Post-survey Data Research Articles

Development and pilot of an interdisciplinary health education program to address health disparities for gender-diverse persons at the U.S./Mexico border

Purpose: Transgender and gender diverse (TGD) individuals face substantial barriers to health equity, which are magnified for TGD persons of color and those living in medically underserved areas. This article presents the development and pilot of an interdisciplinary health education program for TGD individuals in an underserved U.S./Mexico border community. Feasibility of the initiative and challenges of implementing such a program are discussed. Method: A health education program was developed and piloted through a collaboration between The University of Texas at El Paso and a community partner, Borderland Rainbow Center. The program trained graduate students from various health sciences to educate TGD community members, along with their friends, families, and allies, on gender-affirming care and resources. The program took place in El Paso, TX and southern NM, USA between March and October, 2023. Results: Examples of quantitative and qualitative data that were collected from this pilot program are provided. We present descriptive statistics of pre- versus post-survey data as a demonstration of feasibility and as an example of how such data may be structured in future studies that aim to incorporate more robust statistical analysis. Conclusion: The details of the program’s conceptualization and implementation can serve as a model for developing targeted health education interventions for TGD populations in diverse geographic and sociocultural settings. These interventions are critical as they address both community needs and student education to combat health inequities faced by underrepresented or marginalized groups.

Learning on a Limb: An outreach module to engage high school students in orthopaedics.

Orthopaedic researchers need new strategies for engaging underrepresented minority (URM) students. Our field has demonstrated noticeable gaps in racial, ethnic, and gender diversity, which inhibit our ability to innovate and combat the severe socioeconomic burden of musculoskeletal disorders. Towards this goal, we designed, implemented, and evaluated Learning on a Limb (LoaL), an orthopaedic research outreach module to teach URM high school students about orthopaedic research. During the 4-h module, students completed hands-on activities to learn how biomechanical testing, microcomputed tomography, cell culture, and histology are used in orthopaedic research. Over 3 years, we recruited 32 high school students from the Greater Philadelphia Area to participate in LoaL. Most participants identified as racial/ethnic or gender minorities in orthopaedic research. Using pre/post-tests, we found that students experienced significant learning gains of 51 percentage points from completing LoaL. In addition to teaching students about orthopaedic research, post-survey data demonstrated that participating in LoaL strongly influenced students' interest in orthopaedic research and scientific confidence. Several students acted on this interest by completing summer research experiences in the McKay Orthopaedic Research Laboratory at the University of Pennsylvania. LoaL instructors also benefited by having the opportunity to "pay it forward" to the next generation of students and build community within their department. Empowering institutions to host modules like LoaL would synergistically inspire URM high school students and strengthen community within orthopaedic departments to ultimately enhance orthopaedic research innovations.

Models of Science Teacher Identity: The Multiple Representations of Pre-Service Elementary Science Educators

ABSTRACT Experiences in pre-service teacher education can have a lasting effect within the professional life histories of classroom teachers. Investigating the ways in which pre-service elementary teachers (PSETs) represent themselves as science teachers before, during, and after methods course experiences can inform best practices of elementary science teacher pre-service and inservice development as well as further highlight the concerns and objectives of PSETs. Therefore, as a pre-service science teacher educator, I seek to understand the ways in which PSETs represent themselves as future science teachers and the experiences within the methods courses that influence those representations. This study relies on quantitative pre- and post-survey data and qualitative course artifact data completed as part of regular undergraduate course assignments. PSETs representations of self within this study tend to shift from a traditional approach to science teaching toward constructivist, student-centered pedagogical practices and show reduced anxiety toward teaching science and increased science teaching self-efficacy.

Exploratory evaluation of the pilot programme of Round Midnight Virtual Decisions: KNIVES Workshops, a VR-Based Violence Prevention Programme

Round Midnight is a creative arts company that specialises in the use of drama and technology in education. They piloted a series of Virtual Reality (VR) based workshops for children and young people across Birmingham, focusing on issues within communities such as knife crime and gang violence. An exploratory evaluation of the initial impact of the workshops was carried out in two Year Five and Year Six classes in a primary school in Birmingham. Quantitative and Qualitative pre- and post-survey data from children, and a teacher focus group, were used to assess the influence of the programme on the following: (1) Understanding knife crime, the misconceptions and why people may carry knives; (2) Understanding the dangers, consequences and implications of carrying knives; (3) Recognising loyal and trustworthy friendships; (4) Recognising how to resolve conflict safely.Survey data suggested a decrease in children’s self-reported likelihood of carrying a knife after they had participated in the workshops. The data suggested children had more in-depth knowledge of knife crime, including the misconceptions, consequences and impacts of carrying a knife after participating in the workshops. Children also showed an understanding of safe conflict resolution after the workshops. Overall, the data suggests that the pilot of the Round Midnight Virtual Decisions: KNIVES curriculum had a positive impact on children’s knowledge, understanding and attitudes toward knife crime. Practical applications are discussed.

Impact of a Geriatric Pharmacy Elective on Student Knowledge, Attitudes, and Empathy Regarding Older Adults

ObjectiveTo evaluate the impact of a Geriatric Pharmacy elective on pharmacy students’ knowledge, attitudes, and empathy regarding older adults. MethodsEnrolled students in a 15-week Geriatric Pharmacy elective during 3 consecutive academic years were invited to complete a precourse and postcourse survey. The survey consisted of the revised Palmore facts on aging quiz, the University of California at Los Angeles geriatric attitudes scale, the Kiersma-Chen empathy scale, and demographic questions. The presurvey and postsurvey data were compared and the impact of demographic factors on student knowledge, attitudes, and empathy was assessed in an exploratory analysis. ResultsSixty-six students participated in the study. Scores on the revised Palmore facts on aging quiz and the University of California at Los Angeles geriatric attitudes scale increased significantly postsurvey compared with presurvey. Student scores on the Kiersma-Chen empathy scale increased on the postsurvey compared with the presurvey, but this increase was not statistically significant. Student self-reported experience with older adults, race, and the course year impacted student performance. ConclusionA geriatric elective positively impacted the students’ knowledge and attitudes toward older adults. Future research should include validity and reliability testing of geriatric assessment scales in a diverse student population to ensure effective assessment of student knowledge, attitudes, and empathy in this patient population.

Learning on a Limb: An outreach module to engage high school students in orthopaedics.

Orthopaedic researchers need new strategies for engaging diverse students. Our field has demonstrated noticeable gaps in racial, ethnic, and gender diversity, which inhibit our ability to innovate and combat the severe socioeconomic burden of musculoskeletal disorders. Towards this goal, we designed, implemented, and evaluated Learning on a Limb, an orthopaedic research outreach module to teach diverse high school students about orthopaedic research. During the 4-hr module, students completed hands-on activities to learn how biomechanical testing, microcomputed tomography, cell culture, and histology are used in orthopaedic research. Over three years, we recruited 32 high school students from the Greater Philadelphia Area to participate in Learning on a Limb. Most participants identified as racial/ethnic or gender minorities in orthopaedic research. Using pre/post-tests, we found that students experienced significant learning gains of 51 percentage points from completing Learning on a Limb. In addition to teaching students about orthopaedic research, post-survey data demonstrated that participating in Learning on a Limb strongly influenced students' interest in orthopaedic research. Several students acted on this interest by completing summer research experiences in the McKay Orthopaedic Research Laboratory at the University of Pennsylvania. Learning on a Limb instructors also benefited by having the opportunity to "pay it forward" to the next generation of students and build community within their department. Empowering institutions to host modules like Learning on a Limb would synergistically inspire diverse high school students and strengthen community within orthopaedic departments to ultimately enhance orthopaedic research innovations.

Generation Rx: evaluation of medication misuse prevention education for older adults.

Increased medication misuse over the last two decades has prompted extensive discussion about the lack of evidence-based and evidence-informed prevention education programs targeting the topic. As older adults are high utilizers of medications, this is an important population to reach with such educational programming. This study was designed to assess the change in knowledge and behavioral intentions of older adult participants after attending an educational session focused on safe medication use utilizing the Generation Rx Older Adult Toolkit (GROAT) resources. The Generation Rx team at The Ohio State University College of Pharmacy (OSU COP) partnered with The Ohio State University Extension offices (OSU Extension) across the state of Ohio to provide GROAT educational programming in their communities. OSU Extension Educators were trained via the standardized virtual training program, Generation Rx Ambassadors. Program participants were surveyed immediately before and after the educational events. Pre- and post-survey data was then analyzed to assess knowledge gain and behavioral intentions about safe medication practices, as well as program perception and program satisfaction. Programming occurred between May 2022 and September 2022. In total, OSU Extension Educators collectively engaged 843 individuals in a prevention education program utilizing the GROAT materials. After excluding participants under 50 years of age, there were 297 pre surveys and 245 post surveys included in the data analysis. Knowledge gains from pre- to post-survey showed a significant increase in correct responses in seven of the eight questions asked regarding safe medication practices. All five questions evaluating behavioral intentions demonstrated positive results after the programming (p < 0.001). Participants' perceptions and program satisfaction were also favorable. This study found through pre- and post-survey results that the Generation Rx Older Adult Toolkit programming delivered by Generation Rx trained OSU Extension Educators significantly increased older adult participants' knowledge and favorably impacted behavioral intentions around safe medication use practices.

Power to the People? How Participatory Budgets Affect Citizens’ Populist Attitudes

So-called populist citizens feel excluded from political decision-making, which in their eyes is dominated by an unresponsive political elite. While democratic innovation scholars suggest that empowering citizens in the decision-making process can affect populist sentiments, this article addresses the lack of theorization and empirical research on the mechanisms behind such effects as well as the scarcity of qualitative research regarding populist attitudes. It generates a theory that accounts for changes in participants’ populist attitudes and tests this theory in a most-likely case study. An analysis of pre–post survey data and 35 semi-structured interviews from three participatory budgeting events in the Netherlands shows that for populist citizens, the inclusion of politically marginalised groups and the empowerment of citizens can explain populist attitudes change. On the contrary, the representativeness of the participants and the ability to have deeper discussions are drivers of populist attitudes change for non-populist citizens.

Mind4Health: decolonizing gatekeeper trainings using a culturally relevant text message intervention.

When a person dies by suicide, it takes a reverberating emotional, physical, and economic toll on families and communities. The widespread use of social media among youth and adolescents, disclosures of emotional distress, suicidal ideation, intent to self-harm, and other mental health crises posted on these platforms have increased. One solution to address the need for responsive suicide prevention and mental health services is to implement a culturally-tailored gatekeeper training. The Northwest Portland Area Indian Health Board (NPAIHB) developed Mind4Health, an online gatekeeper training (90 min) and text message intervention for caring adults of American Indian/Alaska Native (AI/AN) youth. The Mind4Health intervention was a multi-phase, single-arm, pre-and post-test study of users enrolled in the intervention that is available via text message (SMS) or via a 90 min online, self-paced training. We produced four datasets in this study: Mobile Commons, pre-survey data, post-survey data, and Healthy Native Youth website's Google Analytics. The analysis included data cleaning, basic frequency counts, percentages, and descriptive statistics. Qualitative data were analyzed using thematic content analysis methods and hand-coding techniques with two independent coders. From 2022 to 2024, 280 people enrolled in the Mind4Health SMS training, and 250 completed the 8-week intervention. Many messages in the sequence were multi-part text messages and over 21,500 messages were sent out during the timeframe. Of the 280 subscribers, 52 participated in the pre-survey. Pre-survey data show that 94% of participants were female, and nearly one-fourth lived in Washington state, 92% of participants in the pre-survey were very to moderately comfortable talking with youth about mental health (n = 48). Most participants interact with youth in grades K-12. Post-survey data demonstrate changes in knowledge, beliefs, comfort talking about mental health, and self-efficacy among participants. Mind4Health improved participant's skills to have mental health conversations with youth and refer youth to resources in their community.

Mental Health Promotion in Hong Kong: A Service Evaluation of the Coolminds Pilot Study.

It is vital to improve the mental health (MH) of young people in Hong Kong, where the suicide rate has nearly doubled among those aged 15-29 years since 2014. This multi-method evaluation aimed to assess Coolminds, which promoted MH literacy by engaging students, parents, and educators in secondary schools in Hong Kong. Students, parents, and teachers completed self-report measures before and after attending workshops aimed at raising MH literacy. Pre- and post-survey data were collected between November 2021 and August 2022. Qualitative data from participant feedback and a focus group interview with Coolminds staff were analyzed using descriptive content analysis. The final dataset included 2903 students, 395 parents, and 325 educators from 52 schools. Only 3 schools had engagement with all 3 key groups. Significant improvements in MH knowledge were observed after the Coolminds workshops for all 3 groups. Qualitative analysis identified a reactive approach to MH issues, and bureaucratic and logistical challenges as barriers to implementation. Findings support the effectiveness of the Coolminds curriculum in improving MH literacy for each group and the demand for MH promotions in school settings. The implementation challenges indicate the need for future initiatives to better align with local needs and practices.

The Impact of a Pilot Oncology Summer Internship on Oncology Awareness Among Early Medical Students from Underrepresented Backgrounds: A Mixed-Methods Study.

Oncology is a field of medicine projected to face provider shortages as cancer prevalence rises. Moreover, the diversity of oncologists remains subpar compared to that of the general population despite initiatives to increase the number of students from underrepresented backgrounds (UIM). Thus, first-year UIM medical students interested in oncology were invited to participate in a 4-week oncology summer internship (OSI) to gain clinical exposure and mentorship experiences. The OSI connected students with oncologists for mentorship, provided tours of oncologic facilities, and coordinated shadowing opportunities. The impact of the OSI was assessed via a mixed-methods approach. Pre- and post-survey data were collected from eight of the nine OSI students. Quantitative data demonstrated improvement of students' understanding of oncology as a discipline, for example its training pathways (p = .02), and awareness of patient experiences in oncology, for example socioeconomic challenges (p = .008). Students reported an increased ability to identify with those in oncology and identify mentors in the field (p = .03 and p = .05, respectively). Qualitative data demonstrated continued interest in oncology with increased commentary on the patient experience and social determinants of health. Post-survey, students provided more commentary on the need for diversity in the field and possible increased professional connections in medicine. The OSI improved students' understanding of oncology and oncology patient experiences with potentially increased identification of and connection with others in the field. Further work will focus on assessing the impact of future OSIs on professional identity formation.

Comparing cadaveric and 3D-printed laryngeal models in transcutaneous injection laryngoplasty.

There is increasing focus on the development of high-quality simulation models for medical education. Cadaveric models, although considered more realistic, may be difficult to obtain and costly. The advent of three-dimensional (3D) printing has offered a low-cost, reliable, and reproducible alternative. This study sought to compare the utility of 3D-printed to cadaveric models for training in transcutaneous injection laryngoplasty (TIL). A simulation course with a cross-over design was employed. Video laryngoscopes were utilized for both the 3D and cadaveric models to assess the accuracy of injection into the vocal fold. Pre-procedure and post-procedure surveys were administered to evaluate understanding and comfort level on a Likert scale of 1-10. Each model was also rated on a 1-5 Likert scale for self-efficacy, fidelity, and educational value. Pre- and post-survey data were completed by 15 otolaryngology residents and medical students. Mean pre-seminar understanding and comfort level were 3.7 and 2.2, respectively, compared to 6.9 and 5.9 (p < .05) following use of the 3D model and 6.4 and 4.7 (p < .05) following use of the cadaver model. When comparing 3D and cadaveric models, no significant differences were observed regarding self-efficacy, fidelity, and educational value. There was a similar mean increase in understanding and comfort following use of the 3D and cadaveric models. 3D-printing can provide an excellent adjunct to, and eventually a potential replacement for hands-on cadaveric training in medical education, particularly for TIL. Level III.

Using artificial intelligence teaching assistants to guide students in solar energy engineering design

Engineering projects, such as designing a solar farm that converts solar radiation shined on the Earth into electricity, engage students in addressing real-world challenges by learning and applying geoscience knowledge. To improve their designs, students benefit from frequent and informative feedback as they iterate. However, teacher attention may be limited or inadequate, both during COVID-19 and beyond. We present Aladdin, a web-based computer-aided design (CAD) platform for engineering design with a built-in artificial intelligence teaching assistant (AITA). We also present two curriculum units (Solar Energy Science and Solar Farm Design), where students explore the Sun-Earth relationship and optimize the energy output and yearly profit of a solar farm with the help of the AITA. We tested the software and curriculum units with over 100 students in two Midwestern high schools. Pre- and post-survey data showed improvements in understanding of science concepts and self-efficacy in engineering design. Pre-post analysis of design performance gains reveals that AI helped lower achievers more than higher achievers. Interviews revealed students’ values and preferences when receiving feedback. Our findings suggest that AITAs may be helpful as an additional feedback mechanism for geoscience and engineering education. Future efforts should focus on improving the usability of the software and providing multiple types of feedback to promote inclusive and equitable use of AI in education.

Bridging Research, Accurate Information and Dialogue (BRAID): A Novel Strategy to Build Community Trust

Abstract: Background: Efforts to promote COVID-19 vaccination uncovered the effects of longstanding structural racism and perpetuated the erosion of community trust in science and public health institutions. Rebuilding trust is a priority to overcome barriers to vaccine uptake. Bridging Research, Accurate Information and Dialogue (BRAID) is a model that combines several evidence-based approaches to nurture trusting relationships with community experts, leading to the dissemination of accurate, timely, and acceptable COVID-19 vaccine messages. Objective: To describe an innovative community-engaged participatory research model with the potential to build trust and spread accurate health information through social networks. Methods: BRAID provided safe spaces for a series of facilitated conversation circles involving trusted community experts and invited clinicians and scientists. Community experts were encouraged to share their experiences, raise concerns, and ask pandemic-related questions in an informal setting. Community experts were empowered to codesign and coproduce accurate health messages acceptable to their communities. To gain insight into the process of building trust, dialogues involving 22 community experts were transcribed and coded, and post survey data from 21 participants were analyzed. Conclusions: BRAID is a manualized community engagement model that aims to build the trust needed to improve COVID-19 vaccine uptake in historically marginalized communities. Through BRAID, participants developed increased trust in health systems and research. By empowering community experts to share information through their established social networks, BRAID has the potential to amplify the reach and impact of communications regarding health topics that are controversial and divisive, such as COVID-19 vaccination.

Educational Intervention for Pediatricians on Research and Resources for Moms with Postpartum Depression

Postpartum depression (PPD) is a serious condition that affects 13-19% of mothers who previously had postpartum blues. The American Academy of Pediatrics recommends that mothers receive screening for PPD at their infant’s well-child visits during months 1, 2, 4, and 6. The purpose of this intervention was to host an informational session for pediatric residents regarding current research and local/national resources for women with postpartum depression. We hypothesize that by doing this session, there will be a notable increase in the knowledge learned. The session was held at the Orlando Health Arnold Palmer Hospital for Children. Residents were given a pre-survey, a presentation, and then a post-survey immediately after. All surveys were online and given via Qualtrics. The presentation consisted of background information on postpartum depression, local specialists on maternal mental health, research supporting telemedicine, exercise, social interactions, and expressive writing as evidence-based methods to improve symptoms, and local/national resources for each respective field. Descriptive statistical analysis was used to analyze the differences in our pre-survey data versus. post-survey data. In comparing the pre to post-survey responses, an overall average of an 87% increase in knowledge occurred. Overall it was noted that all residents gained a better understanding of resources nationally and in the local community. Although limited by our sample size, N&lt;14, our study concluded that the residents who attended our session were able to screen and diagnose postpartum depression and were able to provide local resources to mothers. We were able to accept our hypothesis that creating an educational intervention where current research and resources regarding support for women with PPD is synthesized and presented to pediatricians, their knowledge on available tools accessible to mothers will increase.

Assessment of Oral Care after Oral Health Education in Diabetes Mellitus Patients: A Cross-sectional Study

Introduction: Diabetes mellitus (DM) is the most common chronic endocrine disorder of the 21st century with serious health consequences. DM is a significant systemic risk factor for oral diseases. Oral complications of DM can be irreversible and devastating. The awareness among diabetic patients regarding oral diseases and their complications is low. Aim: The aim of this cross-sectional study was to assess the cognizance of diabetic patients regarding associated oral health conditions using a prequestionnaire, educate them, and assess their education after 1 month using a postquestionnaire. Methodology: A customized questionnaire was developed and given to 160 known DM patients who signed the consent form and were willing to participate in the research, through which data were collected before and after educating DM patients. Results: The data collected from the questionnaires were compiled, statistical analysis was done in SPSS Statistical software, and qualitative data were summarized in frequencies and percentages. The Fisher’s exact test was performed to analyze the oral hygiene practices for pre- and post-survey data. Conclusion: After health education, 100% of the participants knew that DM causes oral health problems, and 100% were aware of periodic follow-ups. This implies that the oral health behavior of the patients can be further improved by continuous motivation by the dental health-care providers over oral health education.

Managing the Lactating Patient Receiving Anesthesia: An Innovative Educational Initiative.

Background: Breastfeeding has numerous health benefits for patients and their infants. There are inconsistencies in how anesthesia providers care for lactating patients undergoing anesthesia. Providers may be cautious and have patients "pump and dump" instead of following current evidence-based recommendations. Video-based education provides a novel reference for health care providers in their fast-paced work environments. This project evaluated the effectiveness of an online video module and resources accessed at the bedside for anesthesia providers caring for lactating patients. Materials and Methods: A preintervention survey was sent to anesthesia providers at a large academic institution to assess baseline knowledge of current recommendations for caring for lactating patients having anesthesia. A quick response code-linked video module and references were created and disseminated to all anesthesia providers. A postsurvey was sent to assess knowledge and satisfaction with the educational approach. Postsurvey data were compared with presurvey data. Results: All who watched the educational video found the education helpful to care for lactating patients undergoing surgery. In the posteducation group, 93% of providers selected the correct recommendation to continue breastfeeding or pumping after general anesthesia or sedation once the patient is awake and alert, compared with 48% in the pre-education group. After education, 92% would recommend preoperative feeding or pumping prior to transport to the operating room, compared with the 50% in the pre-education group. Conclusions: Video-based, just-in-time education is an effective way to deliver updated information to anesthesia providers. This format is conducive to just-in-time delivery, and there may be implications for other patient populations that present infrequently but require population-specific care.

Development of linguistic critical consciousness of multilingual preservice teachers of color

ABSTRACT To ensure equitable access to education for emergent multilingual learners, teachers should hold certain beliefs (Lucas et al., 2015) about language, including sociolinguistic consciousness, a value for linguistic diversity, and knowledge of the sociopolitical positioning of language (Lucas, 2011). This study examines possible effects of critical language awareness (CLA) (Fairclough, 1992) coursework on the development of critical consciousness related to language, identity, ideologies and culturally sustaining pedagogies multilingual preservice teachers of color. The research question is: What are some effects of the CMLA coursework on multilingual preservice teachers’ perceptions about the following measures: language ideologies, supporting students’ multiple languages outside the classroom, advocating for students’ multiple languages in the classroom, and critical perspectives? ANOVA analyses on pre- and post-survey data from 48 preservice teachers suggest that CLA coursework had a significant impact on three of the four critical consciousness measures, at varying levels of significance. This study shows that critical content delivered through well-designed pedagogical treatments can help improve preservice teachers’ understanding of the language use in their future classrooms, empower them through reflection on their language, identities, and ideologies, and guide them toward more asset-based approaches to teaching and learning.

Solving the Autism Puzzle: Creating a Broad-Spectrum Tool to Improve Care Delivery in the Clinical Setting

PurposeThe purpose of this quality improvement (QI) project was to develop and implement an assessment tool to identify a patient’s specific needs due to autism spectrum disorder (ASD). The use of an individualized plan of care related to sensory and behavioral differences correlates with improved experiences in the perioperative setting for patients with ASD. DesignMixed methods, pre-post survey, retrospective data comparison. MethodsMetrics planned to evaluate intervention outcomes included: (1) Comparison of pre and postsurvey data obtained from perioperative staff members following ASD education, (2) Evaluation of the number of behavior response team calls made compared to retrospective data, and (3) Survey response data from families assessing the perceived experience of perioperative stay. FindingsTwo hundred and fifty staff members responded to the learning needs survey; 164 in the preperiod and 86 in the postperiod. The perioperative process for these patients improved from the pre- to the postperiod in its ability to meet the needs of patients with autism (P < .001). Overall, respondents rated the sensory aids and the behavioral and sensory assessment tool as very useful (Median = 5, IQR = 2) and stated that they are likely to continue to use the tools in the future when caring for patients with autism (Median = 5, IQR = 1). ConclusionsThe caregivers of study patients felt they had a high level of satisfaction with their surgery or procedure experience. Health care providers also reported increased confidence working with individuals with ASD in the perioperative environment and satisfaction with the intervention program.

Implementing an interactive online platform in a large undergraduate general chemistry course and its impact on student learning and perceptions

The rise of technology and online approaches has challenged the traditional learning and teaching model for first year chemistry of formal face-to-face lectures and in-person laboratory sessions. The COVID-19 pandemic since 2020 has created a rapidly changing environment in assessment and learning experiences for students and led to rapid adoption of online technology within chemistry courses. This study, during 2019–2021, examined the implementation of an active learning platform in a large undergraduate chemistry course. This study was informed by constructivist theories of learning and of relevance was the 5E framework, with learning phases of engage, explore, explain, elaborate, and evaluate. A combination of post-survey data and coursework data were analysed. Post-survey results indicated that students positively perceived that the interactive online platform helped them to learn. User statistics data for learning and self-assessment activities affirmed that students gave priority to the self-paced interactive online approach, in preference to conventional social learning activities. Modernization of delivery of the curriculum to replace unstructured independent private study with structured learning and revision activities was of greatest benefit to student learning for lower performing students that were typically mature age students, with significant differences observed for online quiz and final exam results for this cohort of students. Overall, student learning was supported with the introduction of digital technologies in the course. The findings revealed that the self-paced learning activities for chemistry, delivered with an interactive online platform, combined with conventional learning activities can be effective in creating a culture of learning in students and maintaining academic outcomes.