Post-intervention Test Scores Research Articles

Scale Validation and Intervention Effects of Metacognitive Reading Strategies in CET-6: A Study in Chinese Second-Tier University Setting

This study validated a metacognitive reading strategy questionnaire for CET-6 Reading (College English Test-Band 6) and investigated the effectiveness of metacognitive reading strategy instruction on CET-6 reading performance. The research was conducted at a second-tier university in China, involving 478 participants in the factor analysis phase, with 245 questionnaires used for Exploratory Factor Analysis (EFA) and 233 questionnaires used for Confirmatory Factor Analysis (CFA). In the intervention phase, there were 80 participants in total, with 40 participants in each of the experimental and control groups. The participants in the factor analysis phase and the intervention phase were independent of each other. The study employed quantitative research methods, including EFA and CFA using SPSS 26.0 and AMOS software to validate the reliability and validity of the questionnaire. Additionally, independent samples t-tests were used to compare the pre- and post-intervention test and survey scores between the experimental group (EG) and the control group (CG).The results indicated that the adapted questionnaire demonstrated good reliability and validity, confirming its suitability as a tool for measuring metacognitive strategy use in CET-6 reading. Furthermore, the intervention effectively improved students' reading performance and the use of metacognitive strategies, suggesting that incorporating metacognitive reading strategies into instruction has a positive impact on students' reading performance.This study highlights the importance of incorporating metacognitive reading strategies into pedagogical practices, providing information for improving the CET-6 pass rate accordingly.

Efficacy of plastinated specimens in anatomy education: Asystematic review and meta-analysis.

Plastination, a permanent preservation method for human tissues and organs, is increasingly being used in anatomy education. However, there is a paucity of systematic reviews and meta-analyses summarizing the educational efficacy of plastinated specimens. This meta-analysis compared the assessment scores of students exposed to plastinated specimens against those exposed to other common instructional methods. A systematic search was conducted through four databases, from 2000 to July 2022. Titles and abstracts of the retrieved records were screened according to predetermined eligibility criteria. Of the 159 records screened, 18 were subjected to full-text review. Among the 18 studies, five articles reported post-intervention test scores for intervention (plastinated) and control (other modalities) groups. Studies were subjected to GRADE quality assessment, and four studies with moderate to high ratings were included for meta-analysis. Students' perceptions (n = 15 studies) were qualitatively analyzed using an inductive narrative analysis. No significant effect was detected between the intervention (n = 417) and control groups (n = 422) (standardized mean difference = 0.08; 95% CI [-0.36, 0.52]; p = 0.73). Four themes emerged from students' perceptions: ease of use, motivation to study, spatial understanding, and learning preference. Overall, student performance outcomes comparing the use of plastinated specimens versus other instructional modalities are very limited. This meta-analysis suggests that knowledge gained from plastinated specimens is comparable to learning achieved through other modalities; though this outcome should be interpreted with caution as there is currently insufficient evidence for definitive conclusions.

The Impact of Educational Gamification on Student Learning Outcomes

This study examined the impact of educational gamification on student engagement, motivation, and academic performance in higher education. Employing a mixed-methods research approach, a quasi-experimental pretest-posttest design was utilized with 133 undergraduate students from three private universities in Manila, Philippines. Gamification elements, including points, badges, leaderboards, and collaborative challenges were integrated into an online learning environment. Quantitative data were collected through pre- and post-intervention test scores and motivation surveys, while qualitative insights were gathered via focus group discussions and interviews. The results revealed statistically significant improvements in academic performance and motivation following the gamification intervention. Thematic analysis of qualitative data highlighted students’ positive perceptions of the gamified learning environment, with increased engagement and enjoyment reported. However, individual differences, such as prior gaming experience, influenced responses to gamification, suggesting the need for tailored approaches. This study concluded that gamification could serve as a powerful tool for enhancing student outcomes when thoughtfully designed and aligned with educational objectives. Future research should investigate the long-term effects of gamification and its applicability across diverse educational contexts.

Fundamental dermatology education of medical doctors at a regional hospital in Johannesburg, South Africa.

dermatology is a prevalent field of global health and dermatological conditions are amongst the most frequent complaints affecting communities, yet dermatology has become an overlooked aspect of the medical school curricula and many medical schools have failed to provide doctors with training to manage these conditions confidently and adequately. This study aimed to determine the baseline dermatological knowledge of medical doctors and determine the influence of fundamental dermatology education on hospital medical staff at a regional hospital in Johannesburg, South Africa. the knowledge and confidence of 33 medical doctors were tested using a pre-test and post-test quasi-experimental design. Participants completed an online questionnaire followed by an image-based test consisting of 20 questions to determine their level of confidence in diagnosing and managing common dermatological conditions. The participants then attended a sixty-minute educational session based on common dermatological conditions. Following this, their level of confidence and knowledge on the subject was re-assessed using the same online test. Pre and post-intervention confidence and test scores were compared. the pre-intervention test mean score was 67.11%. The post-intervention mean score was 92.50%. The difference between means (post-intervention - pre-intervention) ± SEM was 25.39 ± 4.81. The intervention significantly improved overall test scores (p-value < 0.0001). Many participants felt that their undergraduate training was insufficient in preparing them for the management of common dermatological conditions. the baseline knowledge and confidence of medical doctors in managing common dermatological conditions was poor and such educational interventions have significant value in improving the ability of medical doctors in managing common dermatological conditions. More time should be dedicated to dermatology training at an undergraduate level.

IMPROVEMENT OF SENIOR HIGH STUDENTS’ PERFORMANCE IN HEAT TRANSFER USING PRACTICAL ACTIVITIES IN EFFUTU MUNICIPAL, GHANA

This study investigated the integration of practical activities with theoretical lessons to improve students’ academic performance in the concept of heat transfer at A. M. E. Zion Girls’ Senior High School, Winneba, in the Central Region of Ghana. A sample of 50 female home economics students in SHS two was purposefully selected for the study. Questionnaires and test items were the main instruments used to collect data for the study. Students completed pre-intervention and post-intervention tests after using an interactive and hands-on instructional approach as an intervention. A descriptive statistical analysis was used to measure the trends in teaching and learning methods. Statistical differences between students' performance before and after the study were examined using the mean, standard deviation; t-test, mean gain, and effect size analysis to analyse the research questions. Student responses to the questionnaire revealed that 86% of the students understood the concept of heat transfer after the intervention and 94% of the study sample indicated that they would like to see physics lessons integrated with theory and hands-on activities. The average gain between pre- and post-intervention test scores was 3.74, with a p-value of 0.000** demonstrating the success of the intervention process. This study supports the use of instructional tools in the physics classroom and recommends the use of interactive hands-on activities to improve the student's academic performance.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0035/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The link between completing Reading Recovery and performance on a phonics screening check

The purpose of this research was to analyze the performance of pupils (N = 6,023) who took part in Reading Recovery (RR) in England on a decoding test, the Phonics Screening Check (PSC), administered at the end of Year 1 when children are approximately 5 to 6 years of age. The data cover two academic years (2015/2016 and 2016/2017) and include demographic information, pre- and post-intervention achievement test scores and PSC results. Descriptive statistics and linear regression modeling (using a linear spline specification for timing) were used. Results indicated that pupils who had an RR intervention before the PSC performed better than peers who had the intervention during or after the PSC. There was a positive and statistically significant increase in PSC performance among those whose RR intervention began earlier relative to the PSC.

Simulated Randomized Controlled Trial to Learn Critical Appraisal (SiRCA): A Randomized Controlled Study of Effectiveness Among Undergraduate Medical Students.

Introduction: The ideal method to teach evidence-based medicine (EBM) to medical students is unclear. We determined the effectiveness of a simulated randomized controlled trial (RCT) in improving critical appraisal and EBM skills among medical students compared to traditional training.Methods: One hundred and eighteen medical students were randomized into two groups. Sixty-one students (immersion arm) were trained in critical appraisal using a simulated RCT aimed at determining efficacy of a “brainy pill” on ability to crack puzzles. Fifty-seven students (traditional group) were trained using a journal club with a checklist. Primary outcome of change in knowledge and skills of critical appraisal and EBM was determined by comparing scores on pre- and post-intervention Fresno tests.Results: Mean age of students was 21.76 (SD - 0.78) years. Seventy (59.3%) were females and 48 (40.7%) males. Mean pre-test scores of traditional and immersion groups were 8.0 (SD - 4.88) and 9.31 (SD - 5.49) respectively and post-test scores were 50.2 (SD - 16.2) and 68.12 (SD - 14.72) respectively (post-intervention mean difference - 17.92; 95% CI 12.26 - 23.57; p<0.0000001). Odds of achieving 65% or more in post-intervention Fresno test score was significantly higher in immersion group (29.8% vs 8.2%; OR 4.76; 95% CI 1.62-13.97; p = 0.001). Perceived competence regarding EBM skills improved significantly in immersion group.Conclusions: Simulated RCT is effective in imparting critical appraisal and EBM practice skills to medical students. Trainers should consider integrating and reinforcing this approach in EBM curriculum to make learning contextual and immersive.

Effectiveness of Superbrain Asana on the Academic Performance in Dental Students — An Interventional Study

&lt;em&gt;Superbrain asana&lt;/em&gt; (SBA) is an ancient yogic exercise which is claimed to boost holistic well-being. It is established on the principles of subtle energy movement in the body and ear acupuncture. Proponents assert that this exercise improves cognition and academic performance. Our study aimed at assessing the effectiveness of SBA on the academic performance in dental students by comparison of the pre-intervention and post-intervention test scores. This interventional research had a pretest – posttest design and was conducted on 99 dental undergraduate students. SBA exercise was implemented for three months for six days in a week. Pre and post-intervention tests with multiple choice questions were administrated to the students without giving any prior intimation. The test scores were compared and the observations were subjected to statistical analysis. The data collected were analysed with the Wilcoxon signed-rank test of significance. It was found that there was a statistically significant increase in the median test scores after the intervention (p-value &amp;lt;0.001).With our study, we conclude that &lt;em&gt;Superbrain asana&lt;/em&gt; intervention is highly effective in improving the academic performance of the dental students and it can be successfully incorporated into the professional education curriculum.

Evaluation of the Effect of Cognitive Behavioral Interventions on the Emotional Reactions of Parents of Children with Retinoblastoma

Background: Retinoblastoma is the most common primary intraocular malignancy in childhood. Diagnosis of the disease and treatment decisions put a lot of stress on the family. Excessive anxiety and stress can lead to serious psychological problems. The cognitive behavioral approach focuses on the individuals’ thoughts, behaviors, and emotions and their interaction. This study aimed to investigate the effect of cognitive behavioral interactions on the emotional reactions of parents of children with retinoblastoma. Methods: This study was carried out using a quasi-experimental design on 106 parents of children with retinoblastoma referred to the Farabi Eye Hospital, Tehran, Iran, between 2017 and 2018. Cognitive behavioral therapy was performed through eight sessions of 90-minute training for parents. The data collection method was self-responding using the depression, anxiety, and stress scale-21 Items (DASS-21) questionnaire. Pre-and post-intervention test scores were collected for statistical analysis. Results: The mean anxiety score decreased from 13.65 (moderate anxiety) before the cognitive-behavioral intervention to 10.13 (mild anxiety) after the intervention (p&lt;0.05). The mean depression score decreased from 11.26 (mild depression) before the intervention to 8.32 (no depression) after the intervention (p&lt;0.05). The mean stress score decreased from 10.79 (normal) before the intervention to8.25 (normal) after the intervention (p&lt;0.05). Conclusion: Our study showed that the occurrence of retinoblastoma in children poses a significant risk to the mental health of their parents. Cognitive-behavioral interventions can be effective in improving the level of parent's anxiety, depression, and stress.

Assessment of disaster preparedness at general hospitals in Al-Madinah Al-Munawarah Province, Western Region of Saudi Arabia: A study of pre intervention and post intervention test scores from 2017 to 2019.

Objectives:To evaluate the Ministry of Health (MoH) hospitals preparedness for potential disasters and crisis events using the World Health Organization (WHO) hospital emergency response checklist.Methods:A cross-sectional study was conducted at MoH hospitals in Al-Madina, Saudi Arabia using the WHO hospital emergency response checklist. The overall level of hospital preparedness was categorized as unacceptable if the rating is between 0-64, insufficient if it is between 65-129 and effective preparedness if the score is between 130-184. The study conducted in 3 phases. First phase, the preintervention assessment was conducted from August 23 to 27, 2017. Second phase, intervention strategies were implemented between 2018 and 2019 to enhance the hospitals preparedness for any potential disaster situation. Third phase, the postintervention assessment was conducted from September 5 to 7, 2019, using with the same checklist.Results:The preparedness score of key components at the participating hospitals showed an “insufficient” level of preparedness. The mean preparedness score of the participating hospitals was 81.5±11.39 (range: 65-91), which is lower than the recommended WHO cut-off level of effective preparedness. The preparedness score of the post-recovery component was very low 01±1.15 compared to the WHO range (0-18).Conclusion:A total of 4 hospitals participated in the study. The participated hospitals showed insufficient levels of preparedness for potential disasters and crisis events.

E-Learning Three-Dimensional Anatomy of the Brainstem: Impact of Different Microscopy Techniques and Spatial Ability.

Polarized light imaging (PLI) is a new method which quantifies and visualizes nerve fiber direction. In this study, the educational value of PLI sections of the human brainstem were compared to histological sections stained with Luxol fast blue (LFB) using e‐learning modules. Mental Rotations Test (MRT) was used to assess the spatial ability. Pre‐intervention, post‐intervention, and long‐term (1 week) anatomical tests were provided to assess the baseline knowledge and retention. One‐on‐one electronic interviews after the last test were carried out to understand the students’ perceptions of the intervention. Thirty‐eight medical students, (19 female and 19 males, mean age 21.5 ± SD 2.4; median age: 21.0 years) participated with a mean MRT score of 13.2 ± 5.2 points and a mean pre‐intervention knowledge test score of 49.9 ± 11.8%. A significant improvement in both, post‐intervention and long‐term test scores occurred after learning with either PLI or LFB e‐learning module on brainstem anatomy (both P < 0.001). No difference was observed between groups in post‐intervention test scores and long‐term test scores (P = 0.913 and P = 0.403, respectively). A higher MRT‐score was significantly correlated with a higher post‐intervention test score (rk = 0.321; P < 0.05, respectively), but there was not a significant association between the MRT‐ and the long‐term scores (rk = −0.078; P = 0.509). Interviews (n = 10) revealed three major topics: Learning (brainstem) anatomy by use of e‐learning modules; The “need” of technological background information when studying brainstem sections; and Mnemonics when studying brainstem anatomy. Future studies should assess the cognitive burden of cross‐sectional learning methods with PLI and/or LFB sections and their effects on knowledge retention.

The impact of basic dermatology education and training on primary healthcare providers in KwaZulu-Natal, South Africa.

BackgroundDermatological diseases are amongst the commonest reasons for consultation at primary care level. Yet, dermatology teaching in medical and nursing curricula is inconsistent and often insufficient to enable medical and nursing professionals to manage these conditions effectively.MethodsWe tested the knowledge of 100 doctors and 195 nurses who attended dermatology training sessions held in three health districts in the province of KwaZulu-Natal (KZN), South Africa, by using a quasi-experimental uncontrolled before-and-after study design. At the start of the session, participants were exposed to 15 slides representing common dermatological conditions; this was followed by a test. The participants then attended a series of short lectures followed by the same test. Pre- and post-intervention test scores were compared, and the results were analysed by professional status, health district and type of facility.ResultsThe mean (standard deviation [SD]) pre-intervention test score was 40.6% (20.5%). Doctors scored significantly higher than nurses (p < 0.0001). There were significant differences in performance by district (p < 0.001) and type of facility (p < 0.001). The mean (SD) post-intervention score improved to 68.7% (22.5%).ConclusionDoctors and nurses working in the primary care sector appear to be insufficiently trained in the management of common dermatological conditions. A short period of in-service training resulted in an immediate, significant improvement in knowledge, although we did not study long-term retention beyond this. We recommend improved prequalification training in dermatology in medical and nursing schools and an expansion of continuing professional development as well as in-service training opportunities for primary care practitioners.

Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model

BackgroundRealistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, which result in major increases in user satisfaction. However, although digital simulations may be more portable, interesting, or motivating than traditional teaching tools, whether they are superior in terms of student learning remain unclear. This paper presents a study in which the educational effectiveness of a virtual reality (VR) skull model is compared with that of cadaveric skulls and atlases. The aim of this study was to compare the results of teaching with VR to results of teaching with traditional teaching methods by administering objective questionnaires and perception surveys.MethodsA mixed-methods study with 73 medical students was conducted with three different groups, namely, the VR group (N = 25), cadaver group (N = 25) and atlas group (N = 23). Anatomical structures were taught through an introductory lecture and model-based learning. All students completed the pre- and post-intervention tests, which comprised a theory test and an identification test. The theory test consisted of 18 multiple-choice questions, and the identification test consisted of 25 fill-in-the-blank questions.ResultsThe participants in all three groups had significantly higher total scores on the post-intervention test than on the pre-intervention test; the post-intervention test score in the VR group was not statistically significantly higher than the post-intervention test score of the other groups (VR: 30 [IQR: 22–33.5], cadaver: 26 [IQR: 20–31.5], atlas: 28[IQR: 20–33]; p > 0.05). The participants in the VR and cadaver groups provided more positive feedback on their learning models than the atlas group (VR: 26 [IQR: 19–30], cadaver: 25 [IQR: 19.5–29.5], atlas: 12 [IQR: 9–20]; p < 0.001).ConclusionsThe skull virtual learning resource (VLR) was equally efficient as the cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a higher level of motivation and tolerable adverse effects.

Developing and Evaluating a Mobile Foot Care Application for Persons With Diabetes Mellitus: A Randomized Pilot Study

The purpose of this study was to develop the Mobile Diabetic Foot Personal Care System (m-DAKBAS) and evaluate its effectiveness for patients with diabetes. During Phase 1, a mobile app that included communication features, remote patient monitoring, and information was developed and pilot-tested among 10 patients. The Phase 2 study, conducted from June 2017 to April 2018, used a 2-group, pre-test/post-test design to evaluate the effect of the app on patients' knowledge, behavior, and self-efficacy scores when used for 6 months. Both the experimental (app) and control groups participated in 1 education session at the start of the study. Of 106 patients who enrolled, 88 completed the study (44 in the experimental group and 44 in the control group). Only 6 patients had received education about foot care previously. The average age of all participants was 51.63 years (SD = 8.08). There were significantly more women in the experimental group than in the control group (65% vs. 45.5%; P = 0.5). Each participant used the app for 24 weeks, and the data entry rate was 72.9%. Throughout the study, participants had 1977 data entries (blood glucose and foot observation) in total. Differences between pre- and post-intervention test scores were significantly higher for knowledge, behavior, and self-efficacy in both groups, but the difference was greater in the experimental group (P < .05). Only post-test knowledge scores were significantly higher in the experimental compared with the control group (P < .05). Compared to the start of the study, the proportion of participants with cracked/dry skin and inappropriate footwear was significantly lower in the experimental group but not in the control group. In this study, education and follow-up via the mobile app and verbal-only instruction increased the knowledge, behavior, and self-efficacy scores of patients in both groups. Post-study knowledge scores were significantly higher in the experimental group than in the control group. Patient education remains a crucial component of optimal care, and further development, refinement, and testing of mobile applications to improve self-efficacy and reduce the risk of diabetic foot are warranted.

The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies

BackgroundVirtual reality (VR) is an innovation that permits the individual to discover and operate within three-dimensional (3D) environment to gain practical understanding. This research aimed to examine the general efficiency of VR for teaching medical anatomy.MethodsWe executed a meta-analysis of randomized controlled studies of the performance of VR anatomy education. We browsed five databases from the year 1990 to 2019. Ultimately, 15 randomized controlled trials with a teaching outcome measure analysis were included. Two authors separately chose studies, extracted information, and examined the risk of bias. The primary outcomes were examination scores of the students. Secondary outcomes were the degrees of satisfaction of the students. Random-effects models were used for the pooled evaluations of scores and satisfaction degrees. Standardized mean difference (SMD) was applied to assess the systematic results. The heterogeneity was determined by I2 statistics, and then was investigated by meta-regression and subgroup analyses.ResultsIn this review, we screened and included fifteen randomized controlled researches (816 students). The pooled analysis of primary outcomes showed that VR improves test scores moderately compared with other approaches (standardized mean difference [SMD] = 0.53; 95% Confidence Interval [CI] 0.09–0.97, p < 0.05; I2 = 87.8%). The high homogeneity indicated that the studies were different from each other. Therefore, we carried out meta-regression as well as subgroup analyses using seven variables (year, country, learners, course, intervention, comparator, and duration). We found that VR improves post-intervention test score of anatomy compared with other types of teaching methods.ConclusionsThe finding confirms that VR may act as an efficient way to improve the learners’ level of anatomy knowledge. Future research should assess other factors like degree of satisfaction, cost-effectiveness, and adverse reactions when evaluating the teaching effectiveness of VR in anatomy.

Exploring effective strategy to improve grade VI-VIII science

The study explored the most effective strategy to improve science in Classes VI-VIII. The researcher selected relevant topics from the science textbooks of classes VI to VIII and taught them using three strategies: demonstration, experimentation and ICT/Video lesson. Paper pencil tests were conducted after completion of each strategy and the mean test scores were compared with the pre-test score. The study employed a mixed mode approach. The data were collected from Classes VI-VIII students (N= 15 from each class) using survey questionnaire and structured interview. The post intervention test score, survey and interview reports revealed that students’ interest in learning science is spurred through hands-on experiments.

Impact of Group Asthma Education on Asthma Control and Emergency Room Visits in an Underserved New York Community

Objective Asthma education programs have been shown to be effective in decreasing health care utilization and improving disease control and management. However, there are few studies evaluating the outcomes of group asthma education. The aim of this study was to assess the impact of an outpatient adult group asthma education program in an inner-city-based hospital caring for an underserved population. Methods We conducted a pre- and poststudy of all patients with asthma who participated in two structured group asthma education sessions led by a respiratory therapist, clinical pharmacist, and pulmonologist. The study period (January 2016 to April 2018) included the year before group education and the year after education. The primary outcomes were the number of patients requiring emergency room visits and hospital admission. The secondary outcomes included asthma control as assessed by Asthma Control Test scores, use of systemic corticosteroids, and change in test scores postintervention. Results Eighty-eight patients received group education during the study period; 82 attended 2/2 sessions, and 6 attended 1/2 sessions. The study population was largely Hispanic (73%) or African American (25%) and had a mean age of 58 years. Most had moderate (57%) or severe (25%) persistent asthma. Significantly, fewer patients required emergency room visits in the postintervention period than in the preintervention period (20 visits vs. 42 visits, p=0.0002). Group education was also associated with increased asthma control (p=0.0043), decreased use of systemic corticosteroids (p=0.0005), and higher postintervention test scores (p=0.0001). Conclusions Group asthma education provided by a multidisciplinary team in an inner-city hospital clinic caring for underserved and minority populations is feasible and may decrease utilization of health care resources when patients are educated and empowered to participate in their asthma management.

Evaluation of a Neonatal Resuscitation Curriculum in Liberia.

Neonatal mortality in Africa is among the highest in the world. In Liberia, providers face significant challenges due to lack of resources, and providers in referral centers need to be prepared to appropriately provide neonatal resuscitation. A team of American Heart Association health care providers taught a two-day neonatal resuscitation curriculum designed for low-resource settings at a regional hospital in Liberia. The goal of this study was to evaluate if the curriculum improved knowledge and comfort in participation. The curriculum included simulations and was based on the Neonatal Resuscitation Protocol (NRP). Students learned newborn airway management, quality chest compression skills, and resuscitation interventions through lectures and manikin-based simulation sessions. Seventy-five participants were trained. There was a 63% increase in knowledge scores post training (p < 0.00001). Prior cardiopulmonary resuscitation (CPR) training, age, occupation, and pre-intervention test score did not have a significant effect on post-intervention knowledge test scores. The median provider comfort score improved from a 4 to 5 (p < 0.00001). Factors such as age, sex, prior NRP education, occupation, and post-intervention test scores did not have a significant effect on the post-intervention comfort level score. A modified NRP and manikin simulation-based curriculum may be an effective way of teaching health care providers in resource-limited settings. Training of providers in limited-resource settings could potentially help decrease neonatal mortality in Liberia. Modification of protocols is sometimes necessary and an important part of providing context-specific training. The results of this study have no direct relation to decreasing neonatal mortality until proven. A general resuscitation curriculum with modified NRP training may be effective, and further work should focus on the effect of such interventions on neonatal mortality rates in the region.

Effects of MitraClip on cognitive and psychological function in heart failure patients: the sicker the better

PurposeCognitive impairment and reduced quality of life is a common condition in patients with heart failure (HF). Percutaneous mitral valve repair using (PMVR) MitraClip (MC) has emerged as a promising interventional tool, reducing all-cause mortality and hospitalization as well as increasing cognitive functioning and quality of life. However, the benefit of HF patients with severely depressed cognitive functioning remains unknown.MethodsWe assessed cognitive functioning (figural memory—FGT, executive function—TOL, TMT B), psychosocial functioning (depression—PHQ-9, quality of life—SF36), and clinical parameters (echocardiography, 6-min walk test distance, and cardiac biomarkers) 1 day before (t0) and 6 weeks after (t1) MC intervention in HF patients (n = 40). First, paired sample t tests were conducted to uncover improvements in cognitive functioning post-MC intervention. Second, the COGBAT Norm-sample, a representative age-matched healthy sample, was used to compare participants’ individual scores. Third, bivariate linear regressions were calculated for all key predictors of the detected improvements in cognitive functioning post-MC intervention (t1–t0).ResultsFollowing the MC intervention, we found significant improvements in figural memory, executive functioning, and psychosocial functioning. Most of the patients with depressed executive functioning before the MC intervention showed post-intervention test scores within the normal range (> 50th percentile; t0 22.5% vs. t1 60%) as compared to the normative COGBAT sample. Regression analyses revealed that lower baseline scores in planning ability before the MC intervention (t0) were associated with greater planning ability (TOL; B = − 0.78, 95% CI − 1.04 to − 0.53), figural memory (FGT; B = − 0.26, 95% CI − 0.44 to − 0.07), and cognitive flexibility (TMT B; B = − 0.36, 95% CI − 0.50 to − 0.23) improvement post-MC intervention (t1–t0). Psychosocial functioning and age were not associated with these improvements.ConclusionsPatients with depressed executive functioning showed the greatest benefit from the MC intervention regarding cognitive functioning. Age and psychological functioning seem less important for cognitive performance improvements post-MC intervention. Hence, severely depressed cognitive functioning in patients is not a contraindication for PMVR using MitraClip.

Comparison between facilitator and peer assisted learning: An interventional study at Peshawar Medical College

To compare peer-assisted learning with facilitator-assisted learning in small group format comprising undergraduate medical students.The interventional study was conducted from March to August 2016 at Peshawar Medical College, Peshawar, Pakistan, and comprised 2nd year medical students who were randomised into two groups; Group 1 was exposed to peer-assisted learning while Group 2 had facilitator-assisted learning. A validated multiple-choice questionnaire was used for data collection both before and after the intervention. SPSS 19 was used for data analysis.Of the 80 subjects, there were 40(50%) in each of the two groups, and the groups had 20(50%) males and as many females each. Mean age of Group 1 was 18.90±0.68 years and in Group 2 it was 18.40±0.72 years. There was no significant difference between academic scores of the two groups (p=0.65). Within the groups, pre- and post-intervention test scores showed significant difference (p<0.05).Peer-assisted learning was found to be as good as facilitator-assisted learning and it can be introduced as a method of effective teaching.