Postintervention Attitudes Research Articles

Weight bias reduction intervention among nurse practitioner students using simulation-based experiences.

Few nurse practitioner (NP) programs include obesity and weight bias education in their curriculum. However, NPs will likely provide care for people living with obesity, many of whom have been discriminated against based on their weight by previous providers, and many NP students may feel unprepared to navigate weight management competently. This pilot study included a weight bias reduction (WBR) intervention, which included a simulation-based experience (SBE) with a standardized participant (SP) and educational activities embedded within the NP curriculum. Nineteen NP students participated in this pilot study, but only seven students had matching data for preintervention to postintervention scores. There were no statistically significant differences in preintervention and postintervention Attitudes Toward Obese Persons (ATOP) or Beliefs About Obese Persons (BAOP) scores. Despite this small sample size and not achieving statistical significance, SBE-SP holds promise to depict realistic patient encounters to improve NPs' attitudes and beliefs toward persons with obesity and to reduce weight bias. Therefore, incorporating SBE-SP may be a feasible component of the NP curriculum.

Testing the Moderating Effect of Anti-Prejudice Motivation and Peer Attitudes on the Effectiveness of a School-Based Vicarious Contact Intervention

Vicarious contact has often been used for studying prejudice-reduction in school contexts due to its relatively accessible application through written or audiovisual portrayals of positive intergroup contact. However, these interventions may sometimes prove ineffective, thus restricting their ecological validity and independent use in education. To contribute to the understanding of factors that might facilitate or mitigate the efficacy of vicarious contact in reducing ethnic prejudice among adolescents, the present study tested for the moderating effect of anti-prejudice motivation and friends’ outgroup attitudes. Participants were Finnish secondary school students (N = 334; M = 13.38 years, SD = 0.53; 48% female; 19% ethnic minority) allocated into cluster-randomized intervention (N = 149) and control (N = 185) groups. Participants in the intervention group took part in 4 × 45-min teacher-led intervention sessions. A pretest-posttest design was employed to assess the outgroup attitudes three weeks before the intervention and the follow-up two weeks after. The results showed that adolescents’ intrinsic, but not extrinsic, anti-prejudice motivation and the pre-intervention attitudes of their reciprocal classroom friends positively predicted post-intervention attitudes towards people from different ethnic and cultural groups. However, only extrinsic motivation moderated the intervention effect as the results indicated the intervention to have a detrimental effect on outgroup attitudes among adolescents with less motivation to be non-prejudiced in order to gain social acceptance. This attitudinal backlash among adolescents less susceptible to the social influence of others implies that motivational aspects should not be overlooked when developing school-based intervention programs, especially when social norms are used as a mechanism of attitude change.

Developing feedback literacy, scaffolded writing, and resilience through intervention on feedback processes for L2 writing students

Recent research on feedback processes posits that furthering students’ feedback literacy leads to scaffolded learning by effectively engaging them in seeking, understanding, and using feedback information. This study examined effects of a social-constructionist approach to feedback literacy on students’ development of feedback literacy, scaffolded learning, and resilience. Accordingly, we raised students’ awareness of feedback dynamics within the Zone of Proximal Development (ZPD), while engaged in collaborative writing with co-writers. A mixed-methods design was adopted comprising measures of feedback literacy, writing, and resilience before and after the intervention. Semi-structured interviews were also held to probe students’ post-intervention attitudes. Posttest scores and ratings showed significant improvement in the experimental group’s feedback literacy, writing proficiency, and resilience. Further, interviews revealed that feedback literate students developed positive perceptions of feedback processes arising from scaffolded writing and that their enhanced awareness brought them opportunities for engagement, collaboration, graduated scaffolding in the ZPD, and sustained motivation for writing.

Changing students’ explicit and implicit attitudes toward peers with disabilities: Effects of a curriculum-based intervention programme

Negative peer attitudes are a significant barrier to social participation of students with disabilities in inclusive classrooms. Although many intervention studies have demonstrated the effectiveness of interaction or disability awareness programmes in promoting positive peer attitudes, reliance on students’ self-reported attitudes is prone to social desirability bias and is unable to capture implicit prejudice. The present study examined changes in students’ explicit and implicit attitudes toward peers with disabilities after a curriculum-based intervention programme (“Prinzip Vielfalt”), which aims to promote an open-minded attitude toward human diversity. Teachers in 12 primary school classes in the experimental group (n = 195 students) used the programme for eight weeks, whereas a control group of 12 classes (n = 191 students) used no intervention. Students’ pre- and post-intervention attitudes were assessed using an adapted version of the Chedoke–McMaster Attitudes Towards Children with Handicaps Scale and a disability Implicit Association Test for children. Post-intervention analyses revealed a significant relative improvement in explicit attitudes toward peers with disabilities in the experimental group compared to the control group (b = 0.20, 95% CI = [0.03; 0.37]) but no change in implicit attitudes (b = -0.03, 95% CI = [-0.10; 0.03]). Thus, while the intervention positively affected self-reported attitudes, implicit negative associations were unchanged. Using explicit and implicit measures of attitudes and attitude changes among children can provide valuable insights into the mechanisms and effectiveness of different intervention strategies.

Portuguese Validation of the Climate Change Attitude Survey: Psychometric Properties and Relations with Positive Youth Development

ABSTRACT Promoting positive development may lead to young people’s active contributions to their environment through positive attitudes and behaviours. The Climate Change Attitude Survey (15-item version) aims to identify climate change attitudes differences in groups of students and to assess pre- to post-intervention attitude changes. We intended to validate and test a possible extension of this scale among a Portuguese sample of adolescents and emerging adults. We also investigated whether higher scores on this scale would be positively associated with positive youth development. Exploratory and confirmatory factor analysis, measurement invariance, and convergent validity were assessed. The results showed good psychometric properties aligned with the original factorial structure. Significant differences were found among female and male samples regarding beliefs and intentions. A small but significant positive association was identified with a positive youth development scale. We suggest this may be an adequate instrument to assess youth climate change beliefs and intentions.

Catch Them Young! Changing Attitudes and Perspectives Towards Psychiatry by Using Patients as Educators Early in Medical Training

AimsThis teaching project aims to improve attitudes and perspectives towards psychiatry by using Patient as Educators (PaE) in a psychiatry teaching program early in medical training.MethodsFollowing the success of a small pilot study in 2020, the project was rolled out to the entire second year medical student body in 2021. Two-hour interactive sessions were delivered online to groups of approximately twelve students. Each session was introduced by a psychiatrist, followed by PaE discussion with questions and answers. The students completed a bespoke online survey at the beginning and the end of the session, looking at attitudes towards psychiatry. Comparative analysis of attitudes pre- and post-intervention was then undertaken. Qualitative data were examined through content analysis and quantitative methods were used to compare pre- and post- attitudes on the Likert scale.ResultsThe pre- and post-intervention questionnaires were completed by 373 and 305 students respectively. Both pre- and post-intervention attitudes were overwhelmingly positive. Post-intervention qualitative results demonstrate the session, especially the PaE, helped students to better understand the complexities of mental illness, the stigma faced and the potential efficacy of good treatment. There was a 25.7% increase in students’ perception of preparedness to see mentally unwell patients. The most significant findings were that the majority of students found having the PaE valuable in improving attitudes regarding the value of psychiatry (72.8% agreed/strongly agreed) and increasing interest in the speciality (84% agreed/strongly agreed).ConclusionEarly experience to clinical placements is an essential component in medical education. In Psychiatry, apart from gentle introduction into the specialty, it is essential that students are orientated into the world of mental health and its various challenges. This project has clearly demonstrated the effectiveness of early exposure of medical students to psychiatry as a specialty. It also demonstrates the effectiveness of using PaE in medical education. Further research would aim to examine whether effect on attitudes persist and correlate the effect on early exposure on recruitment to the speciality.

A Study to Assess the Efficacy of Audio-Visual Psychoeducation on Level of Knowledge and Attitude Regarding Harmful Effects of Alcohol among Alcohol use Disorder Patients Admitted to Mental Health Units of Selected Hospitals of Western Maharashtra

Introduction: Alcohol use disorder (AUD) has emerged as a global concern in the world, due to its harmful impact on health, social, economic, and legal aspects. Several established treatment approaches, both pharmacological and nonpharmacological are available but have only modest success. Relapse in alcohol use is noted to be common following treatment, hence efficacy of newer modalities of treatment or therapies is needed. Aim: This study aims to assess the efficacy of audiovisual psychoeducation on the level of knowledge and attitude of harmful effects of alcohol among AUD patients admitted to mental health units of selected hospitals of Western Maharashtra. Materials and Methodology: A quantitative research approach with pretest-posttest control design was adopted in the study. The sample size was estimated to be 70 based on the pilot study and settings were mental health units of selected hospitals in Western Maharashtra. A simple random sampling technique was used with random allocation of subjects into experimental group and control group by lottery method. A structured tool to assess knowledge was developed, validated by experts and reliability was tested. Alcohol Decisional Balance Scale, which is a standardized tool was used for assessing the attitude. Pretest knowledge assessment was done for control and experimental groups. Audiovisual psychoeducation was given to the experimental group. Both the groups were receiving routine care. A posttest assessment was done after 7 days of intervention. Results: Findings revealed that there is statistically significant increase in the level of knowledge from pretest mean score of 9.37 + 3.191–14.06 + 4.179 in posttest of the experimental group by Wilcoxon Z value test at the level of significance P < 0.0001 showing the efficacy of audio-visual psychoeducation in changing the level of knowledge. Similarly, postintervention attitude distribution assessment in the experimental group revealed a statistically significant difference in positive attitude from 6 (17%) in pretest to 12 (34%) in posttest with the McNemar's test at level of significance of P < 0.031. Correlation in level of knowledge with attitude revealed a weak positive correlation with r = 0.17. There was no significant association of pretest knowledge with selected socio-demographic data. Conclusion: Audiovisual psychoeducation is efficient in increasing the level of knowledge and change in attitude toward harmful effects of alcohol.

A matter of perspective: differential evaluations of artificial intelligence between managers and staff in an experimental simulation

ABSTRACT This article tests whether managers and staff evaluate artificial intelligence (AI)-based process innovations differently. Scholars have argued perceptions of innovation vary systematically as a function of an individual’s position within organisations. We test for attitudinal differences between managers and staff via an online experimental simulation fielded among working-age Taiwanese citizens employed in public sector employment (n = 600). Respondents engage in a 12-round simulation. We experimentally vary whether the respondent receives support from an AI decision support tool. We assess pre-intervention and post-intervention attitudes towards the use of AI for a suite of organisational tasks, using a difference-in-difference estimation approach to identify the causal effect of organisational position on innovation evaluation. Our findings suggest managers are more supportive of AI as a decision support tool than staff, and remain so after the simulation. Managers also increased their support of AI tools to a larger degree than staff.

The Effectiveness of Betel Quid Cessation among Workers through the Adoption of the Five Action Areas of the Ottawa Charter

Objective This study aimed to increase workers’ awareness of betel quid cessation. Methods: Using community and workplace resources, a workplace health promotion program was developed in accordance with the five action areas of the Ottawa Charter. Questionnaires were administered to examine the changes in the knowledge and attitudes of 714 workers in different occupations before and three months after the intervention. Results: Regardless of subjects’ pre-intervention chewing status, their knowledge and attitude scores relating to betel quid cessation increased significantly after the intervention. The effect of occupation was significant on the post-intervention knowledge and attitude scores among chewers. Furthermore, 16 (11.6%) of the 138 study subjects who chewed betel quid before the intervention and had no willingness to quit, did quit betel quid chewing following the intervention. The factors contributing to an unwillingness to quit among chewers with no intention to quit before the intervention were examined. Workers in the electronic material manufacturing industry had a greater willingness to quit compared to those in the metal, machinery, and related trades (odds ratio [OR] = 0.15; 95% confidence interval [CI] = 0.02-0.94). Travel attendants, tour guides, cleaners, and helpers were the least willing to quit (OR = 21.29; 95% CI = 2.51-180.81). Conclusions: This study promoted workers’ awareness of betel quid cessation by adopting the five action areas of the Ottawa Charter framework, the effectiveness of the intervention varied in different occupations. Workers with a high-income and better education level had a higher awareness of betel quid cessation.

Comparing the effect of electronic and lecture education of pain management on the knowledge, attitude, and practice of nurses: A randomized-controlled trial.

INTRODUCTION:Efficient pain management by nursing staff initially needs accurate knowledge and proper attitude in this field. The aim of present study was to compare the effects of lecture and electronic education on the knowledge, attitude, and practice of nursing staff regarding pain management.MATERIALS AND METHODS:The present superiority randomized controlled trial with two parallel arms was conducted on 78 occupied nurses of surgery wards of X. The participants were recruited randomly and divided into two groups of lecture and electronic education through random blocking (4 and 6 blocks). For allocation concealment, coded nontransparent pockets numbered 1–78 containing the type of intervention were used. Educational material was presented using teacher-centered method in lecture group, as well as through multimedia program using FLASH software in e-learning group through 1-h sessions for 4 weeks. Data on nurses were collected before and 4 weeks after the training using demographic questionnaire, Pain Management Principles Assessment Tool, Nurses’ Attitude Survey, and nursing practice checklist. Data were analyzed using SPSS software (version 24) utilizing descriptive and analytic statistical test such as Chi-square, Fisher, independent t-test, and ANCOVA. P < 0.05 was considered statistically significant.RESULTS:Mean ± standard deviation of nurses’ knowledge, attitude, and practice regarding pain management had significant increase in both groups post-training (P < 0.001). According to ANCOVA the mean postintervention knowledge score in e-learning group by controlling baseline score had significant increase compared to the lecture group (adjusted mean difference [aMD] = 1.8: 95% confidence interval [CI] = 1.5–2.1, P < 0.001). Furthermore, the mean of total scores of post-intervention attitude and practice in e-learning group adjusted for baseline score significantly increased compared to lecture group (aMD = 1.8: 95% CI = 1.5–2.1, P < 0.001) and (aMD = 3.2: 95% CI = 2.7–3.6, P < 0.001).CONCLUSION:Electronic education was more efficient than lecture education in increasing of knowledge, attitude, and practice on pain management among nursing staff.

Distributing Computing Devices in Classrooms: Hedonic and Utilitarian Influences on Science and Technology Attitudes

While extensive efforts have been made to harness benefit of computing technologies in education, little attention focuses on how such efforts lead to students’ positive attitudes toward science and technology. Building on the technology acceptance model and motivation literature, the current study proposed that hands-on experiences with computing devices allow students to perceive their technology use as being useful and enjoyable, which in turn leads to positive attitudes toward science and technology in general. Data collected from a pedagogical intervention support our predictions regarding the role of utility perception and enjoyment. Furthermore, it is suggested that students’ prior attitudes toward science and technology and the type of device used in the intervention influence perceived usefulness and enjoyment of classroom computing. When using education-specific devices, students’ prior attitudes were positively associated with postintervention attitudes as well as with utility perception and enjoyment. When using general-purpose devices, however, students’ prior attitudes were not related to those outcomes. These results imply that distribution of technologies to schools may improve attitudes toward science and technology, particularly in populations that have been underrepresented in the fields of science and technology thus far.

Effect of brief social contact video compared with expert information video in changing knowledge and attitude towards psychosis patients among medical students.

Direct contact interventions are known to reduce stigma. Effects of both filmed and direct social contact were found similar in reducing stigma. This study aims to understand the effect of video intervention, especially the effects between patient-sharing video and expert information video, among the medical students. Seventy-two medical students were recruited from two consecutive clinical study periods. Students from one period were in the patient-sharing group, watching a 7-minute patient-sharing video. The others were in expert information group watching a 5-minute psychosis video. Subject's desire of social distance (Reported and Intended Behaviour Scale) knowledge (the Social Contact Intended Learning Outcome) attitude towards mental illness (Clinicians Attitudes Scales version 4) and emotional reactions (the Emotional Reactions to Mental illness Scales) were measured. Assessments were done at baseline, immediately after video watching and at 1 to 2 weeks follow-up. Within-group ANOVA was used to assess the difference between time points. Group by time effect was explored. Significant improvement in knowledge level was found with a significant group by time effect (F = 6.261, P = .004) for PS group and was maintained at follow-up. Post-intervention attitude was significantly improved in PS group but not maintained. Only social distance was improved significantly in EX group (F = 8.093, P = 0.003). Both groups had a significant reduction in fear sub-score. This study provided evidence on the effect of patient-sharing video in improving the attitude and knowledge of medical students. Expert information video about psychosis can improve social proximity. Combining these approaches may improve stigma and knowledge among medical students.

Teaching handover in undergraduate education: an evidence-based multi-disciplinary approach.

This article was migrated. The article was marked as recommended. Poor standards of handover threaten patient safety and continuity of care, contributing significantly to morbidity and mortality. Handover practices has risen to the forefront of the patient safety agenda, with a call to develop and implement undergraduate handover modules into undergraduate healthcare education. Recent systematic reviews demonstrate a common failure of educational interventions to demonstrate a theoretical and pedagogical framework underpinning the delivery of education and method of assessment. The authors developed and piloted a multi-disciplinary evidence-based undergraduate handover training program to health care students studying at a UK university. The intervention was designed based on underpinning educational theories. It has been developed in a manner that supports dissemination and replication, with a model that is cost effective. The intervention was designed to assess learner reaction, attitudes and confidence, and knowledge and skills. This was achieved through a pre- and post-intervention attitude questionnaire, and an externally validated pre- and post-intervention knowledge assessment. 46 undergraduate students participated, with a statistically significant increase in self-reported attitudes (p < 0.001) and knowledge (p < 0.001) following the handover intervention. Students participated from the disciplines of medicine, adult nursing, pharmacy, mental health nursing, paramedic practice and operating department practioners. This intervention serves as a significant resource for those looking to develop local interventions and stands as a truly multi-disciplinary approach to handover education, mirroring the clinical reality. The introduction of this handover intervention immediately improves the attitudes, knowledge and skills of undergraduate healthcare students. Future work should sample beyond the selected 6 professions, investigating the transference of outcomes to the workplace, as well as the impact on patient safety.

Evaluation of an intensive education program on the treatment of tobacco-use disorder for pharmacists: a study protocol for a randomized controlled trial

BackgroundTobacco use is presently responsible for the death of over seven million people across the world. In Qatar, it is one of the main causes of premature deaths and preventable diseases. To reduce tobacco use, Qatar has ratified the World Health Organization (WHO)’s Framework Convention on Tobacco Control (FCTC) and has implemented many tobacco-control initiatives. In spite of these measures, tobacco use is still considered a public health threat in Qatar. Pharmacists practicing in retail/community pharmacy settings are often the first port of call for individuals requiring general health advice. Evidence has proven that they have a pivotal role in health promotion and disease prevention including tobacco cessation. However, pharmacists in Qatar are not actively involved in tobacco control and many have not received any education or training about smoking cessation counseling in the past. In an effort to build the capacity of pharmacists towards tobacco control in Qatar, the aim of the proposed study is to design, implement, and evaluate an intensive education program on tobacco dependence treatment for pharmacists in Qatar.Methods/designThe study will be a prospective randomized controlled trial comparing an intensive tobacco-related education program versus non-tobacco-related training on pharmacists’ tobacco-use-related knowledge, attitudes, self-efficacy, and skills. Community pharmacists practicing in Qatar will be eligible for participation in the study. A random sample of pharmacists will be selected for participation. Consenting participants will be randomly allocated to intervention or control groups. Participants in the intervention group will receive an intensive education program delivered by a multi-disciplinary group of educators, researchers, and clinicians with expertise in tobacco cessation. A short didactic session on a non-tobacco-related topic will be delivered to pharmacists in the control group. The study has two primary outcomes: post-intervention tobacco-related knowledge and post-intervention skills for tobacco cessation assessed using a multiple-choice-based evaluation instrument and an Objective Structured Clinical Examination (OSCE), respectively. The secondary study outcomes are post-intervention attitudes towards tobacco cessation and self-efficacy in tobacco-cessation interventions assessed using a survey instrument. An additional secondary study outcome is the post-intervention performance difference in relation to tobacco-cessation skills in the practice setting assessed using the simulated client approach.DiscussionIf demonstrated to be effective, this education program will be considered as a model that Qatar and the Middle East region can apply to overcome the burden of tobacco-use disorder.Trial registrationClinicalTrials.gov, ID: NCT03518476. Registered on 8 May 2018. Version 1/22 June 2018.

Mental health training for primary health care workers and implication for success of integration of mental health into primary care: evaluation of effect on knowledge, attitude and practices (KAP)

BackgroundMental disorders are always remained a neglected public health problems in low and middle-income countries (LMICs), most people with mental disorders never receive effective care and there is a large treatment gap. In order to solve the problem integration of mental health into primary health care is recommended and in Ethiopia implementation of the scale of mental health services at primary health care level was started in 2014. For the success of the integration of mental health into primary health care, primary care health professionals are the key personnel who are responsible for the management of mental, neurologic and substance use disorders. However, proper training and education of primary care health professionals is mandatory for an optimal performance and success of integration. This interventional study was conducted to assess the effectiveness of mental health training course for scale up of mental health services at primary health care level in Ethiopia.MethodsThis quasi-experimental pre- and post-study design was conducted in Ethiopia from October to December 2016 using quantitative data collection methods. A total of 94 primary health care professionals were included in the study. The intervention was conducted by psychiatry professionals using standardized World Health Organization (WHO) Mental Health Gap Action Programme (mhGAP) guide prepared for scaling up of mental health care through integration into primary health care (PHC) and general medical services. Pre- and post intervention assessment was done for knowledge, attitude and practice (KAP); and statistically analyzed. A paired sample t test with p values was performed to test the differences between the pre- and post-test. In additions mean and standard deviation of the responses were calculated. Overall the response rate was 100% at the end of the intervention.ResultsThe study resulted in a significant improvement in knowledge, attitude and practice (KAP) of PHC workers about all the four mental, neurologic and substance use disorders during the post intervention survey (p < 0.05). Post intervention the knowledge of health professionals increased by 53.19% for psychosis, 42.56% for depression, 19.25% for epilepsy and 54.22% for alcohol use disorders. Similarly, post intervention attitude increased by 55.32% for psychosis, 40.42% for depression, 36.17% for epilepsy and 43.6% for alcohol use disorders. In addition, post intervention case identification rate increased by 62.78% for psychosis, 55.46% for depression, 21.35% for epilepsy and 41.49% for alcohol use disorders with significant p value (p < 0.05).ConclusionsThe study results suggest that mental health training could be an effective intervention for improving knowledge, attitudes, and practices among primary health care professionals regarding mental, neurologic and substance use disorders. Training is a prerequisite and vital to enhance the knowledge, attitude, and practice of primary care professionals which plays a significant role for the easy success of integrated care and treatment of mental, neurologic and substance use disorders into the existing general health care services.

Fall-Prone Older People's Attitudes towards the Use of Virtual Reality Technology for Fall Prevention

Background: Virtual reality (VR) technology is a relatively new rehabilitation tool that can deliver a combination of cognitive and motor training for fall prevention. The attitudes of older people to such training are currently unclear. Objective: This study aimed to investigate: (1) the attitudes of fall-prone older people towards fall prevention exercise with and without VR; (2) attitudinal changes after intervention with and without VR; and (3) user satisfaction following fall prevention exercise with and without VR. Methods: A total of 281 fall-prone older people were randomly assigned to an experimental group receiving treadmill training augmented by VR (TT+VR, n = 144) or a control group receiving treadmill training alone (TT, n = 137). Two questionnaires were used to measure (1) attitudes towards fall prevention exercise with and without VR (AQ); and (2) user satisfaction (USQ). AQ was evaluated at baseline and after intervention. USQ was measured after intervention only. Results: The AQ revealed that most participants had positive attitudes towards fall prevention exercise at baseline (82.2%) and after intervention (80.6%; p = 0.144). In contrast, only 53.6% were enthusiastic about fall prevention exercise with VR at baseline. These attitudes positively changed after intervention (83.1%; p < 0.001), and 99.2% indicated that they enjoyed TT+VR. Correlation analyses showed that postintervention attitudes were strongly related to user satisfaction (USQ: r = 0.503; p < 0.001). Conclusions: Older people's attitudes towards fall prevention exercise with VR were positively influenced by their experience. From the perspective of the user, VR is an attractive training mode, and thus improving service provision for older people is important.

The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science.

PurposeTo compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum.MethodsForty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game play (game group) or 12 hours of interactive didactic instruction (lecture group). The same material from the core optometric curriculum was delivered to both groups. Game play was accomplished via an original board game. Written examinations assessed change in knowledge level. A post-intervention opinion survey assessed student attitudes.ResultsThere was no significant difference in pre- or post-intervention test scores between the lecture and game groups (Pre-test: p = 0.9; Post-test: p = 0.5). Post-intervention test scores increased significantly from baseline (Game group: 29.3% gain, Didactic group: 31.5% gain; p<0.001 for each). The score increase difference between groups was not statistically significant (p = 0.6). The post-intervention attitude survey did not reveal any significant between group differences (p = 0.5).ConclusionsOur results indicate that an educational game and interactive didactic instruction can be equally effective in teaching optometry students basic and applied science. Furthermore, both modes of instruction have the potential to be equally engaging and enjoyable experiences.

Harvest of Hope: The Impact of a Church Garden Project on African American Youth and Adults in the Rural American South

ABSTRACTA pilot study was conducted of the feasibility of a church garden program to impact health outcomes in rural African American youth and adults. Thirty-six workdays were held at a black church. Pre- and postintervention attitudes, diet, weight, and blood pressure were measured. T-tests were used to test for significant within-group differences. Spearman’s rank correlation coefficients were used to test for significant bivariate associations. Youth showed improved attitudes about farming and gardening. No statistically significant changes were observed in adults. Church garden interventions can improve farming and gardening attitudes for rural African American youth.

Assessing the effects of a sexually transmitted disease educational intervention on fraternity and sorority members' knowledge and attitudes toward safe sex behaviors.

College years are a time young adults examine high-risk sexual behaviors, increasing their risk for sexually transmitted diseases (STDs). Fraternity/sorority membership has been identified as one factor contributing to increased risky sexual behavior in college students. This study measured the effectiveness of an educational intervention targeting STD prevention in fraternity and sorority members, and examined relationships between STD knowledge, attitudes, and demographics. A descriptive, correlational design was used. Pre- and posttest data were collected from fraternity and sorority members (N = 132). Instruments measured demographic characteristics, STD knowledge, and attitudes toward safe sex behaviors. There was a significant increase in STD knowledge from baseline (M = 13.03, SD = 6.5) to 1 week (M = 20.27, SD = 4.9) t (131) = -13.53, p = .000. Males were more likely to report attitudes toward risky sexual behavior rs(132) = .323, p = .000, and as knowledge increased, attitudes became more favorable to safe sex behaviors (pre-STD knowledge and preintervention attitudes, r(132) = -.249, p = .004; post-STD knowledge and postintervention attitudes, rs(132) = -.307, p = .000). Results support that brief STD educational interventions can increase STD knowledge. College health centers must aim to provide sexual health education to all students at every visit.

Therapeutic attitudes and clinical global impression: A 2-year follow-up study of 33 outpatients with a mental disorder in treatment with paliperidone palmitate

IntroductionMaintaining antipsychotic therapy in mental disorder is important in preventing relapse, rehospitalization, and suicide. Lack of awareness of illness may be a leading cause for non-adherence. Long-acting depot can prevent non- adherence and thus potentially contribute to better patient outcomes.ObjectiveThe aim of this prospective, observational, non interventional 2-year-long study is to assess severity and post-intervention changes and attitudes toward medication of a group of patients treated paliperidone palmitate (PP).MethodsThirty-three outpatients stabilised with PP during the last 24 months. Inclusion criteria were: patients’ age (&gt; 18 years), a diagnosis of schizophrenia, bipolar disorder, schizoaffective disorder stabilised during the last 12 months with PP, without a diagnostics from axis I or II (except for nicotine of caffeine) and able to sign the inform consent. Data collected: general sociodemographic and clinical data (age, sex, level of education, socioeconomic situation, family support, psychiatric diagnosis, years of evolution, use/abuse of substances, treatment, previous and later number of hospitalisations. Evaluations included disease severity (Clinical Global Impression-Severity (CGI-S) and Drug Attitude Inventory, (DAI)).ResultsThirty-threeoutpatients were followed during 24 months [mean dose 132,58 (44,4) mg], 75,8% were men, age 45,05 years old, 87,8% with a diagnoses of paranoid schizophrenia. Antipsychotic monotherapy increased over the time with PP. Significant improvements were observed on both Clinical Global Impression and Drug Attitude Inventory. The number of rehospitalizations and mean stays decreased from the beginning until the end of these 24 months.ConclusionsOur results suggest an improvement in the patient's clinical vision and attitude towards medication with long-acting depot.Disclosure of interestThe authors have not supplied their declaration of competing interest.