Post-presentation Survey Research Articles

The Role of AI in Enhancing Presentation Skills in English Language Teaching

This study explores the impact of Artificial Intelligence (AI) and chatbots on enhancing presentation skills in English language teaching, focusing on twenty students from Fatih Sultan Mehmet Vakif University and Bogazici University. Using a mixed-methods approach, the research examines how AI-assisted tools, particularly GPT-based systems, affect the quality and effectiveness of student presentations and their confidence levels. Pre- and post-presentation surveys, along with qualitative interviews, revealed a statistically significant improvement (p < 0.05) in both presentation quality and student confidence. The findings suggest that AI tools not only improve presentation performance but also boost student engagement and self-efficacy. The study also notes the initial skepticism of students towards AI, which evolves into acceptance and endorsement. Ethical considerations and minimal concerns about AI-generated content were explored. Despite the limited sample size and the need for further research with larger groups, this study provides promising insights into the potential of AI and chatbots in education, suggesting broader application and integration into curricula to enhance learning outcomes. The research contributes to the discourse on AI in education, emphasizing the need for ethical and effective implementation of these technologies in academic settings.

Improving Clinician Awareness of and Screening for Chagas Disease with an Educational Intervention.

Chagas disease is an underrecognized, chronic, and potentially life-threatening disease caused by the parasite Trypanosoma cruzi. We aimed to improve awareness and screening for Chagas disease among patients from endemic areas using a large safety-net academic hospital system in the United States. We developed an educational intervention consisting of a case-based didactic session presented to physicians, trainees, and other healthcare providers at conferences across different departments. Performance on a knowledge assessment administered before and after the presentation was analyzed with paired Student's t-test for within-subject difference testing. Institutional testing rates for T. cruzi were evaluated for an equal time period (29 months) before and after the start of the intervention. Testing rates were compared by a Welch's unequal variances t-test and by interrupted time series based on multivariate linear regression. Eleven educational sessions were held over the intervention period, and 103 participants completed the pre- and post-presentation surveys. The mean survey scores were 59.2% before the presentation and 96.6% after presentation (P <0.001). Trypanosoma cruzi testing during the postintervention period was significantly higher than testing during the pre-intervention period (171 patients pre-intervention versus 378 patients postintervention [P = 0.015]). Notable increases in testing from the pre-intervention to postintervention periods occurred among midwives (1-68 patients tested) and trainees (57-133 patients tested). Overall, 56/537 (10.4%) nonduplicate T. cruzi commercial screening tests were positive. Testing increased over time, both at an institutional level and within targeted departments. In addition to the educational program, other factors likely influenced expanded testing.

Interdisciplinary Approach to Developing Nicotine Dependence Treatment Order Set: An Innovative Pilot Implementation

Tobacco use remains the leading cause of preventable diseases and mortality in the United States. State quitline is an evidence-based tobacco cessation intervention for people who smoke. However, patients’ referral to quitline has been low. To address this gap in practice, we collected stakeholder feedback and engaged in an interdisciplinary and collaborative effort to create a new nicotine dependence treatment referral system using our electronic health record-based order sets. The project was conducted in 3 phases: (1) development process, (2) dissemination and approval from practice leaders, and (3) dissemination to clinicians. With the stakeholder feedback, we updated the existing nicotine dependence order set (NDO) by including links to the state quitline and local community resources targeting the social determinants of health. We created a brief educational material on the new NDO for dissemination. We measured the intention to use, implementation outcomes, acceptance, appropriateness, and feasibility of the new NDO. In the prepresentation survey, although 81% of the participants from the leadership and 77% from the clinician groups reported using the order set in general, only 13% from the leadership and 10% from the clinician group used the existing NDO. In the postpresentation survey, nearly 100% of the leadership and clinician respondents intended to use the new NDO in their practices. Acceptance (leadership vs clinicians: 82% vs 100%), appropriateness (leadership vs clinicians: 82% vs 95%), and feasibility (leadership vs clinicians: 82% vs 100%) were high in the postpresentation survey. Despite the positive reception to the new NDO, future research is needed to test the adoption, sustainability, and effectiveness of the NDO in addressing smoking cessation outcomes.

(272) Novel Men’s Health Curriculum Increases Fraternity Members’ Knowledge, Confidence, and Willingness to Seek Help for Health Concerns

Abstract Introduction Limited data exist regarding knowledge of male-specific health concerns in young men. We developed a novel men’s health curriculum for undergraduate fraternity members and assessed its impact on knowledge related to, confidence in understanding, and likelihood of seeking help for common men’s health concerns. Objective The purpose of this study was to evaluate baseline men’s health knowledge, confidence in understanding men’s health concerns, and likelihood of seeking help for men’s health concerns in a cohort of undergraduate fraternity members and to assess the impact of a novel men’s health curriculum on each of these measures. Methods Members of six undergraduate fraternities viewed a 45-minute presentation about men’s health concerns related to sexual health, urinary function, hormones, and fertility. Interested subjects completed pre- and post-presentation surveys evaluating health knowledge, confidence in understanding men’s health concerns, and likelihood of seeking help for men’s health concerns. Results 189 fraternity members completed at least one of the surveys, of whom 105 completed both pre- and post-presentation surveys. Prior to the presentation, participants answered 57.7% of health knowledge questions correctly. This increased to 88.7% after the presentation (p&amp;lt;0.001). The number of participants who indicated that they are likely to seek help for men’s health concerns also increased from 43.6% to 79.8% (p&amp;lt;0.05) following the presentation. The percentage of participants likely to seek help for concerns about urine stream, erectile dysfunction, low testosterone, and sexually transmitted illness (STI) screening increased by 28.7%, 23.4%, 25.8%, and 12.9% respectively (p&amp;lt;0.05). No changes were observed in participants’ likelihood of seeking help for STI symptoms. Participants’ confidence in their understanding of men’s health concerns and knowing when/where to seek help significantly increased from 2.99 to 4.05 (5-point Likert scale). Confidence, but not health knowledge, correlated with participants’ likelihood of seeking help for health concerns. The strength of this relationship (correlation coefficient) increased from 0.45 to 0.796 (p&amp;lt;0.001) following the presentation. Conclusions Our pilot study suggests that a short presentation on common men’s health concerns increases health knowledge, confidence, and likelihood of seeking help for these concerns. Increased self-efficacy (i.e., increased confidence), rather than knowledge, was associated with increased willingness to seek help. Disclosure Any of the authors act as a consultant, employee or shareholder of an industry for: Boston Scientific, Endo Pharmaceuticals, FirmTech

Let's talk about COVID-19 vaccines: Coaching for Provider Confidence

Vaccine hesitancy to the COVID-19 vaccine global threat. Misinformation and polarization make conversations about the vaccine challenging for healthcare providers. We created a presentation for healthcare providers emphasizing motivational interviewing, a technique which has been shown to motivate positive change including overcoming vaccine hesitancy. We also provided the most up to date COVID-19 vaccine information. We assessed the helpfulness of this presentation and provider confidence in a pre- and post-presentation survey. Providers felt that our presentation was helpful, and there was a statistically significant increase (22.6%) in provider confidence in talking to people who are hesitant about getting the COVID-19 vaccine. In summary, giving providers information about motivational interviewing and providing up to date information about the vaccine significantly increased provider confidence. We recommend that similar presentations be used in other medical settings to increase confidence in difficult conversations.

Effect of the SunSafe Student Ambassador Program on the attitudes, knowledge and behaviour of Australian high-school students towards sun safety: a prospective study.

The SunSafe Student Ambassador Program (SSSAP) in Australia uses the peer-to-peer learning environment to educate high-school students about sun-safety. To assess whether the SSSAP would improve knowledge, attitudes and behaviours towards sun safety in high-school students and whether this would be sustained at 3 months. An assessment survey was delivered before, immediately after and 3 months after participation in the SSSAP in 2019. In total, 503 participants completed the pre-presentation survey, 274 completed the post-presentation survey, and 218 completed both. Immediately following presentation, the total composite score for all 18 knowledge questions increased from a mean ± SD of 11.8 ± 3.5 to 13.8 ± 4.7 (P < 0.001). There was strong evidence for an improvement in one attitude-based question 'Is it healthy to have a tan?' (P < 0.01) and one behaviour question about wearing sunscreen daily (P = 0.02). After 3 months, 235 students were matched to their pre-presentation survey. The composite score of all knowledge questions had improved from 11.2 ± 3.5 to 12.1 ± 4.5 (out of a total of 18) (P < 0.01). There was also an improvement in two attitude questions 'Do you feel better when you have a tan?' (P = 0.03) and 'Is it healthy to have a tan?' (very strong evidence: P < 0.001), and evidence for a reduction in time spent outdoors on a weekday (P = 0.04). The SSSAP was associated with improvements in knowledge, attitude and behaviour towards sun safety immediately and at 3 months post-presentation. Further research is required to determine whether these positive effects are sustained and whether they ultimately reduce skin cancers.

Rutgers Grad Students RIOT for Opioid Education

Rutgers Grad Students RIOT for Opioid Education

The Power of a Story: Enhancing Students' Empathy for Transgender Pregnant Men.

Transgender individuals continue to face stigma and discrimination within the health care system. Sharing the lived experience of transgender pregnant men can increase awareness, understanding, and empathy for this underrepresented population. A transgender man (and advocate) shared his pregnancy experiences with students enrolled in a maternity course. Students completed pre- and postpresentation surveys on their perceptions of working with transgender patients and the importance of providing transgender-affirming care. Students reported the speaker's presentation increased their awareness of the experience of transgender patients. Many students reported increased interest and desire to provide trans-affirming care. Nursing faculty can provide opportunities for students to meet and speak with transgender patients as a strategy to increase empathy and reduce discrimination toward transgender patients in health care. [J Nurs Educ. 2022;61(8):489-492.].

Morphine Equianalgesic Dose Chart in the Emergency Department.

Morphine Equianalgesic Dose Chart in the Emergency Department.

Development and Pilot of a Process for Regularly Sharing Summary Patient Safety Data.

Dissemination of patient safety data is key to understanding safety events and improving the quality of patient care. However, there is limited guidance on how psychiatry residency programs can create a supportive environment in which to disclose and discuss such information. The authors developed and piloted a resident-led Patient Safety Presentation process at an Accreditation Council for Graduate Medical Education-accredited psychiatry residency program, sharing patient safety data while enhancing residents' education and engagement in patient safety. From September 2020 through February 2021, the authors convened a workgroup of psychiatry residents and faculty members to devise and conduct the presentation process. The process consisted of an introductory hour-long training of residents in patient safety concepts, followed a week later by the presentation by two psychiatry residents. The authors evaluated the pilot presentation process using pre- and post-presentation resident surveys. The introductory training and the Patient Safety Presentation were included into the didactic schedules of all 32 program residents. Twenty (62.5%) and 17 (53.1%) residents completed the pre- and post-presentation surveys, respectively. Improvements were seen in residents' knowledge regarding the medical center's patient safety practices and perspectives on patient safety practices. On the post-presentation survey, all 17 residents reported overall satisfaction with the presentation. The piloted Patient Safety Presentation process increased psychiatry residents' knowledge of and engagement in patient safety. The development and pilot of the presentation process serve as an illustrative case study for other residency programs that are aspiring to grow this aspect of their curriculum.

Development and evaluation of a clinical research nursing module for undergraduate nursing schools: expanding Clinical Research Nurses' outreach.

Clinical Research Nurses (CRNs) care for study participants and manage clinical research studies; yet the CRN practice role is rarely covered in undergraduate nursing curricula in the United States. Despite a burgeoning need for CRNs, the pipeline of clinical research nurse positions remains sparse. The International Association of Clinical Research Nurses's (IACRN) strategic goal to "engage with nursing schools to heighten awareness and inclusion of the CRN role competencies in nursing education" prompted the development of an educational lecture module to be disseminated to nursing schools. This project is a pilot launch of the module. A task force of IACRN was formed to develop educational materials that could be used as outreach to undergraduate nursing schools. The content included a slide presentation covering an overview of clinical research, the CRN practice, three embedded videos showing CRN and study participant perspectives, and coverage of the care of participants of research by staff nurses. Due to COVID-19 we revised our live lecture approach using either a live synchronous webinar presentation, or an embedded asynchronous course module with YouTube videos for course learning management systems. We presented the content to 408 nursing students attending three academic programs. To evaluate effectiveness and satisfaction, an anonymous, post-presentation survey using web-based QualtricsXM was distributed to students. Content and delivery of the module was positively evaluated. There was an improvement in knowledge in each topic. Evaluation responses showed that the content could likely or very likely improve care for their patients (87.4%) and improve patient education for patients in clinical trials (95%). Delivering a synchronous or asynchronous module about the CRN practice role to nursing students in academic nursing programs is valuable to increasing awareness of the care of patients in clinical trials, the CRN role, and future professional development.

Global Neuroblastoma Network: An international multidisciplinary neuroblastoma tumor board for resource-limited countries.

Tumor boards are part of standard care of patients with complex cancers, but appropriate multidisciplinary expertise and infrastructure are often not available in low- and middle-income countries (LMIC) for pediatric cancers, such as neuroblastoma. Our goal was to review results of a Global Neuroblastoma Network (GNN) tumor board accessible to LMIC. De-identified clinical cases presented via internet conference during a weekly GNN virtual tumor board from 2010 through 2020 were evaluated in a standardized format, including diagnostic imaging, pathology, therapy information, resource limitations, and questions for discussion. Information summarized included the presentations, a survey of the impact on care, and a resource questionnaire. Registered GNN participants included 575 individuals from 77 countries, with a median of 39 participants per session. Total 412 cases were presented from 32 countries, including 351 unique neuroblastoma patients, 52 follow-up cases, and nine non-neuroblastoma diagnoses. Twenty-eight educational sessions were presented. Limited critical resources for diagnostics and staging of cases included MYCN analysis (54.7%), metaiodobenzylguanidine (MIBG) scans (38.7%), and International Neuroblastoma Pathology Classification (49%). Therapies were also limited, with markedly decreased use of radiation and autologous stem cell transplant for high-risk cases, and no availability of anti-GD2 antibody in LMIC. Limited sampling with a post-presentation survey showed that 100% found the GNN helpful, and 70% altered the care plan based on the discussion. This report shows the utility of an international tumor board for LMIC focused on a challenging solid tumor where local expertise may be limited, with international multidisciplinary expert participation and educational sessions.

Last Matter: How do I create better MCQs?

The purpose of this study was to assess impact on knowledge, communication skills, and self-confidence of an oral presentation through integrated learning within a pharmaceutical sciences course and a pharmacy practice course within the first year of a three-year, accelerated pharmacy curriculum.First-year, first-quarter students were assigned to research, prepare, and give an oral presentation of an immunology topic pertaining to an autoimmune disease or an immune deficiency. In addition to assessments of content (immunology) and delivery (communications), students completed a 15-item, four-point Likert scale anonymous post-presentation survey, which provided an opportunity for the students to provide feedback about the assignments. Students were also encouraged to provide subjective feedback.A total of 140 students (88%) completed the survey. Results indicated favorable student response to the assignments. On average, students viewed this activity as a positive experience (total mean = 1.44 (95.71%)). Furthermore, students strongly agreed that the activity helped with public speaking and reinforced basic immune system concepts. Analysis of student responses and comments indicated positive reaction to active learning and self-directed learning.Overall results indicated an improvement in student confidence in ability to communicate specific material learned in a pharmaceutical sciences course. Curricular integration through oral presentations is one approach to increase student knowledge of pharmaceutical sciences and improve confidence and student self-awareness of personal communication skills.

Content, delivery, and curricular integration: Bridging the gap between foundational sciences and pharmacy communications

Background and purposeThe purpose of this study was to assess impact on knowledge, communication skills, and self-confidence of an oral presentation through integrated learning within a pharmaceutical sciences course and a pharmacy practice course within the first year of a three-year, accelerated pharmacy curriculum. Educational activity and settingFirst-year, first-quarter students were assigned to research, prepare, and give an oral presentation of an immunology topic pertaining to an autoimmune disease or an immune deficiency. In addition to assessments of content (immunology) and delivery (communications), students completed a 15-item, four-point Likert scale anonymous post-presentation survey, which provided an opportunity for the students to provide feedback about the assignments. Students were also encouraged to provide subjective feedback. FindingsA total of 140 students (88%) completed the survey. Results indicated favorable student response to the assignments. On average, students viewed this activity as a positive experience (total mean = 1.44 (95.71%)). Furthermore, students strongly agreed that the activity helped with public speaking and reinforced basic immune system concepts. Analysis of student responses and comments indicated positive reaction to active learning and self-directed learning. SummaryOverall results indicated an improvement in student confidence in ability to communicate specific material learned in a pharmaceutical sciences course. Curricular integration through oral presentations is one approach to increase student knowledge of pharmaceutical sciences and improve confidence and student self-awareness of personal communication skills.

Partnership with a Theater Company to Amplify Voices of Underrepresented-in-Medicine Students

Partnership with a Theater Company to Amplify Voices of Underrepresented-in-Medicine Students

Educational Program to Increase Substance Use Disorder Knowledge and Decrease Stigma in First-Year Nursing Students

PurposeThe opioid epidemic in the United States is changing the population nurses serve. Stigma and bias among healthcare providers towards patients with substance use disorder occurs across disciplines and negatively impacts the care provided to this population. We sought to assess the knowledge and perceptions of first-year nursing students at a large college of nursing towards those with opioid use disorder and to provide an educational intervention with the goals of decreasing bias, increasing substance use disorder knowledge, and increasing the understanding of multi-pronged treatment strategies. DesignThe program consisted of an interactive two-hour presentation based on the disease model of addiction. MethodsFirst year nursing students from a large urban college were administered a pre- and post-presentation survey designed to evaluate their perceptions towards those with opioid use disorder. ResultsThematic analysis indicated stigma and bias was present in some first-year nursing students towards those with opioid use disorder. Results from a summary t-test showed a significant increase in the mean scores from pre- to post-test (t = −2.224, df 429, p = .027). ConclusionsOur project results indicate that knowledge and bias towards those with substance use disorder can be changed with education, which may improve the delivery of healthcare to this vulnerable population. Clinical ImplicationsSince bias and stigma negatively impact care provided by clinicians, presentations such as this one can not only provide education on evidence based practices, but may change the attitudes of future providers, improving the quality of healthcare delivered to this vulnerable population.

Preliminary Evaluation of Educational Outreach to Promote Colorectal Cancer Screening Among South Asians in the San Francisco Bay Area

Culturally-tailored interventions increase rates of colorectal cancer (CRC) screening in diverse populations. South Asian Americans have very low rates of CRC screening. Targeted interventions may improve community awareness and likelihood of undergoing screening. We identified and recruited multiple South Asian-serving community and religious centers to conduct South Asian physician-led presentations about CRC screening. A post-presentation survey tool was used to evaluate CRC screening history, intent to screen, and acceptance of a tailored brochure. In a convenience sample of 103 surveys, many participants had not undergone screening in the past (48%), and intent to screen after the presentation was high in those previously not screened (87%). Those who took a culturally-tailored brochure said they would share materials with family and friends (95% and 39% respectively). Our results support earlier findings of success in culturally-tailored interventions and indicate acceptance of culturally-tailored CRC screening outreach in community sites.

Does Animation Improve Comprehension of Risk Information in Patients with Low Health Literacy? A Randomized Trial

Introduction. Enhanced visual effects, like animation, have the potential to improve comprehension of probabilistic risk information, particularly for those with lower health literacy. We tested the effect of presentation format on comprehension of colorectal cancer (CRC) screening probabilities to identify optimal risk communication strategies. Methods. Participants from a community foodbank and a cancer prevention center were randomized to 1 of 3 CRC screening risk presentations. The presentations used identical content but varied in format: 1) video with animated pictographs, 2) video with static pictographs, and 3) audiobooklet with static pictographs. Participants completed pre- and postpresentation surveys. The primary outcome was knowledge of probability/risk information regarding CRC screening, calculated as total, verbatim, and gist scores. Results. In total, 187 participants completed the study and were included in this analysis. Median age was 58 years (interquartile range [IQR]: 14 years), most participants were women (63%), and almost half had a high school education or less (46%). Approximately one-quarter had inadequate health literacy (Short Test of Functional Health Literacy in Adults marginal/inadequate: 28%; Brief Health Literacy Screener low: 18%), and about half had low numeracy (Subjective Numeracy Scale low: 54%; Graphical Literacy Measure low: 50%). We found no significant differences in total, verbatim, or gist knowledge across presentation formats (all P > 0.05). Discussion. Use of an animated pictograph to communicate risk does not appear to augment or impede knowledge of risk information. Regardless of health literacy level, difficulty understanding pictographs presenting numerical information persists. There may be a benefit to teaching or priming individuals on how to interpret numerical information presented in pictographs before communicating risk using visual methods. Trial Registry: NCT02151032.

Nurses' Interest in Independently Initiating End-of-Life Conversations and Palliative Care Consultations in a Suburban, Community Hospital.

Patients who receive early palliative care consults have clinical courses and outcomes more consistent with their goals. Nurses have been shown to be advocates for early palliative care involvement and are able to lead advanced care planning discussions. The purpose of this study was to assess whether after a brief educational session, nurses at a suburban, community hospital could demonstrate knowledge of palliative care principles, would want to independently initiate end-of-life conversations with patients and families, and would want to place specialty palliative care consults. Four 1 hour presentations were made at 4 nursing leadership council meetings from November through December 2015. Anonymous pre- and post-presentation surveys were distributed and collected in person. Setting/Participant: Nonprofit, suburban, community hospital in Maryland. Participants were full-time or part-time hospital employees participating in a nursing leadership council who attended the presentation. We compared responses from pre- and post-presentation surveys. Fifty nurses (19 departments) completed pre-presentation surveys (100% response rate) and 49 nurses completed post-presentation surveys (98% response rate). The average score on 7 index questions increased from 71% to 90%. After the presentations, 86% strongly agreed or agreed that nurses should be able to independently order a palliative care consult and 88% strongly agreed or agreed with feeling comfortable initiating an end-of-life conversation. Brief educational sessions can teach palliative care principles to nurses. Most participants of the study would want to be able to directly consult palliative care and would feel comfortable initiating end-of-life conversations after this educational session.

Chief of Residents for Quality Improvement and Patient Safety: A Recipe for a New Role in Graduate Medical Education.

The San Antonio Uniformed Services Health Education Consortium (SAUSHEC) is the largest group of residency programs in the Department of Defense. In an effort to provide improved Quality Improvement and Patient Safety (QI/PS) training for its residents, SAUSHEC created the position of Chief of QI/PS for Residents in the academic year 2014-2015. The Chief of QI/PS for Residents was based in the Internal Medicine residency program but also assisted with SAUSHEC-wide QI/PS projects. This is the first such job in the Department of Defense. Here, we detail the accomplishments during this first academic year, including the alignment of the job with the stated QI/PS-related goals of the Accreditation Council for Graduate Medical Education Clinical Learning Environment Review. Efforts focused within the Internal Medicine residency program included QI/PS curriculum development, improvement upon monthly morbidity and mortality (M&M) conferences, and facilitating resident participation in QI projects. The 2014-2015 academic year Internal Medicine residency QI/PS project focused on increasing comfort and discussions with patients regarding advance directives; this also served to emphasize the humanistic side of potential QI/PS projects. The Chief of QI/PS for Residents also spearheaded hospital-wide initiatives, including the creation of a quarterly hospital-wide M&M conference, coordinating resident involvement in QI/PS-related committees, and facilitating feedback of patient safety report responses to trainees. We focus on the portion of the QI/PS curriculum involving the presentation of a mock Root Cause Analysis (RCA) and provide the results of a pre- and postpresentation survey of resident knowledge of RCAs. In order to quantify the efforts over the entire academic year, we also report the results of a resident self-assessment of QI/PS aptitude and competencies, including changes in these measures over the academic year. Finally, we discuss challenges faced and outline future goals for the position. The SAUSHEC Chief of QI/PS for Residents is the first such designated position in the Department of Defense. As QI/PS continues to increase as a focus area for physician training, we anticipate that other programs will create similar positions. We provide ideas for how a Chief of QI/PS for Residents can be involved at a program and hospital-wide level and quantify the success of different efforts.