Post-education Knowledge Research Articles

(077) WOMEN'S SEXUAL HEALTH: AN INTRODUCTION TO A BIOPSYCHOSOCIAL LECTURE FOR EARLY HEALTHCARE TRAINING

Abstract Introduction In 2009, The International Consultation in Sexual Medicine called for the implementation of a greatly expanded, national standard on sexual health education across the nation within medical schools (E Coleman et al. 2013). Yet, over half of medical students throughout the United States and Canada feel that their medical school education left them inadequately prepared to address their patients’ sexual health concerns (Shindel AW et al. 2010). A 2022 study illustrates that outside of basic female anatomy, over half of the Chicago area medical schools failed to address female sexual functioning in their curriculum (N Codispoti et al 2022). Furthermore, today's physicians share similar qualms, as they cite lack of education and training on sexual health as leading to barriers to care and a decrease in screening for sexual dysfunction (Parish SJ et al 2009). Our study delineates a proposed curriculum, analyzing for efficacy as well as the students perceived comfort with addressing this topic in clinic and their perspectives on its importance to their education. Objective Assess the need for curriculum supplementation based on student baseline knowledge and comfort with the topic of women's sexual health. Establish the supplemental curriculum, analyzing for efficacy of education and improved student comfort with addressed topics. Integration of supplemental curriculum into study location medical school curriculum and standardization to all area medical school curriculums. Methods This self controlled, cross-sectional, survey study investigates first year medical students' initial education level and perspectives on womens’ sexual function (WSF) and womens’ sexual dysfunction (WSD), and their post education knowledge level and perspective. The study team recruited 50 students for our study, approximately one third of the class. The study outcomes were assessed for the efficacy of each of the teaching materials through content based quiz questions, as well as the students perceived comfort with addressing this topic in clinic and their perspectives on its importance to their education as compared to the pre-education survey. Results The study resulted in statistically significant improvement from the pretest knowledge in subjects of postmenopausal atrophic vaginitis, perimenopausal risk factors and preventative care, and female HPG axis-based pubertal development. Notably within the demographic assessment, all medical specialties were selected as “of interest” by at least one participant. The participants also assessed that overall women’s sexual health should be taught in their preclinical curriculum and is valuable to their future career, despite the widely varied fields of medicine within interest. Conclusions With statistically significant improvement in knowledge of women’s sexual development and function through our proposed curriculum, we aim to advocate for implementation of a standardized preclinical women’s sexual health curriculum. Furthermore, our ongoing studies focus on the development of a curriculum directed at the pathology and treatments of female sexual dysfunction from a biopsychosocial perspective, resulting in a comprehensive curriculum. Disclosure No.

EDUKASI KESEHATAN GIGI DAN MULUT MELALUI PENGGUNAAN MEDIA ANIMASI PADA SISWA SD ISLAM NABILAH BATAM

The significance of providing oral health education to elementary school students is in its direct correlation to the overall health condition of the students. Physically and mentally fit students are a highly advantageous resource for the nation. Animation media possesses a significant impact on students' knowledge, making it highly ideal as an educational medium. The objective of this service is to enhance the students' understanding of oral hygiene at Nabilah Islamic Elementary School in Batam city, with a total of 64 pupils in the second grade. The utilization of animated media in education has been observed to significantly enhance students' knowledge. Evidently, the average pre-education knowledge is at 59, while the average post-education knowledge rises to 91.2. It is expected that schools and other educational advocates would cultivate this animation medium and explore further educational media that might enhance students' knowledge.

Effects of the care given to intensive care patients using an evidence model on the prevention of central line-associated bloodstream infections.

It is important to put evidence-based guidelines into practice in the prevention of central line-associated bloodstream infections in intensive care patients. In contrast to expensive and complex interventions, a care bundle that includes easy-to-implement and low-cost interventions improves clinical outcomes. The compliance of intensive care nurses with guidelines is of great importance in achieving these results. The Translating Evidence into Practice Model provides guidance in how to implement the necessary guidelines. This quasi-experimental study used a post-test control group design in nonequivalent groups and was conducted in the anesthesia intensive care unit of a tertiary-level training and research hospital. All patients who were hospitalized in the intensive care unit, who had a central line during the study, and who met the inclusion criteria were included in the sample. The care bundle comprised education, and protocols for hand hygiene and the aseptic technique, maximum sterile barrier precautions, central line insertion trolley, and management of nursing care. To analyze the data, the independent samples t-test, the Mann-Whitney U test, chi-square test, dependent samples t-test, rate ratio, and relative risk were used with 95% confidence intervals. The rate of central line-associated bloodstream infections was significantly lower in the intervention group (2.85/1000 central line days) than in the control group (3.35/1000 central line days) (P = 0.042). The number of accesses to the central line by the nurses decreased significantly in the intervention group compared to the control group (P < 0.001). The mean score for the nurses' evidence-based guideline post-education knowledge (70.80 ± 12.26) was significantly higher than that pre-education (48.20 ± 14.66) (P < 0.001). Compliance with the guideline recommendations in central line-related nursing interventions and in the central line insertion process was significantly better in the intervention group than in the control group in many interventions (P < 0.05). The mean score for the nurses' attitude towards evidence-based nursing increased significantly over time (59.87 ± 7.23 at the 0th month; 63.79 ± 7.24 at the 6th month) (P < 0.001). Nursing care given by implementing the central line care bundle with the Translating Evidence into Practice Model affected the measures. Thanks to the implementation of the care bundle, the rate of infections and the number of accesses to the central line decreased, while the critical care nurses' knowledge of evidence-based guidelines, compliance with the guideline recommendations in central line-related nursing interventions, and attitudes towards evidence-based nursing improved.

Evaluation of Group Genetic Counseling Sessions via a Metaverse-based Application.

Group genetic counseling has been implemented to meet growing demand. A metaverse platform, in which a society is built and activities are carried out in the virtual world, has not yet been implemented in group genetic counseling. We investigated whether a metaverse platform could be an alternative service-delivery model for group genetic counseling. Participants (N=131) were divided into three groups: patient (N=45), family (N= 43), and interested (N=43) groups. Participants entered the metaverse through a link sent to their mobile phones and attended a 20-min group genetic counseling session reviewing hereditary breast cancer, followed by a 10-min question-and-answer period. The overall median score of post-educational knowledge (9.0, range 8.0-10.0) significantly increased compared to that of pre-educational knowledge (6.0, range 3.0-8.0) (P<0.001). There was no significant difference in the pre- and post-educational knowledge scores among the three groups (P>0.05). Most participants (95%) responded that their understanding of hereditary breast cancer had increased after the group genetic counseling session and that their satisfaction was high. The main advantage noted with metaverse was no limit of space and location while attending the session (97%), and the main disadvantage was a possibility of missing content due to an unstable internet connection (67%). The metaverse platform would be acceptable as an alternative group genetic counseling service. More studies are needed to investigate how, for whom, and in what circumstances metaverse can be effectively utilized.

Enhancing Hepatitis A and B Vaccinations Through Electronic Clinical Decision Support Systems and Staff Education in a Correctional Facility.

Despite the prevalence and risks for hepatitis A virus (HAV) and hepatitis B virus (HBV) infection and the availability of safe and effective vaccines, HAV/HBV vaccinations are disproportionately low in jails. This quality improvement project evaluated the effectiveness of clinical decision support systems: electronic standing orders to nurses, clinical alerts to nurses and healthcare providers, and secondarily staff education in enhancing HAV and HBV vaccination and knowledge of hepatitis infection. We distributed a validated self-report hepatitis knowledge questionnaire (α = 0.7-0.8) before and after an educational presentation to nurses, nurse practitioners, and physicians ( N = 26) at a Northeastern state jail and then embedded electronic clinical alerts and standing orders in the electronic medical record. The questionnaire assessed pre- and posteducation knowledge scores. The number of vaccine status screenings and vaccinations was retrieved from the electronic medical record 3 months pre- and post-implementation. Descriptive statistics and the Wilcoxon signed-ranks test were used for data analysis. Twenty-one participants completed the pretest, 18 attended the educational intervention, and 15 completed the posttest. Vaccine status screening increased by 97.5%, and HAV and HBV vaccinations increased by 8.7%. Knowledge scores improved significantly post-intervention ( p = 0.04), with an effect size of r = 0.67). Using the Donabedian quality of care model, we showed that quality initiatives are feasible in a jail setting. Implementing a clinical decision support system and education improved the vaccination rate, which may decrease HAV/HBV incidence in the jail and prevent community spread.

Training assessment of clinical knowledge and skills in the use of negative pressure wound dressings in cardiac patients

Funding AcknowledgementsType of funding sources: None.ObjectiveAn assessment was conducted to analyse the level of improvement impact one can have on clinical knowledge and skills in the use of a novel negative pressure wound dressings in high-risk cardiac patients along with their years of experience following a training program conducted among our cardiac staff.MethodsIn a prospective study involving twenty cardiac nursing staff from December 2020 to June 2021 who voluntarily participated in the study. Their pre and post training assessment of clinical knowledge and skills were assessed using twenty questionnaires. The pre and post training educational knowledge and skills scores were analysed along with their years of clinical experience.ResultsIn the six-month period n=20 (100 %) were compliant to the training despite the covid-19 pandemic.The study group showed an average pre-training score of 10.5% (Knowledge 5.25% and Skills 5.25%)The average post-training score of84.75% (Knowledge 42.25% and Skills 42.25%)While comparing the years of clinical experience against the pre and post training scoresSeventeen (n=17/20, 85%) had five to ten years experience compared to three (n-3/20, 15%) with more than 20 years of experience.ConclusionBoth clinical knowledge and skills can be augmented through regular training members with more than ten years of clinical experience might have an added benefit and their experience could be important to train younger staff members with less clinical experience.

Attitudes and behaviors toward using outcome measures in clinical practice: Findings of a blended education program.

Outcome measures (OMs) are important in healthcare, but there are barriers to their use. A blended education program was designed to teach orthotic and prosthetic professionals a standard practice of collecting and using OMs in their facility. This study used a single group pretest and post-test mixed methods survey to evaluate the effects of a blended education program for orthotic and prosthetic professionals to incorporate OMs into routine clinical practice. Fifteen learners (seven practitioners, four technicians, and four administrative staff) completed online education and in-person training. Learners' attitudes toward knowledge of confidence administering and rate of adoption of OMs into clinical practice were assessed before the start of the program, immediately upon completion, and four months after completion. Performance indicators were accessed through electronic medical records (EMRs). Participants' attitudes toward OMs were overwhelmingly positive and remained positive (P = .64). Practitioners' posteducation knowledge scores on the standardized use of OMs increased significantly (P = .046) as did their confidence administering OMs (F = 8.47, P = .007). Practitioners' reported using OMs significantly more 4 months after the program (F = 19.7, P < .001), and they doubled the number of times OMs were collected each month resulting in a 3000% increase and a 500 data points recorded in the electronic medical record at the end of the 4 months. This education program had a significant and positive lasting impact on practitioners' knowledge of confidence and use of OMs demonstrating an overall change in everyday clinical practice and clinic operations.

Population-based BRCA1/2 testing programmes are highly acceptable in the Jewish community: results of the JeneScreen Study

BackgroundAshkenazi Jewish (AJ) people have a higher incidence of BRCA1/2 pathogenic variants (PVs) than unselected populations. Three BRCA-Jewish founder mutations (B-JFMs) comprise >90% of BRCA1/2 PVs in AJ people. Personal/family...

Formal Hepatitis C Education Increases Willingness to Receive Therapy in an On-site Shelter-Based HCV Model of Care in Persons Experiencing Homelessness.

BackgroundThe objective of this study was to evaluate the effectiveness of formal hepatitis C virus (HCV) education on engagement in therapy in persons experiencing homelessness in an on-site shelter-based model of care. As policies to eliminate Medicaid access restrictions to HCV treatment are expanded, patient education is paramount to achieving HCV elimination targets in difficult-to-engage populations including persons experiencing homelessness.MethodsThis prospective study was conducted at 4 shelters in San Francisco and Minneapolis from August 2018 to January 2021. Of the 162 HCV Ab–positive participants, 150 participated in a 30-minute HCV education session. Posteducation changes in knowledge, beliefs, barriers to care, and willingness to accept therapy scores were assessed.ResultsFollowing education, knowledge scores (mean change, 4.4 ± 4.4; P < .001) and willingness to accept therapy (70% to 86%; P = .0002) increased. Perceived barriers to HCV care decreased (mean change, –0.8 ± 5.2; P = .001). Higher baseline knowledge was associated with lesser gain in knowledge following education (coef., –0.7; P < .001). Posteducation knowledge (odds ratio, 1.2; P = .008) was associated with willingness to accept therapy.ConclusionsAn HCV educational intervention successfully increased willingness to engage in HCV therapy in persons experiencing homelessness in an on-site shelter-based HCV model of care.

Effectiveness of Health Information Package Program on Knowledge and Compliance among Pregnant Women with Anemia: A Randomized Controlled Trial.

Despite the availability of iron supplements during pregnancy for all pregnant women receiving antenatal care in Saudi Arabia, anemia remains to be a global public health concern leading to adverse maternal, fetal, and neonatal effects. We aimed to evaluate the effectiveness of the Health Information Package Program on the knowledge anemic pregnant women had about anemia, their compliance with iron and folic acid supplementation, and their hemoglobin levels. A single-blind randomized controlled trial was carried out in accordance with the Consolidated Standards of Reporting Trials (CONSORT) guidelines between January and May 2021. Pregnant women (n = 196) aged 18–45 years old and diagnosed with anemia during the first trimester of their pregnancy were randomly assigned into two groups: the intervention group (Health Information Package Program plus routine care, n = 98) and the control group (routine care only, n = 98). Knowledge, the ability to select appropriate food, and hemoglobin levels were assessed at baseline and after three months, while compliance with iron and folic acid supplementation was also measured at the end of three months. This study indicated that the post-education mean knowledge score, food selection ability score, compliance rate, and hemoglobin level were significantly higher for the intervention group than for the control group. The Health Information Package Program with regular follow-ups using the WhatsApp platform was an effective educational intervention for anemic pregnant women.

HEALTH EDUCATION ON SEXUALLY TRASMITTED INFECTIONS IN HIGH SCHOOL AT PALEMBANG

Sexually transmitted infections (STIs) are still being a problem in Indonesia, especially in adolescent. Psychologically, adolescents have a high curiosity but are not accompanied by adequate knowledge of reproductive health, making them at risk for STIs. Educationis one way to overcome this problem. This community empowerment is carried out in the form of online seminars for high school students in Palembang. This activity aims to increase the knowledge of adolescents regarding STIs. The online seminar was preceded by a pre-test. This activity was attended by 341 participants, namely 335 class XII students and 6 teachers. At the end, an evaluation was carried out with a post-test. Statistical analysis found a significant increase in post-education knowledge for both female and male. This community empowerment shows that by providing online seminars on STIs and HIV significantly increased the knowledge of high school adolescents in Palembang.

Asthma-Themed Chest Diseases Elective Internship Program Experience at Dokuz Eylül University School of Medicine.

The purpose of this article is to introduce asthma-themed chest diseases elective program applied within the scope of the Dokuz Eylül University School of Medicine. undergraduate medical program. Asthma-themed chest diseases elective internship program in Year 4 was developed to increase student gains from the elective internship program. During the two-week program, lectures and bedside and outpatient clinics practices were implemented. Students' pre-education and post-education knowledge scores and OSCE scores were investigated. A minimal increase was observed in post-education score, and no significant difference was determined in the statistical analysis. The students' post-education clinical performance scores were significantly higher than that of pre-education. Asthma-themed chest diseases elective internship program seems to be effective in increasing the clinical performance of the students.

Implementing and Evaluating a Multihospital Standardized Opioid Curriculum for Surgical Providers

(1) To identify gaps in providers knowledge on opioid medication and dosing, patient-specific characteristics that require alterations in dosing, and patient monitoring and treatment adjustments. (2) To evaluate an educational intervention aimed at minimizing these deficits. Observational prospective study. Providers took an anonymous paired pre-and posteducation knowledge assessment before and after participating in a 75-minute educational session. Results before and after the educational session were compared. Surgical providers included nurse practitioners, physician assistants, preinterns, and general surgery residents across 4 quaternary care hospitals in Boston. Participants There were 194 participants and 174 completed both pre- and posteducation knowledge assessments. Average scores on the educational assessment increased from 59% before the course to 68% after the session. Posteducation, providers reported increased comfort in prescribing and 95% stated that the curriculum would impact their practice. Surgical providers at multiple hospitals have significant gaps in knowledge for optimal prescribing and management of opioid prescriptions. A 75-minute opioid education session increased prescriber knowledge as well as comfort in prescribing. This multicenter study demonstrates how an educational initiative can be implemented broadly and result in decreased knowledge gaps.

Novel educational and goal-setting tool to improve knowledge of chronic kidney disease among liver transplant recipients: A pilot study.

IntroductionLiver transplant (LT) recipients have limited understanding of post-transplant chronic kidney disease (CKD) despite an excellent pre-existing framework of transplant care. This pilot study examined the efficacy and feasibility of a tailored educational and goal-setting tool in improving CKD knowledge among LT recipients with early-stage CKD.MethodsIn this prospective cohort study, we administered the CKD educational and goal-setting tool to 81 LT recipients between 7/1/2016 and 12/31/2017. We excluded patients with simultaneous liver-kidney transplantation, eGFR<30 ml/min, non-English speaking, on hemodialysis or listed for kidney transplantation. The pre- and post-education knowledge scores were compared using a paired t-test. Linear regression was used to assess the independent predictors of change in knowledge score.ResultsMean age was 56.3 years, 69.1% were males, 85.2% were Caucasians and mean eGFR was 61.2 ± 20.0 ml/min. The CKD educational and goal-setting tool improved the CKD knowledge scores among LT recipients (pre: 71.8 ± 16.6%, post: 83.3 ± 10.4%; p<0.001). In an adjusted model (r2 = 0.75), those with lower pre-education knowledge scores had the most improvement in their post-education knowledge scores (β = -83.2; p<0.001). Two-thirds stated their most important self-management goal and reported motivation to follow this goal. Time spent for the CKD education was approximately 15 minutes.ConclusionsA simple LT-specific patient educational and goal-setting tool effectively improved CKD knowledge. Implementation of this tailored intervention will improve CKD awareness and may promote goal-setting in the target population.

Assessment of Patient Education about Statin Therapy on Quality Measures and Knowledge in an Independent Community Pharmacy.

The objectives were to 1) assess the possible impact of face-to-face patient education on Electronic Quality Improvement Platform for Plans and Pharmacies (EQuIPP) performance scores, 2) determine if face-to-face patient education increased overall knowledge and number of identified patients on statin therapy, and 3) identify barriers to statin therapy in targeted patients with diabetes. Participants received an anonymous survey tool collecting demographic data and assessing barriers, baseline knowledge, and perceptions about statin therapy. Following the initial survey, participants received education from the pharmacist describing the risks and benefits of statin therapy and were given a supplemental pamphlet. A second post-education survey tool was given to assess posteducation knowledge and perceptions. At the end of the study period, investigators assessed the number of participants started on statin therapy and calculated the predicted percentage change in EQuIPP score. This study was conducted at Waterfront Family Pharmacy in Morgantown, West Virginia from December 2017 until April 2018. Participants were included if aged 40 to 75, received at least two fills of a diabetes medication at the pharmacy in the last year, had not taking a statin within a year prior to participating in the study, and could read and write in English. The primary outcome measure was the predicted percentage change in the "Statin Use in Diabetes" EQuIPP Score. Secondary measures included post-educational knowledge and perceptions of statin therapy. During the study period, 10 participants completed the surveys and educational intervention. The predicted change in "Statin Use in Diabetes" EQuIPP score was an increase from 75% to 76.9% (+ 1.9%). Prior to the educational intervention, none of the participants could identify a benefit of statin therapy aside from lowering cholesterol. After the intervention, 80% of participants could identify at least one additional benefit of statin therapy. Before the intervention, 30% of participants stated they would consider taking a statin, which increased to 80% following the pharmacist-led education. Lastly, no participants felt they needed to be on statin therapy prior to the intervention. Following the intervention, 40% stated they believed they were candidates for statin therapy. Patients are willing to receive education from pharmacists about their medications and are receptive to general recommendations. A common modifiable barrier to statin therapy is patient knowledge, emphasizing the importance of pharmacistprovided education. Education about statin therapy may also increase EQuIPP scores in an independent community pharmacy, leading to better outcomes for patients and improvement of common performance measures. Overall, it appears patients require more education about statin therapy and the benefit these drugs can provide aside from their cholesterol lowering properties. Pharmacistprovided education regarding statins in patients with diabetes can increase performance measures monitored by third party payers.

Tobacco-related knowledge following a comprehensive tobacco-free workplace program within behavioral health facilities: Identifying organizational moderators

ObjectiveAlthough smoking prevalence rates among behavioral health consumers is nearly five times that of the general population, evidence-based policies and practices to address tobacco use are uncommon within behavioral health settings. This study assessed changes in non-clinical, general staff and clinician tobacco-related knowledge following brief education provided as part of a comprehensive tobacco-free workplace program implementation and explored organizational moderators of pre- to post-education knowledge change. MethodsFifteen behavioral health facilities, comprising hundreds of individual clinics in Texas, participated in a one (for general staff) or two (for clinicians) hour educational session. ResultsThere were large effect sizes in general staff knowledge gain within each consortium, and large effect sizes in clinician knowledge gain in all but one consortium. Knowledge of the requirements for change, perceived availability of resources, and total number of client contacts moderated general staff knowledge gain. Value in the change and total number of client contacts moderated training effectiveness among clinicians. ConclusionsWe conclude that a brief tobacco-related education for behavioral health employees was effective in increase attendee knowledge. Practice implicationsAttention to organization-level factors moderating knowledge gain has the potential to guide and improve program implementation.

Predictors of tuberculosis knowledge, attitudes and practices in urban slums in Nigeria: a cross-sectional study.

IntroductionNigeria is among six countries responsible for the majority of tuberculosis (TB) cases in the world. The Nigerian government has emphasized community-based case finding to increase detection of TB. This process requires efforts to improve knowledge, attitudes and practices (KAP) of TB, particularly in the poorest of communities. This study presents data from a KAP survey administered in two underserved Nigerian communities.Methodsa structured survey was administered by trained interviewers among adult residents in two slum communities in Lagos, Nigeria. Participants were selected through multistage random sampling. KAP scores were computed and the predictors of higher scores were assessed.Resultsa total of 504 respondents were surveyed. The mean KAP scores were relatively low: 9.8 ± 7.1 for knowledge (out of a maximum 34), 5.3 ± 3.4 for attitude (maximum = 10), and 5.2 ± 1.5 for practice (maximum = 7). The predictors of good knowledge were increasing age, post secondary education and professional occupation. The predictors of positive attitude were post secondary education and good TB knowledge. Good knowledge was a predictor of good practiceConclusionour findings underscore the need to improve the education about TB in underserved communities. Improving KAP scores will ultimately lead to higher rates of TB detection and treatment.

Implementation of a Carrier Screening Program in a High-Risk Undergraduate Student Population Using Digital Marketing, Online Education, and Telehealth

Background/Aims: Access to preconception carrier screening, which provides at-risk couples with more reproductive options, is critically important. To address this need in the Jewish community, genetic counselors at Emory University launched JScreen (www.jscreen.org), a national online genetic disease education and carrier screening program. To reach the preconception demographic, JScreen initiated a study evaluating the impact of marketing and education on knowledge and screening activity on college campuses. Methods: Students at 10 universities were targeted with a marketing campaign designed for this initiative. Those who elected screening were provided pre-test video education designed for the study. Success was assessed through enrollment in testing, comparison of pre- and post-education knowledge quizzes, and patient satisfaction surveys evaluating genetic counseling and the JScreen process. Results: A total of 1,794 participants were enrolled. Over 99% of those screened were not pregnant. Knowledge quiz scores improved significantly post-education, and patient satisfaction was over 98%. Conclusions: Findings suggested that the use of targeted marketing helped promote preconception screening in this population. The study demonstrated that video education was effective in educating participants about benefits and limitations of testing. Also, the use of telehealth technology facilitated access to professional genetic counseling services. This study serves as a model for future public health initiatives.

Effect of Educational Intervention on Knowledge Attitude and Practice of Home Waste Management of Used Insulin Injections Among Diabetics Attending Benha University Hospital, Egypt

This study aim was to change the knowledge, attitude and practice of type 2 diabetics who are on treatment with insulin at home towards household waste management by adequate health education. An interventional study was carried out on patients suffered from type 2 diabetes mellitus who visited the diabetes clinic at Benha University Hospital from April 2014 to March 2016. 500 study subjects were selected through a systematic sampling procedure. It was found that, There was a significant increase in post-educational knowledge, attitude and practice scores% (p<0.001). Sex, age, level of education and occupation were significant predictors for Pre-education knowledge score% while in post-education only occupation was significant predictors. The level of education and occupation were significant predictors for Pre-education attitude score%, while in post-education attitude score%, age and level of education were significant predictors. Sex, age and level of education were significant predictors for Pre-education practice score%, while in the post-education the only level of education was significant predictors and it was concluded that, Knowledge and attitude towards safe insulin injection waste disposal were high; however practice was low pre and post educational stage. Knowledge, attitude and practice of diabetic patients toward safe insulin injection disposal had a strong association with sex, marital status, educational level and type of occupation. A further research to design a low-cost, user friendly program and equipment to suit socio-cultural practices should be done.

Video-based education about systemic corticosteroids enhances patient knowledge more than verbal education: A randomized controlled trial

Video-based patient education about long-term systemic corticosteroid treatment has not been assessed. To compare video-based versus verbal education in patient knowledge gained and satisfaction. English-speaking adults (≥18 years) were recruited from March-August 2013 from medical dermatology clinics. Study provider clinics were the unit of randomization. Verbal subjects heard a script based on the standard discussions of two top systemic corticosteroid prescribers at Emory. Video subjects viewed a video developed by the investigators. A 12-item survey created by the the investigators assessed baseline and post-education knowledge (immediate, one-, three-, and six-month). Baseline knowledge scores averaged 7.2±2.2 correct answers with no between-group differences. Post-education, the video group's (N=39) mean paired score difference was 0.9±2.0 higher than the verbal group's (p&lt;0.04). After 1 month, most scores maintained gains with no between-group differences. 97% of patients in each group were satisfied (none were unsatisfied) with their education. Our cohort was more literate than the general public, and a minority of subjects completed long-term follow up assessments. Video education enhanced near-term patient knowledge more than verbal education and maintained patient satisfaction.