Post Module Research Articles

Change in negative mental filter is associated with depression reduction in metacognitive training for depression in older adults (MCT-Silver)

Identifying components of modularized psychological interventions that contribute to symptom reduction is essential to improving depression treatment. In a secondary analysis of a randomized controlled trial (RCT), session-specific effects of Metacognitive Training-Silver, a group intervention for older adults with depression, were investigated. Thirty-eight older adults with major depressive disorder or dysthymia participated in up to eight sessions of MCT-Silver. A clinical assessment of depressive symptoms (Hamilton Depression Rating Scale) as well as additional interviews and questionnaires administered as part of the RCT were completed at pre- and post-intervention. Depressive symptoms, negative (meta)cognitive beliefs, emotion regulation strategies and attitudes toward aging were assessed pre- and post-session. The rate of change in each variable per module, elevation following the module in which the variable was addressed, and the rate of change post module were examined via linear mixed models. Clinician-rated depressive symptoms were significantly reduced from pre- to post-intervention (Cohens d = 1.31). Self-reported depression and negative mental filter measured within sessions improved significantly over treatment, whereas black-and-white thinking improved after module #3 (Should Statements, All or Nothing Thinking and Acceptance). Module-specific within-session effects were found for overgeneralization (module #1: Mental Filter) and rumination (module #6: Rumination and Social Withdrawal). Improvement in mental filter in module #1 was significantly associated with depression reduction. This study provides initial evidence that MCT-Silver partially meets its aims of reducing depression and specific cognitive variables within and across sessions. Improvement of the instrument used to measure change may improve detection of module-specific effects.Trial registration: NCT03691402.

Navigating genomic testing: Evaluation of an e-learning module with general practitioners

Background: Primary care, or general, practitioners (GPs) are increasingly expected to communicate with and support their patients through genetic or genomic testing. However, GPs worldwide report a lack of knowledge about genetics and what constitutes a genetic or genomic test. Few Australian educational resources for medical practitioners address core capabilities in genetics or genomics. Methods: We developed and evaluated a 90-minute online education module, Navigating Genomic Testing in General Practice, hosted online for 12 months. The module aimed to increase GPs’ awareness and knowledge of genomics, increase confidence in their capability to support genomic testing and foster intention to utilise that knowledge. GPs residing and practising in Australia who completed the module also completed a mandatory post-module survey. They were then invited to complete a behavioural intention survey and participate in an interview. Results: Between December 2018 and 2019, 216 Australian GPs completed the module and mandatory survey. Fourteen GPs went on to complete the optional survey. Most Australian GPs who completed the module reported gaining knowledge that was relevant to their practice (n = 215, 99.5%) and entirely met their learning needs (n = 168, 77.8%). Respondents of the optional survey (n = 14) indicated that confidence in their capability significantly increased post module, together with intention to support patients undergoing genomic testing. Conclusion: GPs in this study reported increased confidence, ability and intent, which are factors that can lead to changes in behaviour. Our findings support use of this type of online course as an educational tool to help GPs navigate genomics as it increasingly impacts their practice.

Gamified versus non-gamified online educational modules for teaching clinical laboratory medicine to first-year medical students at a large allopathic medical school in the United States

BackgroundMedical educators seek innovative ways to engage learners efficiently and effectively. Gamification has been explored as one way to accomplish this feat; however, questions remain about which contexts gamification would be most useful. Time constraints and student interest present major barriers for teaching laboratory medicine to students. This study aims to compare two versions of an interactive online module, one gamified and one not, for teaching laboratory medicine concepts to pre-clinical medical students.MethodsFirst-year medical students reviewed either a gamified or non-gamified version of an interactive online module in preparation for an in-person flipped classroom session on Laboratory Medicine. Learning theory guided the design of the modules and both contained identical content, objectives, and structure. The “gamified” module included the additional elements of personalization, progress meters, points, badges, and story/role play. After reviewing the module, students completed an anonymous knowledge check and optional survey.ResultsOne hundred seventy-one students completed the post module knowledge check as assigned (82 gamified, 89 non-gamified). Knowledge check scores were higher for the students who reviewed the gamified module (p < 0.02), corresponding to an effect size of 0.4 for the gamified module. Eighty-one students completed optional post-module surveys (46 gamified, 35 non-gamified). Instructional efficiency was calculated using task difficulty questions and knowledge check scores, and the resulting instructional efficiency was higher for the gamified module. There was no significant difference in the student-reported time required to complete the modules. Additionally, both versions of the module were well received and led to positive ratings related to motivation and confidence. Finally, examination of open-ended survey results suggested that the addition of game elements added value to the gamified module and enhanced engagement and enjoyment.ConclusionsIn this setting, the addition of gamification to an interactive online module enhanced learning outcome, instructional efficiency, student engagement and enjoyment. These results should inspire further exploration of gamification for teaching Laboratory Medicine concepts to pre-clinical medical students.

(062) Identifying the Comfort Level and Understanding of Female Anorgasmia in Medical Students Following an Interactive Online Medical Educational Module in Female Anorgasmia

Abstract Introduction Sexuality is an important aspect of a woman's health; however, in the United States, it is estimated that 10 to 42% of women suffer from female anorgasmia [1]. Despite the high prevalence of female orgasmic disorders, many women are reluctant to discuss it with their providers due to anxiety or embarrassment. They will only voice this issue after direct clinical inquiry. Healthcare professionals frequently under screen for anorgasmia in patients [2]. There is good evidence that sexual health education increases providers’ confidence in screening for sexual dysfunction and ultimately improves the quality of life for their patients. Yet, historically, there has been a lack of medical student education and training on female sexual dysfunction [3]. To address this gap, we created a medical student online training module focused on female anorgasmia. Objective Our primary goals are to obtain preliminary data on: the baseline medical student knowledge of female anorgasmia, the effectiveness of our female anorgasmia module, and the feasibility of assessing the module in an academic setting. We hypothesize that our female anorgasmia module will increase students' knowledge and comfort in addressing and screening for anorgasmia in a clinical setting. Methods We obtained IRB approval. A REDcap database was created to collect and record results. Students were recruited through email and class-based group messaging services. Through pre and post-surveys, we assessed participants’ baseline comfort in screening for anorgasmia and evaluated changes in their comfort after completion of the module. Results Of 24 participants in the study, 11 completed all components and were used to assess the pre and post-responses. Our baseline responses showed 54% of medical students were slightly or not comfortable screening for anorgasmia. 27% were slightly comfortable screening for decreased desire. Our post module responses showed statical improvement in both comfort in screening for desire (p = .03) and orgasm (p = .01). An increase in medical knowledge surrounding anorgasmia was seen but not statically significant. Conclusions Our pilot study revealed over half of medical student participants at baseline had no or little comfort in screening for anorgasmia. Our module improved participants’ comfort in screening for anorgasmia. It also showed an increase in medical knowledge surrounding anorgasmia. Additionally, participants gained statically significant comfort in screening for desire. While our initial results are promising, we cannot attribute them to our entire population due to the small sample size. Of the 24, 11 participants completed all components needed to assess the module (demographics, the pre-module survey, the module, and the post-module survey. We plan to reevaluate our REDcap survey, assessment instructions and hope to provide incentives to our participants to maximize our completion rate. An additional study with a larger sample size is necessary to better assess the effectiveness of the module. Disclosure No

Evaluating an online module for sexual violence prevention in a tertiary educational setting: An exploratory study.

Sexual violence is an important public health issue affecting significant numbers of university students across Australia and internationally. In response, online modules have been widely implemented and there is an urgent need to better understand their effectiveness. The aim of this study was to evaluate an online sexual violence prevention and response education module designed for and implemented in one Australian university. We used a mixed-methods approach that included pre/post module completion surveys of key measures relating to sexual consent, being a bystander, and response to disclosures as well as knowledge of resources and support services. We conducted post module completion semi-structured interviews. Results indicated potential effectiveness of the module on beliefs about sexual consent, confidence intervening when witnessing potentially harmful situations, willingness to report incidents, confidence supporting a peer who discloses an incident, and knowledge of support services. Qualitative results indicated support for the online module as an accessible, private and self-paced tool for sexual violence education. Interactive, relevant and engaging content that can be applied in real-life contexts was noted as key for effectiveness. This exploratory study suggests there may be potential for online modules to be effective, as one aspect of universities' sexual violence prevention and response strategies-particularly modules aimed at addressing primary, secondary and tertiary prevention. Further rigorous research is required to strengthen best practice in the development and implementation of online modules as part of whole-of-campus strategies. SO WHAT?: Universities across Australia and internationally are grappling with sexual violence response and prevention in light of high prevalence rates among students. Online modules may be one effective tool when implemented as part of a wider strategy.

The Evaluation of a Digital Health Intervention to Improve Human Papillomavirus Vaccine Recommendation Practices of Medical Students.

We investigated what is being taught about HPV in US medical schools and evaluated a digital health intervention for medical students to increase their intention to provide a high-quality HPV vaccine recommendation. An online survey was emailed to Academic Deans at the 124 accredited US Schools of Medicine and Osteopathic Medicine between February and April 2018. A digital educational module was emailed to medical students in June 2020. A single-subject longitudinal study design was employed. Pre- post-survey administration measured change in knowledge, attitudes, subjective norms, perceived behavioral control, and intention to recommend HPV vaccine. Gaps in medical school curricula were found. Very few schools (~ 9%) reported teaching content on HPV prevention strategies or patient education. For the digital intervention, independent and dependent variables increased positively. Perceived behavioral control improved at significant levels as participants felt more confident addressing parents' concerns about the vaccine (p < 0.001) and more confident recommending the vaccine for patients (p < 0.05) post module. On the pre-survey, only 6% of the sample knew the most effective HPV vaccine communication style and on the post-survey 81% correctly identified it (p < 0.001). The intervention increased HPV and HPV vaccine knowledge, self-efficacy, and intention to provide a high-quality HPV vaccine recommendation to patients.

The active ingredients in a treatment for justice-involved persons with mental illness: The importance of addressing mental illness and criminal risk.

[Correction Notice: An Erratum for this article was reported online in Psychological Services on Oct 8 2020 (see record 2020-75253-001). In the article, the authors listed the wrong version of a measure in the Method section of Study 2. The article should have listed PICTS-Layperson-Short Form (PICTS-L-SF) instead of the PICTS-Short Form (PICTS-SF) as the measure used. The correct citation for the measure appears in the erratum.] Corrections research literature is replete with treatment and intervention outcome studies but lacking empirical examinations of the process of change in justice-involved populations. The current studies expand upon previous outcome evaluations of Changing Lives and Changing Outcomes (CLCO), a treatment program for justice-involved persons with mental illness, by using process research designs to examine therapeutic mechanisms of change. Study 1 used CLCO participants' (n = 264) pre and post module quizzes to examine differences in content retention between Mental Illness, Criminalness, and Both mental illness and criminalness domains to determine if participants differentially learn treatment content. In Study 2, 1 CLCO module was administered to 9 groups of adult men on probation in a residential treatment facility (n = 4 to 8 per group) in 3 iterations: (a) Mental Illness-only content (n = 16), (b) Criminalness-only content (n = 20), (c) Full module (mental illness and criminalness content; n = 22). Results for both studies indicated significant treatment gains across outcome measures of interest (namely content retention and symptomology). Contrary to expectations in Study 1, effect sizes of Mental Illness and Criminalness content retention were similar, suggesting there are not differential effects in the magnitude of content retained between the 2 domains. In Study 2, the integration of mental illness and criminalness content produced greater global improvement than focusing on mental illness or criminalness alone. These results underscore the necessity and effectiveness of integrating mental illness and criminalness in the treatment of justice-involved persons with mental illness. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

"The active ingredients in a treatment for justice-involved persons with mental illness: The importance of addressing mental illness and criminal risk": Correction to Scanlon and Morgan (2020).

Reports an error in "The active ingredients in a treatment for justice-involved persons with mental illness: The importance of addressing mental illness and criminal risk" by Faith Scanlon and Robert D. Morgan (Psychological Services, Advanced Online Publication, Jan 16, 2020, np). In the article, the authors listed the wrong version of a measure in the Method section of Study 2. The article should have listed PICTS-Layperson-Short Form (PICTS-L-SF) instead of the PICTS-Short Form (PICTS-SF) as the measure used. The correct citation for the measure appears below. (The following abstract of the original article appeared in record 2020-03338-001.) Corrections research literature is replete with treatment and intervention outcome studies but lacking empirical examinations of the process of change in justice-involved populations. The current studies expand upon previous outcome evaluations of Changing Lives and Changing Outcomes (CLCO), a treatment program for justice-involved persons with mental illness, by using process research designs to examine therapeutic mechanisms of change. Study 1 used CLCO participants' (n = 264) pre and post module quizzes to examine differences in content retention between Mental Illness, Criminalness, and Both mental illness and criminalness domains to determine if participants differentially learn treatment content. In Study 2, 1 CLCO module was administered to 9 groups of adult men on probation in a residential treatment facility (n = 4 to 8 per group) in 3 iterations: (a) Mental Illness-only content (n = 16), (b) Criminalness-only content (n = 20), (c) Full module (mental illness and criminalness content; n = 22). Results for both studies indicated significant treatment gains across outcome measures of interest (namely content retention and symptomology). Contrary to expectations in Study 1, effect sizes of Mental Illness and Criminalness content retention were similar, suggesting there are not differential effects in the magnitude of content retained between the 2 domains. In Study 2, the integration of mental illness and criminalness content produced greater global improvement than focusing on mental illness or criminalness alone. These results underscore the necessity and effectiveness of integrating mental illness and criminalness in the treatment of justice-involved persons with mental illness. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Impact of Lifestyle Modification Module on Adherence to Therapeutic Regimen of Children and Adolescents with Beta Thalassemia Major

Healthy lifestyle behaviors are important for thalassemic children and adolescents to prevent disease-relatedcomplications and improve quality of life. This study aimed to evaluate the effect of lifestyle modificationmodule on adherence of children and adolescent suffering from beta-thalassemia major. Design: A quasiexperimental design was utilized to conduct the study. Sampling: A purposive sample comprised of 80children &amp; adolescents with beta thalassemia major. Tools: I-Interviewing questionnaire, II-Childrenadherence tools: It was used to assess children and adolescents’ adherence with: (a) Medication (Morisky),(b) Therapeutic regimen (diet, physical exercise, and follow up). (c) Levels of perceived stress, (d) Sleepquality domains and developed intervention lifestyle modifications module.Results: This study revealed that more than three quarter had satisfactory knowledge about ß-TM postlifestyle modification module implementation and the majority of children and adolescents with ß-TM wereadherent to taking medicines yesterday post module implementation.Conclusion: There were significant improvements of knowledge and adherence of the studied children andadolescents with ß-TM to therapeutic regimen post the lifestyle modification module application and therewere positive correlations between all variables of the studied children and adolescents with ß-TM.

Evaluating the Effectiveness of the AIDS Education and Training Center (AETC) National Human Immunodeficiency Virus/Hepatitis C Virus (HCV) Curriculum.

BackgroundPeople with human immunodeficiency virus (PWHIV) who have hepatitis C virus (HCV) coinfection are at a higher risk of progression of liver disease than the general population. Direct acting antivirals provide a therapeutic option for HCV cure, however access to HCV specific care for PWHIV can be challenging. A paucity of specialist providers is a barrier to this care.ObjectivesThis study aims to assess knowledge gained about HIV/HCV coinfection among health care providers.MethodsAIDS Education Training Centers (AETC) have developed a modular national HIV/HCV coinfection curriculum consisting of a free selfdirected online curriculum to educate health care providers, including nonspecialist providers, involved in the care of PWHIV on HCV care and management. The effectiveness of this curriculum was evaluated with pre and post module assessment completion by learners compared with a paired t-test.Results716 people received links to the curriculum and 277 modules were completed by 221 unique individuals. 86% completed one module, 9% complete 2 modules, and the remaining 5% completed between 3 and all 6 modules. There were statistically significant increases in knowledge in the epidemiology module.

Assessing the effectiveness of the “I Can Feel Good” programme mindfulness module for a group of detained intellectually disabled patients

PurposeThis study aims to evaluate the clinical effectiveness of the Mindfulness module of the “I Can Feel Good” programme, an adapted dialectical behaviour therapy (DBT) informed skills programme for a group of intellectually disabled offenders (IDOs).Design/methodology/approachThe programme module was delivered to a group of five male IDOs detained under the Mental Health Act 1983 (Revised 2007) at an intellectual disability (ID) rehabilitation hospital based in the UK. The mindfulness module was 12 sessions in length, and it was evaluated using the emotional problems scale (EPS) and the cognitive and affective mindfulness scale-revised (CAMS-R) self-assessment and observational scale. These measures were administered pre- and post-module and used the staff report scales as a primary source of evaluation.FindingsNon-parametric testing revealed that there was a reduction in scores post module on the externalising behaviour problem scale of the EPS and increased scores on the CAMS-R observational scale, which would indicate clinical improvement in the IDO’s behavioural presentation, although it was not statistically significant. The internalising behaviour problem scale showed increased signs of anxiety post module, this could be related to increased self-awareness. The CAMS-R self-reported measure indicated reduced mindfulness qualities following the module.Originality/valueThe results indicate that following the mindfulness module, there was a reduced level of challenging behaviour displayed by the patients with increased signs of emotional regulation. There was also an observed reduction in symptoms of depression and low self-esteem post module.

Online Learning and Echocardiography Boot Camp: Innovative Learning Platforms Promoting Blended Learning and Competency in Pediatric Echocardiography.

Mastering pediatric echocardiography (PE) requires a substantial knowledge base of echo theory and congenital heart disease (CHD), along with technical proficiency. Online self-directed learning has become increasingly utilized among medical trainees to promote competency within medical subspecialties. We sought to evaluate the impact of online learning combined with lecture-based and hands-on teaching on the acquisition of PE knowledge and confidence in pediatric cardiology and pediatric critical care fellows. We prospectively enrolled 124 learners from 2016 to 2019. These included 40 incoming cardiology and critical care fellows at Texas Children's Hospital (TCH) as well as 84 national and international participants recruited from our online echo education website. All participants completed online learning modules through our website ( www.pedecho.org ), which covers pediatric echo physics, Doppler, technique, normal anatomy, atrial septal defects, and ventricular septal defects. TCH cardiology and critical care fellows subsequently participated in an Echo Boot Camp (BC), a 3-day training program with hands-on workshops and didactic lectures. Knowledge was assessed using an 80-question pre and post-test multiple choice exams. The online learning group demonstrated improvement in exam scores following online learning (PRE 49.1 ± 15.3 vs. POST 67.8 ± 17%; p ≤ 0.01). Echo Boot Camp fellows were noted to have further incremental improvement in test scores following BC (PRE 48% ± 13% vs. POST MODULE 68.6% ± 15% vs. POST BC 75.7% ± 13%; p ≤ 0.01). Self-assessment regarding confidence in context areas showed a substantial gain in self perceived interpretive confidence across all groups as well as procedural confidence in BC participants. Online learning significantly promotes the acquisition of echocardiography knowledge. Additional lecture-based and hands-on teaching in the form of an Echo Boot Camp can further enhance knowledge and interpretative skills. Both of these learning platforms appear to work in concert as powerful and effective tools in fellow education.

Familiarity with Hereditary Spastic Paraplegia (HSP) and Differentiation of Upper Body Gait Characteristics between Children with HSP and Spastic Diplegic Cerebral Palsy

Aims The aim of this two-part, prospective study was to determine therapist familiarity with HSP and examine diagnostic accuracy between individuals with HSP and those with Spastic Diplegic Cerebral Palsy (SD-CP). Methods Part-one surveyed physical therapists (PT) and physical therapist assistants (PTA) throughout Texas to determine familiarity with HSP and its gait deviations. Part-two examined accuracy in differential diagnosis of HSP versus SD-CP using gait analysis and the effects of an educational module on upper body gait deviations observed in individuals with HSP. Results Both PTs and PTAs indicated a high degree (≥73.2%) of unfamiliarity with HSP. While a majority of respondents (≥88.7%) indicated use of observational gait analysis in clinical practice, ≥92.5% indicated never receiving instruction on HSP or its associated gait deviations. Whole group analysis revealed diagnostic accuracy increased 21.7% post educational module. In addition, individual case diagnostic accuracy yielded significant improvement in 14 out of 20 cases. Conclusions Physical and occupational therapists are in a unique position to assist with the identification and distinction of HSP from CP. This study demonstrated that brief instruction on common upper body gait deviations seen in individuals with HSP may improve a clinician’s ability to distinguish SD-CP from HSP via gait analysis.

Developing Dietetic Students’ Confidence in Multicultural Communication through Flipped Learning

Problem: In a Master of Dietetics program, cultural competence was originally taught with lectures of cultural food practices. Course evaluations reflected that students wanted more opportunities to practice multicultural communication skills whereas lecturers felt that students’ personal inquiry of cultural competence could be strengthened. This study explores whether the combination of self-directed pre-class learning and in-class activities through flipped learning could address these instructional issues. Three research questions were examined: (1) How did dietetic students’ perceived confidence in multicultural communication change before and after undergoing flipped learning? (2) Which aspects of cultural competence influenced students’ confidence in multicultural communication before and after flipped learning? (3) Which aspects of cultural competence were students’ cultural learning goals based upon after flipped learning? Intervention: The intervention began with an introductory lesson in which students attended a lecture on New Zealand’s cultural landscape, self-assessed their cultural influences, and completed self-directed learning of cultural competence concepts. After this, students participated in two flipped learning lessons; the first lesson focused on cultural knowledge and the second on multicultural communication skills. For both lessons, students completed preparatory activities before engaging in small-group activities during the class sessions. Before and after the flipped learning lessons, students wrote online reflections about the reasons underlying their confidence in multicultural communication. Context: The intervention was carried out with 32 early dietetic students who were in their first semester of postgraduate studies and 31 students consented to study participation. The majority of study participants were female (n = 30, 97%), European or Asian (n = 28, 91%), and between 21–30 years old (n = 27, 87%). Impact: Pre and post module surveys submitted by 31 students showed that more of them reported being confident or very confident in multicultural communication after flipped learning. Reflections submitted by 31 students before flipped learning showed that their confidence in multicultural communication was based upon their cultural knowledge and cultural interaction experiences. Reflections submitted by 19 students after flipped learning indicated that they developed cultural skill which helped them become confident in multicultural communication. These students set goals to continue developing their cultural knowledge, engaging in cultural interaction, and optimizing opportunities for applying cultural skill during clinical practice. Lessons learned: The study results showed that flipped learning can be used for cultural learning. As compared to lectures, flipped learning can provide students with more authentic contexts to practice multicultural communication. These learning experiences model how students might continue to self-direct their cultural competence development throughout their professional practice.

Psychometric Properties of 2018 Mental Health Module Questions in Ogun State Mandatory Continuous Professional Development Programme for Nurses

There is a need for instrument standardization to elicit a desired result in the subjects. The study assessed the psychometric properties of 2018 Mental health module questions in Ogun State Mandatory Continuous Professional Development Programme for Nurses. A cross-sectional study was used on the pre and post module results from the participants. Data analysis was done with SPSS window 17. The result showed an internal consistency of 0.249 and reliability coefficient of -0.1. The study concluded that there was inconsistency in the structure of the test items. The recommendation was made that experts in psychometric properties could be involved in the structure of the test items before its administration to nurses.

The Impact of a “Brief ECT Orientation Module” on the knowledge and attitude of nursing students toward electroconvulsive therapy

Context: Despite the proved effectiveness of electroconvulsive therapy (ECT) in the treatment of many psychiatric emergencies and disorders, ECT continues to be an intervention that attracts controversies. There are limited literature on attitude and knowledge of nursing students toward ECT from India. Aims: The aim was to explore the impact before and after Brief ECT Orientation Module on the knowledge and attitudes toward ECT among nursing students. Study Design: Pre- and post-study design. Subjects and Methods: Nursing students who had completed their psychiatric rotation were assessed using knowledge and attitude questionnaire before and after exposure to 1 h lecture, video representing the ECT procedure, and live demonstration of ECT. Informed consent was obtained from students who agreed to participate in the study. Statistical Analysis Used: Data analysis was done using SPSS version 17.0 SPSS Inc., Chicago, Ill., USA. The impact of Brief ECT Orientation Module on knowledge and attitude of nursing students was assessed by comparing the baseline score on the study questionnaire with the post module scores using student paired sample t-test and Chi-square test. Level of statistical significance was kept at P < 0.05 for all the tests. Results: Majority of the students had average knowledge about the effectiveness, mechanism of action, indications, consent, and side effects of ECT. There was a significant improvement seen toward all domains of the questionnaires post ECT module. Conclusions: Findings of the current study suggest that Brief ECT Orientation Module is effective in improving the knowledge and attitude of nursing students toward ECT.

A systematic training module improves the know-how and confidence of trainees new to laparoscopic cholecystectomy

Introduction: Laparoscopic cholecystectomy has become the gold standard surgery for symptomatic cholelithiasis and its practice has increased rapidly in the past decade due to advancement of associated medical technology, surgical experience and its proven benefits for patients. Surgical trainees would require adequate supervision and prior training before performing this operation. We developed a training module for laparoscopic cholecystectomy that we believe will complement their skill acquisition process. This study aims to assess its effectiveness in terms of improvement of knowledge and confidence to perform a safe laparoscopic cholecystectomy. Method: A questionnaire-based assessment was utilised to assess the knowledge and confidence of surgical trainees to perform a safe laparoscopic cholecystectomy. The questionnaire was created based on the 2015 SAGES expert Delphi consensus and the safe cholecystectomy program and was validated by the trainers involved in the training module. Participants would complete the questionnaire at the start of the module and would then undergo a 2-day course consisting didactic lectures and video demonstrations followed by one to one hands-on mentoring of laparoscopic cholecystectomy with accredited hepatobiliary surgeons. Participants are then asked to answer a post module questionnaire and comparisons were then made between pre and post module perception scores. Result: 30 surgical trainees participated in this study. The self-reported perceived pre and post-module mean scores for knowledge (25.7 ± 4.2 vs 33.4 ± 3.5; p < 0.001) and confidence (72.4 ± 13.9 vs 100.3 ± 9.7; p < 0.001) to conduct a safe laparoscopic cholecystectomy significantly improved after completing the laparoscopic cholecystectomy training module. No adverse outcomes or post-operative complications were reported. Conclusion: A systematic training module not only helps improve the skills of a trainee surgeon when performing an operation they are newly exposed to, but also help boost their confidence to do so in the future.

Occupational Therapy and Peer Mentoring: A Collaborative Approach to Enhancing Services with Individuals with Intellectual Disabilities

Background ? Increased development of post secondary programs for students with intellectual disabilities 9 ? Programs utilize peer mentors to facilitate life skills and adaptive social behavior 3,5 ? Gap in literature on how these peer mentors are trained in social skill intervention Central research question: Can a video modeling module improve perceived competence and readiness of peer mentors to utilize coaching methods to enhance social participation skills for students with intellectual disabilities on a college campus? Objectives Explore gaps in the literature regarding how peer mentors are trained in social skill intervention with individuals with intellectual disabilities ? Determine if video modeling modules are an efficient method of improving perceived competence and readiness of peer mentors who are utilizing coaching methods to enhance social participation skills for students with intellectual disabilities on a college campus ? Explore methods of training for peer mentors ? Ultimately, enhance independence in social participation and occupational engagement for students with intellectual disabilities Methods A mixed methods approach to collect quantitative and qualitative data. • Quantitative: provide objective data about perceived knowledge and readiness • Qualitative: provide data of peer mentors perspective on usefulness of video module • A video module grounded in the CO-OP approach will depict a successful and supportive interaction between life coach and mentee. Overview of Literature Social Skill Deficits ? The DSM-V indicates that one of the three diagnostic criteria for intellectual disabilities is “a deficit in adaptive behaviors, which limits functions in one or more activities of daily life such as communication, social participation, and independent living across home, school, work, and recreation” 1. Peer Mentors ? A peer mentor, also referred to as natural support or life coach, is typically another college student who helps “…support the student with ID to successfully navigate the campus culture such as supporting a student to actively engage in a class, tutoring, academic coaching outside of class, and socializing either on or off campus” 8 ? Research supports that mentors need further training and support on how to transfer their knowledge to their mentee on topics such the development of time management, balancing work, school, and social life, assisting with academics and learning, and with social skills 4 Video Modeling ? Video modeling is based on the social learning theory which states “individuals will repeat behaviors that they have seen others perform, even across settings and in the absence of reinforcement.14 Video modeling as an educational mode can provide a clearer understanding of material that is presented, is more effective with contextspecific environments, and is an overall helpful tool based on feedback from participants who have viewed videos in relation to educational modules.2,10 Implications • Further opportunity for research on effective coaching methods • Exploration of coaching method for occupational therapists to use with different populations • Video modeling/educational modules as an approach to coaching • Training others to use CO-OP strategies to facilitate social interactions • Consideration of other areas of occupation in education modules Discussion/Conclusion Coaching has been an expanding topic in occupational therapy practice that can be used with peer mentors ? Peer mentors can help students with intellectual disabilities work on social skills, accomplish goals, and ultimately achieve greater independence 7,8 ? Strengths - collaboration between the MOT students and staff and the ELSA program ? Challenges - time constraints, scheduling with busy MOT curriculum ? Takeaways - OT can make a difference in community practice, rewarding to be able to apply OT theory and concepts to an organization right on campus Next Steps ? Participants will attend a scheduled meeting by their faculty advisor, along with the researchers, to view the video module. ? At this meeting the pre and post module viewing surveys will be completed by the participants. ? Two to three weeks after viewing the module, researchers will conduct semi-structured interviews with participants. ? The data collected from the pre and post module viewing surveys and the semi-structured interviews will be analyzed by the researchers. ? Findings from the study will be presented to the peer mentor faculty advisor and ELSA director.

Enhancing clinical practice in the management of distress: The Therapeutic Practices for Distress Management (TPDM) project.

The Therapeutic Practices for Distress Management (TPDM) project was carried out to support clinicians in integrating recommendations from four clinical practice guidelines (CPGs) in routine care at five Pan Canadian cancer care sites. Using a concurrent, mixed-method study design and knowledge translation (KT) activities, this project included two phases: phase I-a baseline/preparation phase and phase II-an intervention phase plus evaluation. The intervention phase (the focus of this report) included a one-year education and supervision program (24hours in virtual class; 12-hour group supervision). Primary outcomes were knowledge and self-efficacy in practicing CPGs as measured by a Knowledge and Self-Efficacy Survey (KSES). A secondary outcome was observer-rated performances with standardized patients (objective structured clinical exams). Participants included 80 (90%) nurses, and 9 (10%) social workers (N=89). The TPDM program was effective in accomplishing change in knowledge, self-efficacy, and performance. All measures demonstrated significant change pre and post module, with evidence of increasing knowledge (P<.01) and confidence (P<.01) over time. Further, there was evidence of a shift in barriers and enablers to practicing in alignment with the CPGs. A tailored education program using case-based learning and supervision over time improves knowledge and practice among front line clinicians. The findings have implications for quality improvement in cancer care.

Effect of implementing an educational module on improving mothers knowledge, home management and attitude about febrile convulsion

Background/Objective: Febrile convulsions (FCs) are the most common convulsive disorder of childhood, and represent a benign condition in children. FC occurrence can affect negatively on the familial quality of life and the parents may experience anxiety and fear with every time child develops fever. Therefore, parents and care givers should be educated about febrile convulsion and its home management. The aim of this study was to evaluate the effect of implementing an educational module on mother's knowledge, home management and attitude about febrile convulsion.Methods: A quasi experimental research design using one group pre &amp; post-test was used. The study sample included 107 mothers of children with febrile convulsion according to statistical consultant and statistical formula. The inclusion criteria were: all mothers of children with first or recurrent FC and the children age was from 6 months to five years. The study was conducted at the Emergency department, outpatient clinic and medical word affiliated to Mansoura University Children's Hospital, Egypt. Results: It was found that, fifty two percent (52.3%) of studied children were boys with the mean age were Mean ± SD 2.76 ± 1.30 for children and 30.29 ± 6.41 for mothers. Percentage of studied mother with good knowledge at base line was low (11.2%) while, this percentage was improved to 65.4% with a mean knowledge score 3.98 ± 2.18 before module and 9.70 ± 1.56 after module implementation. In addition, sixty four percent (64.4%) of studied mothers had inappropriate practice and home management compared to less than half (44.9%) after module implementation; the difference was statistically significant (p = .005). Only 25.3% of mothers had positive attitude about febrile convulsion before module implementation and this percentage was improved to 57.9% after module implementation with the mean score of attitude 18.42 ± 5.84 before module and 24.71 ± 6.76 post module implementation and the difference was statistically significant (p = .025).Conclusions: The study concluded that, the use of educational intervention programs and mothers support group were influenced positively in improving mothers’ knowledge, home management &amp; attitude about FC and its management; but still some mothers having inappropriate home management and negative attitude. Therefore, it is recommended further education in the pediatric clinic or via mass media.