their prescribing qualification and 40% were prescribing more often. The programme evaluation showed 56% of participants felt that sharing and listening to others experiences gave them confidence and support to consider starting to prescribe, 21% of participants found the knowledge and enthusiasm of the CPPE tutors supportive and 16% found discussion of the case studies to be useful. 7% of participants found sign posting to resources helpful. Discussion/Conclusion This evaluation demonstrated that the RTP programme helped pharmacists to identify barriers to prescribing and facilitated peer discussion of solutions and of sharing best practice. The course was shown to increase the confidence of participants and facilitate their journey to start prescribing again. Increasing the number of pharmacist prescribers using their qualification has a positive impact on patient care.1 Our research shows that participating in the CPPE return to prescribing workshop series enables pharmacists to return to or start prescribing in practice.

Impact and evaluation of an online culinary nutrition course for health, education and industry professionals to promote vegetable knowledge and consumption.

Poor diet, including inadequate vegetable intake, is a leading risk factor for noncommunicable disease. Culinary and nutrition education provided to trainee and practising health and education professionals is an emerging strategy to promote improved dietary intake, including vegetable consumption. We evaluated the impact and feasibility of an online culinary medicine and nutrition (CM/CN) short course for health, education and vegetable industry professionals. The course aimed to improve participants' skills and confidence to prepare vegetables, knowledge of evidence-based nutrition information and recommendations for improving vegetable consumption and diet quality. A pre-post study consisting of two separate groups participating in two course rounds recruited practising professionals (n = 30) working in health; community, adult and/or culinary education; and the vegetable industry. Evaluation assessed diet quality, vegetable consumption barriers, cooking and food skill confidence, nutrition knowledge and process measures. Seventeen participants (68%) completed the programme. Pre- to postintervention statistically significant increases in vegetables (M 1.3, SD 2.2), fruit (M 1.6, SD 3.1), and breads and cereal (M 1.1, SD 1.7) intakes were observed. Statistically significant increases and large effect sizes for mean food skill confidence scores (M 8.9, SD 15.4, Cohen's d 0.56) and nutrition knowledge scores (M 6.2, SD 15.4, Cohen's d 0.83) were also observed pre- to postintervention. The short online course was feasible and improved diet quality, food skill confidence and nutrition knowledge. Online CM/CN education for practising professionals represents a promising area of research. Future research involving a larger study sample and a more rigorous study design such as a randomised control trial is warranted.

Why does the confidence in companies, but not the confidence in the government, affect the demand for regulation differently across countries?

In an attempt to contribute to the literature on how and why confidence in market participants and in the government shape the demand for market regulation, this paper contrasts two interpretations. The interpretation implicit in the empirical literature supposes that people trade off market failures for government failures. The paper argues that implicit in the broader public choice literature there is an alternative that emphasizes the nirvana fallacy and leads to the conclusion that people’s views on markets and government in general is a determinant of the effect of trust on the demand for regulation. The paper applies a meta-regression analysis to examine the results of country-level regressions with different survey waves of the Integrated Values Surveys. It shows that the effect of the two kinds of trust are asymmetric and that the negative effect of the confidence in companies on the demand for government regulation is larger in countries that score higher on individualism.

Mental health training programs for community pharmacists, pharmacy staff and students: A systematic review.

Primary care is often the first point of contact for people living with mental disorders. Community pharmacists, pharmacy staff and students are increasingly being trained to deliver mental health care. However, there is still a gap in the literature exploring the characteristics of all available mental health training programs and their components and their influence on pharmacists, pharmacy staff and students' outcomes. To summarize the evidence evaluating mental health training programs completed by community pharmacists, pharmacy staff and students. More specifically, to explore the components of mental health training programs and identify those that facilitate significant improvements in outcomes. A systematic review was conducted following the Cochrane handbook and reported according to PRISMA guidelines. A search for published literature was conducted in three databases (PubMed, Scopus, and Web of Science) in July 2021. Eligible studies were included if they described and evaluated the impact of mental health training programs delivered to community pharmacists, pharmacy staff and pharmacy students regardless of design or comparator. The methodological quality of included studies was appraised using both the NIH quality assessment, to evaluate studies with an uncontrolled pre-post design, and the Cochrane EPOC risk of bias assessment, to evaluate studies with a controlled (randomized and non-randomized) study design. Thirty-three studies were included. Most of the identified mental health training programs contained knowledge-based components and active learning activities. Changes in participants' attitudes, stigma, knowledge, confidence and skills were frequently assessed. An extensive range of self-assessment and observational instruments used to evaluate the impact of the training programs were identified. Positive improvements in participants' attitudes, knowledge and stigma were frequently identified following participation in training programs. This systematic review highlights the importance of mental health training programs in increasing pharmacists', pharmacy staff and pharmacy students' skills and confidence to deliver mental health care in community pharmacy. Future research should build upon this basis and further focus on finding the most efficient measures to evaluate these training programs and assess their long-term effectiveness, allowing comparison between programs.

Teaching endoscopic management of gastrointestinal hemorrhage using a modular simulation curriculum

BackgroundAs flexible endoscopy is increasingly adopted as a minimally invasive approach to surgical challenges, an efficient curriculum is needed to train surgeons in therapeutic endoscopy. We developed a simulation-based approach to teaching endoscopic management of gastrointestinal hemorrhage as part of a modular curriculum, complete with task performance pre- and post-testing. MethodsTwo sessions of our advanced flexible endoscopy course were taught using ex vivo porcine models to simulate active gastrointestinal hemorrhage and allow for training in hands-on endoscopic management. The module is composed of hands-on pretesting, didactics, mentored practice sessions, and postcourse assessments. Pre- and postcourse tests and surveys evaluated knowledge, confidence, and performance of participants and results were analyzed using the paired t test. ResultsSixteen practicing surgeons participated in the course. After course completion, overall knowledge-based assessments improved from 3.4 (±1.9) to 5.8 (±2.0) (P < .001). Although participants with glove sizes >7.0 and ≥2 years in practice had higher pretest evaluator scores (P = .045 and P = .020), all participants demonstrated overall improvement in endoscopic management of hemorrhage, with postcourse evaluator score increases from 20.9 (±1.6) to 23.6 (±2.0) (P = .001) and specific improvements in identification of target bleeding (P = .015), endoscopic clip setup (P < .001), and clip deployment (P = .002). Surveys also found increased confidence in competency after curriculum completion, 11.6 (±3.4)–23.0 (±5.5) (P < .001). ConclusionOur simulation-based approach to teaching the endoscopic management of gastrointestinal bleeding emphasizes hands-on pretesting and provides an effective training model to improve the knowledge, confidence, and technical performance of practicing surgeons.

The impact of a targeted education package on the knowledge, attitudes, and utilisation of patient reported outcome measures amongst chiropractors in Australia

BackgroundPatient Reported Outcome Measures (PROMs) have been shown to be valid and reliable indicators of health status and treatment outcomes, however, the current knowledge, understanding, and utilisation of PROMs within the Australian Chiropractic profession is limited. This study used the New World Kirkpatrick Model (NWKM) to evaluate whether an online PROM education package could improve knowledge, confidence, attitude, and utilisation of PROMs by chiropractors in Australia.MethodsA longitudinal cohort interventional study of chiropractors in Australia. The recruitment phase and data collection period occurred from November 2020 – May 2021. Participants completed three online surveys two weeks before, four weeks after, and 12 weeks after receiving an online education package that included ten evidence-based region-specific modules on PROMs. Survey questions were grouped into five subthemes for analysis according to the NWKM levels: (1) Reaction; (2) Learning - knowledge; (3) Learning – confidence; (4) Behaviour – attitude; (5) and Behaviour - utilisation).ResultsOf the 116 participants that enrolled in the study, 43 completed all three survey and were included in the analysis. There was very positive reaction to the education package with mean response scores (1–5 Likert scale) for the reaction questions ranging from 3.75 to 4.43. There was a small, but significant, increase in knowledge (out of 32) at four weeks (24.3 ± 6.1) and 12 weeks after receiving the education package (27.2 ± 5.5), compared to baseline (27.4 ± 5.1). There was no effect of the intervention on clinician confidence or attitude towards PROMs. Utilisation of function- and pain-related PROMs did not change after the intervention. There was a small and significant (p < 0.05) increase in utilisation of health-related PROMs 12 weeks after the intervention.ConclusionDespite modest improvements in knowledge, which were retained 12 weeks after the educational package was provided, there was no evidence that participant confidence, attitude, or utilisation of PROMs changed because of the intervention. While the respondents’ have positive attitudes and beliefs regarding PROMs use, further education surrounding the clinical translation process into clinical practice is required. Caution is advised when interpreting these findings due to the low participant response and completion rate with the potential for selection bias and the inability to generalise the results.

Survey upon the Reasons of COVID-19 Vaccination Acceptance in Romania.

Aim: The present study aims to observe the reasons for which the participants have chosen to uptake one of the COVID-19 vaccines approved in Romania. Thus, it will help us to determine whether the reasons are medical in nature, with the respondents’ scope to stay healthy, or if there are other motivations. High rates of vaccine acceptance are essential in the struggle against the COVID-19 pandemic, and trust indicators in other inoculations may be vital for the good management of the vaccination campaign. Methods: The research consisted in applying an online questionnaire in the period January–March 2022 during the fifth wave of COVID-19. The individuals in the target group had to comply with three conditions: they should be inoculated, at least 18 years of age and Romanian residents. The questionnaire was administered to 2297 people and structured to obtain socio-demographic data, determine confidence in mandatory and optional vaccines (rotavirus, hepatitis A, meningococcal vaccine, etc.) and extract the reasons why respondents chose to be vaccinated. Results: The data extracted from the questionnaire reveal a high rate of confidence of participants in the vaccines included in the national vaccination scheme (98.6%) and in the optional vaccines other than anti-COVID-19 (97.2%). Of the respondents, 23.4% had at least one positive test for COVID-19. Although the entire sample is vaccinated against the SARS-CoV-2 virus, the reasons behind the decision to vaccinate are not only medical in nature, thus, 18.3% were motivated by “protecting their own health/protection against the virus”, 17% due to “fear of the disease”, 8.8% for getting back to normal life and ending the pandemic and 8.5% due to government restrictions/vaccination certificate. Conclusions: In our study, we were able to validate the research hypothesis that the reasons for vaccine acceptance are multiple and not only medical (health protection, existing co-morbidities, etc.) and to show that although vaccination has been accepted, some participants believe in conspiracy theories, including those that try to convince people of the harmfulness of the vaccine. In addition, by applying Pearson, Kendall and Spearman correlation tests, we observed that indicators showing high confidence in optional vaccines relate strongly with the decision to vaccinate against COVID-19.

A pre-post study investigating the effectiveness of functional neurological disorder (FND) training to increase healthcare staff’s knowledge, and confidence in FND management

Educational interventions aimed at improving healthcare professionals’ (HCPs) knowledge and confidence in managing complex conditions are widely recommended. However, there is limited evidence regarding the impacts of such interventions on HCP confidence and knowledge in relation to the management of Functional Neurological Disorder (FND). This investigation aimed to ascertain whether a two-hour FND training session, delivered online in group format, improved HCP confidence and knowledge in FND management, using a pre-post repeated measures design. Responses from 25 HCPs from community-based rehabilitation services at Whittington Health NHS Trust were included in the analysis. The findings indicated significant improvements in participant confidence and knowledge scores following training, suggesting the potential value of accessible low-cost training within the NHS. Future studies could adopt a randomised controlled trial design to reliably determine the effectiveness of delivering the training.

Creation of a novel course for the advanced emergency medicine ultrasound focused practice designation examination.

The American Board of Emergency Medicine recently established a new certification pathway in advanced emergency medicine ultrasound (AEMUS). Eligible applicants come from a wide range of experience but must pass the same examination to become certified. This study sought to evaluate a novel review course targeting a wide range of learners for a new examination. This was a cross-sectional study evaluating the outcomes of the American College of Emergency Physicians (ACEP) AEMUS review course. The program evaluation survey was designed to collect outcomes across multiple Kirkpatrick levels, including overall satisfaction, topic-specific satisfaction, topic-specific coverage, topic-specific confidence before and after the course, topic-specific perceived knowledge before and after the course, and changes in practice. Seventy-four of 79 participants (93.7%) completed the survey. Mean course satisfaction was 4.59/5.00 (95% CI 4.47-4.72). Confidence to pass examination components increased for the following topics: administration, advanced left ventricle (LV), education, head and neck, hepatobiliary, male genitourinary, musculoskeletal, nonobstetric gynecology, pediatrics, physics, procedures, research, right ventricle, and venous/arterial. Perceived knowledge increased for the following topics: administration, advanced LV, education, head and neck, male genitourinary, musculoskeletal, pediatrics, physics, procedures, renal/bladder, research, right ventricle, and venous/arterial. Fifty-three of 74 participants (71.6%) stated they would change their practice based on the course. Examples of changes in practice include increased use of ultrasound for advanced abdominal, musculoskeletal, pediatric, and procedural applications. Future work will determine the impact on longer-term outcomes and focused practice designation (FPD) examination pass rates. The ACEP AEMUS FPD review course demonstrated high levels of satisfaction, increased participant confidence, increased perceived knowledge, and several self-reported changes in participants' ultrasound practice.

Impact of an in-person small group surgical skills course for preclinical medical students in an era of increased e-learning

ObjectiveThe COVID-19 pandemic led to a dramatic decrease in face-to-face teaching. This can particularly impact medical students' skills development. This prompted development of an in-person surgical skills course as guided by the General Medical Council "Outcomes for Graduates" facilitated by tutors with surgical experience. This study aimed to primarily assess participant confidence in surgical skills following the course. DesignThis was an interventional study assessing both qualitative and quantitative data collected prior to, during, and post course completion. Data were collected from students via online forms, which included a mixture of "Yes/No" responses, self-assessed confidence levels via Likert scales, and free type questions. SettingThe study assessed feedback for a 5-session surgical skills course delivered at the authors' institution. This is a newly designed course using low-cost materials which was free for all attendees. ParticipantsParticipants were all in the first or second year of medical school. There was capacity for 60 students, and all attendees provided informed consent to participate. ResultsA total of 446 students applied for the course with 58 participants in the final study, 31% of whom had prior surgical skills experience. There was a statistically significant increase in student confidence levels following the course for all taught surgical skills (P = .0001). Participants were also more confident that they possessed the skills required for clinical placements (P = .0001) and to work as a junior doctor (P = .01). Thematic qualitative analysis revealed a reliance on third parties for previous surgical experience; this course improved knowledge and skills for future practice. Limitations included session duration and equipment choice. ConclusionThis study demonstrates high demand and student satisfaction from this course, offering a potential framework to improve undergraduate surgical skills teaching. The results presented here have the potential to inform wider curricula development across medical schools in the future. CompetenciesMedical knowledge; practice-based learning and Improvement.

Which smokers enroll in a hospital based smoking cessation trial? Survey of smoking related behaviors, quit attempts, and motivation to quit.

Understanding smoking behaviors in hospital patients who smoke may improve inpatient cessation treatments. This study aimed to describe smoking-related behaviors, past-quit attempts, and self-reported difficulties experienced in quitting among those who enrolled in a smoking cessation trial of varenicline. Baseline data were obtained from adult hospitalized smokers (average ≥ 10 cigarettes/day in 4-weeks prior to hospitalization) who enrolled in a randomized, placebo-controlled trial of varenicline ± nicotine lozenges at five Australian public hospitals. A logistic regression model tested the association between participant characteristics and quitting in the previous 12 months. Participants' (n=320; 57% male, 52.5 ± 12.1 years old) motivation and confidence in quitting were high. A total of 120 participants (37.5%) had attempted quitting in the previous 12-months. Prior hospitalization (P= .008) and employment status (P= .015) were significantly associated with past quit attempts. No statistically significant differences were noted in the reason for hospitalization or the level of nicotine dependence between participants who attempted quitting in the previous 12 months and their counterparts. Smoking cessation pharmacotherapy was used by 55% of those attempting to quit; nicotine replacement therapy (65.2%) and varenicline (16.7%) most common. Stress or anxiety, urges to smoke and a lack of motivation were the difficulties experienced in past quit attempts. Those who had a prior hospitalization and were unemployed had significantly greater odds of reporting past quit attempts. Further research is needed to investigate the degree of adherence among inpatient smokers with the smoke-free hospital policies and the frequency of NRT provision and uptake on admission.

Building Flavor and Confidence in the Kitchen: A Pilot Virtual Cooking Class on Healthy Snacking.

Cooking meals at home is associated with more healthful eating and even other healthy behaviors, such as increased physical activity, but for many there are numerous barriers to making this a reality. Healthy teaching kitchen interventions aim to help patients overcome these barriers. Our pilot program worked to address this issue by demonstrating the feasibility and acceptability of a virtual culinary medicine session designed for outpatient clinic patients. Participants were recruited from a single community primary care clinic for a virtual culinary medicine session. Of the 29 subjects who attended the class, 13 (45%) filled out the pre-course survey, and 8 (26%) filled out the post-course survey. Average participant confidence in preparing snacks at home from fresh ingredients increased from 3.62 to 4.38 out of 5 after attending this session, though the results were not statistically (OR .47; P = .172; 95% CI .16 to 1.3). Post-participation comments were overwhelmingly positive. This study showed that a virtual cooking class is feasible in a community clinic setting and is positively received. In addition, a culinary class teaching healthy cooking techniques paired with nutrition training may improve patient's confidence in the kitchen.

Evaluation of the impact of assistive artificial intelligence on ultrasound scanning for regional anaesthesia

BackgroundUltrasound-guided regional anaesthesia relies on the visualisation of key landmark, target, and safety structures on ultrasound. However, this can be challenging, particularly for inexperienced practitioners. Artificial intelligence (AI) is increasingly being applied to medical image interpretation, including ultrasound. In this exploratory study, we evaluated ultrasound scanning performance by non-experts in ultrasound-guided regional anaesthesia, with and without the use of an assistive AI device. MethodsTwenty-one anaesthetists, all non-experts in ultrasound-guided regional anaesthesia, underwent a standardised teaching session in ultrasound scanning for six peripheral nerve blocks. All then performed a scan for each block; half of the scans were performed with AI assistance and half without. Experts assessed acquisition of the correct block view and correct identification of sono-anatomical structures on each view. Participants reported scan confidence, experts provided a global rating score of scan performance, and scans were timed. ResultsExperts assessed 126 ultrasound scans. Participants acquired the correct block view in 56/62 (90.3%) scans with the device compared with 47/62 (75.1%) without (P=0.031, two data points lost). Correct identification of sono-anatomical structures on the view was 188/212 (88.8%) with the device compared with 161/208 (77.4%) without (P=0.002). There was no significant overall difference in participant confidence, expert global performance score, or scan time. ConclusionsUse of an assistive AI device was associated with improved ultrasound image acquisition and interpretation. Such technology holds potential to augment performance of ultrasound scanning for regional anaesthesia by non-experts, potentially expanding patient access to these techniques. Clinical trial registrationNCT05156099.

Participatory Art for Mental Health: A Therapeutic Empowerment

The background that drove the research is that the condition of people with mental illness (PMI) was usually unproductive and tended to be a burden on the family and was exacerbated by the high stigma against PMI in Indonesia. As a result, there were acts of deprivation, confinement, exclusion, and other forms of discrimination that suppress human values. PMI was limited in their living space and socially ostracized because they were accused of disturbing social stability. The purpose of creating art with PMI is the implementation of strengthening social capital through collaboration-based innovations of civil society, academics, and stakeholders that led to the empowerment of people with disabilities. The low productivity of PMI required creative intervention in art creation. Art activities could be encouraging because they felt valued, given productive and fun activities. Currently, art activities were still limited to relaxation and fun distribution. Therefore, this research was a co-creation effort that had an economic impact. The art creation method used was participatory, focusing on inculcating habits, customs, values, and norms without coercion. The participatory process emphasized one's participation in the process of creation. Researcher ensured that the art produced was worthy of being exhibited and had a selling value. This approach produced participatory work that raised the dignity of the participants. The participatory art approach could be considered successful based on the physical indicators of the creation of new art creation. Socio-psychological indicators were the formation of participation, confidence and self-esteem of participants, and the rise of social energy that fostered new enthusiasm for socio-economic improvement. Keywords : participation, PMI, empowerment, art creation DOI: 10.7176/RHSS/12-18-02 Publication date: September 30 th 2022

South Asian Youth as Vaccine Agents of Change (SAY-VAC): evaluation of a public health programme to mobilise and empower South Asian youth to foster COVID-19 vaccine-related evidence-based dialogue in the Greater Toronto and Hamilton Area, Canada

ObjectivesThere have been substantial amounts of misinformation surrounding the importance, safety and effectiveness of the COVID-19 vaccine. The impacts of this misinformation may be augmented as they circulate among ethnic...

Gastroesophageal Balloon Tamponade Simulation Training with 3D Printed Model Improves Knowledge, Skill, and Confidence.

Gastroesophageal balloon tamponade (BT) tube placement is a life-saving procedure for refractory bleeding from gastroesophageal varices performed by gastroenterologists, intensivists, internists, and emergency medicine physicians. Despite a recognized need for procedural training, no standard curriculum or assessment tools exist. Given the infrequent performance of this procedure, the development of a representative and accessible simulation model would permit hands-on training to practice and maintain proficiency with BT tube placement. To assess BT tube placement performance before and after a novel simulation-based learning module in gastroenterology fellows and faculty. A 16-item knowledge questionnaire and 22-item procedural skill checklist utilizing a novel 3D printed esophagus model were developed to assess participant knowledge, procedural skills, and confidence prior to our simulation-based intervention and again 8-12weeks after. Performance metrics were compared pre- and post-intervention within groups and between participant groups. Fifteen gastroenterology fellows (of 15 eligible; 100%) and 14 gastroenterology faculty (of 29 eligible; 48%) completed training. Fellows demonstrated improvement in knowledge (55% to 79%, p < 0.001) and procedural skill (35% to 57%, p < 0.001) following training. Baseline faculty performance did not differ from fellows' performance and post-intervention showed similar improvement in knowledge (61% to 77%, p = 0.001) and procedural skill (40% to 49%, p = 0.147). Overall satisfaction with training was high in both groups post-intervention and faculty felt more confident teaching fellows. The presented learning module offers a unique, low stakes opportunity for learners to improve skills, gain knowledge, and build confidence in placing BT tubes using a realistic simulation model.

740 Improving the Management of Epistaxis in Clinical Practice

Abstract Aim Improving the standard of epistaxis management in Ayrshire &amp; Arran. Method A survey was distributed to doctors assessing their familiarity with epistaxis assessment and management. Working with the ENT department, a teaching programme was then developed aimed at improving skill in nasal packing, cautery and first aid, based on local guidelines. After the first session, all participants filled in a post-education questionnaire and results collated. Results The survey collected information throughout Ayrshire &amp; Arran, from 21 doctors across 10 different specialities, ranging from Foundation, Clinical Fellows, and Core Trainee's. Using a rating of one to five, least confident to most confident respectively. 95% of participants chose between one and three when asked about independently managing epistaxis, which significantly reduced to 0%. 52% of participants chose ‘least confident’ with familiarity of nasal packing and nasal cauterisation, reducing to 0%. In addition, 40% of doctors were unfamiliar with options for packing, which increased to 100%. Conclusions Epistaxis is one of the most common acute ENT presentations. 86% of cases will be initially managed by junior doctors using first aid management, packing, or cauterisation. This is not taught as standard in undergraduate or postgraduate education. Currently, there are no nationally accepted guidelines for its management, regardless of its high presentation, readmission, and mortality rate. There is an observable gap in epistaxis education, crucial when considering majority of its’ management will be handled by junior doctors. We have seen an increase in participants confidence and familiarity of the condition which merits running this teaching programme.

Optimizing pediatric asthma education using virtual platforms during the COVID-19 pandemic

BackgroundWe compared patient and caregiver knowledge and confidence for managing asthma, and participant experiences when comprehensive asthma education was delivered in person versus in the virtual setting.MethodsWe performed a multi-methods study using structured surveys and qualitative interviews to solicit feedback from patients and caregivers following participation in a comprehensive asthma education session between April 2018 and October 2021. We compared participant knowledge and confidence for managing asthma as well as user experience when the education was attended in-person or virtually. Quantitative responses were summarized descriptively, and qualitative feedback was analyzed for major themes.ResultsOf 100 caregivers/patients who completed post education satisfaction surveys and interviews, 52 attended in person and 48 virtually, with the mean age of patients being 6.7 years (range: 1.2–17.0). Participant reported gains in knowledge and confidence for asthma management were not different between groups and 65.2% preferred attending virtual asthma education. The majority of participants described virtual education as a safer modality that was more convenient and accessible.ConclusionsWe demonstrated the successful implementation of a novel, virtual asthma education program for patients and caregivers of children with asthma. Both virtual and in-person delivered asthma education were equally effective for improving perceived knowledge and confidence for asthma self-management and virtual education was considered safer, more convenient and accessible. Virtual asthma education offers an attractive and effective option for improving the reach of quality asthma education programs and may allow more children/patients to benefit.

Is Online Video-Based Education an Effective Method to Teach Basic Surgical Skills to Students and Surgical Trainees? A Systematic Review and Meta-analysis

BackgroundOnline education has been increasingly utilized over the past decades. The COVID-19 pandemic accelerated the transition of conventional face-to-face curricula to online platforms, with limited evidence for its teaching efficacy. This systematic review aims to assess the effectiveness of online video-based education compared with standard conventional education in teaching basic surgical skills to surgical trainees and students undergoing medical training.MethodsWe performed a literature search in Embase, Medline, Cochrane CENTRAL and Scopus from inception until February 2022. Studies included were randomised controlled trials (RCTs) and observational studies. We included randomised controlled trials only for meta-analysis. The primary outcome was surgical skill proficiency. The secondary outcomes were participant perception, confidence and satisfaction. Two authors independently assessed the search results for eligibility, extracted the data and assessed the risk of bias using the Cochrane Risk of Bias tool 2. Where appropriate, we performed random effects meta-analyses of the pooled study data to calculate a standardized mean difference.ResultsA total of 11 studies met the inclusion criteria totaling 715 participants; 603 were included in qualitative analysis and 380 in meta-analysis. All included studies were assessed as having a low risk of bias. The majority of studies found no significant difference between conventional and video-based education in teaching basic surgical skills, three studies found video-based education was superior and one study found conventional education was superior. There was no statistically significant difference in skill proficiency between the two groups (standardized mean difference of -0.02 (95% CI: -0.34, 0.30); p=0.90). Video-based education results in an equivalent improvement in confidence and satisfaction rates. Additional benefits of video-based education include convenience, accessibility and efficiency.ConclusionsBasic surgical skills can be taught as effectively through online video-based education as conventional teaching methods. Online education should be utilized as an adjunct to medical curricula beyond the COVID-19 era.