Post-test Scores Of Participants Research Articles

Using an anatomic model to teach female stress incontinence to gynecologic residents-in-training: A prospective cohort study

BACKGROUND: Stress urinary incontinence (SUI) is a complex condition with a multifactorial etiology that makes its concepts challenging to teach. This study aimed to assess the efficacy of simulation-based training (SBT) with an anatomic teaching model in improving the understanding of SUI among gynecologic residents-in-training. OBJECTIVE: The primary objective of this study was to evaluate the efficacy of SUI simulation-based teaching in enhancing the learning experience for gynecologic residents-in-training. The secondary objective was to gather feedback from participants with the intent to further enhance existing teaching methodologies. MATERIALS AND METHODS: This was a descriptive prospective study within a single institution, involving gynecologic residents-in-training. Participants were given an anatomic teaching tool to construct, followed by an SUI lecture. Pre- and posttest Multiple Choice Questions were administered to assess the efficacy of the teaching tool in improving the participants’ understanding of SUI. Frequency and percentages were used to describe the categorical variables, whereas continuous variables were described using mean and standard deviation. Paired t-test was used to compare the pre- and posttest scores. ANOVA was used to compare the pre- and posttest scores of participants by year level. A P < 0.05 is statistically significant. A separate Likert-scale questionnaire, to evaluate changes in participant’s self-assessment on learning, response to teaching content and resources, and overall feedback of the SBT was used. RESULTS: There were 50 gynecologic residents-in-training that were included in the study. The mean posttest score is significantly higher (6.4 vs. 3.48) than the pretest score, with a mean difference of 3.48. The mean posttest score is significantly different between the year levels with a P < 0.05, with senior residents-in-training performing best. Although participants with only gynecologic conferences as SUI reference performed best, the mean pre- and posttest scores were not statistically different with respect to SUI education exposure. With the use of an anatomic SUI model, the number of correct answers for questions pertaining to anatomy, physiology, and pathophysiology was consistently higher in the posttest scores as compared to the pretest scores but did not reach statistical significance. The majority of participants strongly agree to recommend the course to a colleague. CONCLUSION: This study supports the use of simple, low-fidelity physical teaching tools in improving the understanding of SUI in gynecologic residents-in-training. Considering the ease of production, improved test scores, and participants’ enthusiasm, the incorporation of the anatomic teaching tool for its use in SUI education should be encouraged.

Evaluation of artificial intelligence fall school program at Smart University of Medical Sciences

Background: Educational evaluation is one of the main pillars of educational systems, and course evaluation is a survey that students or course members complete at the end of a class or academic course. This study aims to evaluate the ‘Artificial Intelligence Fall School Program’ at Smart University of Medical Sciences. Methods: This study was conducted by collecting on various aspects of the course, including the course structure, teaching methods, instructors, scientific evaluations, and pre- and post-course tests. The course evaluation was conducted using an online questionnaire. In the initial phase of the study, the sample size was determined to be 96 participants, as calculated using Cochran’s formula. The research data were statistically analyzed at two levels: descriptive and inferential. Descriptive analysis was performed using statistical indicators such as frequency, percentage, and mean. The inferential analysis was conducted using the paired t test. Analyses were performed using SPSS 22. Results: From the viewpoint of the participants, all artificial intelligence (AI) schools in the field of medical sciences were deemed satisfactory. A paired t test was used to analyze and compare the pre-test and post-test scores of participants in the Fall AI schools. The results indicated an increase in the post-test scores of participants, following their involvement in the seven-week AI schools, compared to their pre-test scores. Conclusion: This evaluative study offers crucial insights into the effectiveness of the "Fall AI Schools" training program in fostering AI proficiency among medical professionals. The quantitative findings reveal a statistically significant positive response and learning outcomes among the participants across the seven specialized schools.

EFFORTS TO INCREASE PARENTS KNOWLEDGE ABOUT TODDLER’S DIARRHEA THROUGH ROLE PLAY AS A METHOD OF COMMUNITY EDUCATION IN JATISARI VILLAGE, PAKISAJI DISTRICT

Diarrhea is a disease characterized by a change in the shape and consistency of the stool, which is looser or more liquid and the frequency of bowel movements is more than usual. This study aims to find out whether giving counseling about diarrhea can increase parents' knowledge about diarrhea and hand washing with soap. This study used a pre-experimental research design which was carried out in two stages, namely pre-intervention and intervention. At the pre-intervention stage, primary data collection was carried out through questionnaires to 35 respondents (parents who have toddlers in Jatisari Village, Pakisaji District) to determine problem priorities using the Nominal Group Technique (NGT) selected using the purposive sampling method. The data were then analyzed using the Wilcoxon Test. From the results of the pre-intervention questionnaire in Jatisari Village, Pakisaji District, it was found that 47.7% of parents who had toddlers did not know about diarrhea (including definition, causes, transmission, prevention and early treatment of diarrhea) and 7% of parents who had toddlers had not gotten used to washing hands with soap. From the results of the intervention carried out on 45 participants, an increase in the post-test scores of participants after the intervention was carried out by 91.1%, the post-test scores remained at 8.9%, and none of the participants had a decrease in post-test scores. The results of statistical tests using the Wilcoxon test found that the value of p = 0.000 (p <0.05), which means that there was a significant difference between the level of knowledge of the participants before and after the intervention.

Effectiveness of Diabetes Nursing Course Designed With Hybrid Learning Pedagogy: A Pilot Study

Objective: This study aimed to examine the effectiveness of hybrid learning pedagogy in a redesigned diabetes nursing course for senior nursing students in enhancing knowledge and skills related to diabetes education. 
 Methods: A single-group pre-test and post-test quasi-experimental design were used. The study was conducted between January-June 2018 in a state university's nursing department in Istanbul, Turkey. Sixteen senior nursing students were included in the sample group of the study. 
 Results: It was detected that the Insülin Injection Skill Checklist (II-SC) post-test score, Blood Glucose Measurement Skill Checklist (BGM-SC) post-test score, and Educational Skills Checklist (ESC) post-test score were significantly higher than the pre-test scores. There was a significant difference between the Mini Exams (ME) pre-test and post-test scores of participants for each online lesson. 
 Conclusions: The study results showed that a hybrid learning-based diabetes nursing course effectively increases the knowledge and skills of students regarding diabetes education.

Pelatihan Pengolahan Data Menggunakan Minitab Bagi Pegawai Fungsional Perencana

The purpose of this community service is to test the effectiveness of the data processing workshop using minitab for functional planning officers.This workshop was held on April 14, 2022 at BAPPEDA KLU. This workshop was attended by 10 participants. The workshop method is lecturing statistical material and data processing practice using minitab. As for comparing the average pre-test and post-test scores of participants, the Wilcoxon Match Pairs Test method was used. The test results show z count = 21.00, while it is known that the value of z table = z (1-0.05) = 1.64. z count > z table, it means that the average post-test score is significantly higher than the average pre-test score or in other words, community service in the form of training has an effect on the data processing capabilities of planning functional employees at BAPPEDA KLU

Comparative study of virtual and face-to-face training methods on the quality of healthcare services provided by Kermanshah pre-hospital emergency staff (EMS): randomized educational Intervention trial

BackgroundEmergency medical centers are globally one of the most important pillars of pre-hospital care. The most important purpose of this system is to provide satisfactory services in the shortest possible time and in accordance with the modern scientific standards of the world. The present study aimed to compare the effect of virtual and face-to-face training methods on the quality of service provided by Kermanshah pre-hospital emergency personnel, Iran.MethodsThis was a randomized educational intervention trial performed among the staff of Kermanshah Emergency Medical Center. Individuals were randomly divided into two training groups of virtual and face-to-face. Participants in the face-to-face group received slides, lectures, and practical work with moulage for 6 h a day. Subjects were taught the four skills of intubation, laryngeal mask airway (LMA), cardiopulmonary resuscitation (CPR) and attenuated electrical device (AED). Participants in the virtual group received the same content in the form of a training video on CD with a full explanation of the project's objectives. Pre- and post-test scores of participants were compared within and between the groups by Stata 14.0 software.ResultsEighty-seven individuals were participated in the study, 43 of whom were assigned to the face-to-face training group and 44 to the virtual training group. There was no significant difference between the two groups in terms of work experience and educational level (P > 0.05). Post-training scores in both groups were significantly higher than pre-training in the four skills (P ≤ 0.005). After adjusting for educational level and work experience, however, the quality of CPR, intubation, and AED was higher in the face-to-face training group than in the virtual group. However, the increase in the mean score of LMA in the virtual training was not significantly different than that of the face-to-face training group.ConclusionThe results of our study showed the same efficacy of both face-to-face and virtual methods in improving the performance of personnel in tracheal intubation, LMA, CPR and AED shock skills. E-learning methods can be used as a complement to face-to-face methods in education.

Online System Conciliation to Improve Knowledge and Perception of COVID-19 in the Local Community at Permata Bunda Hospital

COVID-19 is a world health problem with the first cases found in Wuhan, China. This case progressed until there were reports of deaths and there was a spread outside China, including Indonesia. The Government of the Republic of Indonesia responded to this as an emergency response by establishing a task force to accelerate the handling of corona which functions to prevent, detect and respond to Covid -19. One form of prevention of transmission is to increase knowledge by conducting counseling. Method: Cross sectional study with 165 participants. This study uses a questionnaire measuring tool that is accessed online and analyzed into univariate and bivariate Result: There was a significant difference in people's knowledge before and after counseling with a value of p = 0.000. This is indicated by an increase in the post-test scores of participants who also experienced an increase after counseling with a mean post-test score of 74.2 compared to the pre-test score of 40.4. Conclusion: General Public knowledge and understanding of Covid-19 is still quite low so that counseling through the online system has succeeded in increasing public knowledge which can be seen from the post-test scores that have increased Keywords: COVID - 19, online, perception, knowledge.

İletişim etkinliklerinin Türk öğrenenlerin İngilizce konuşma becerilerine etkisi

Regarding the limited classroom and real-life opportunities for using and communicating in a second or foreign language, it is the language teachers' liability to provide learners with opportunities for positive communicative action. Based on the importance of speaking skill and its vital role in communication, the aim of this study was to see how communicative practices affected learners' ability to communicate. The participants were selected from random intermediate intact classes. English Language Test (CELT) was given to the participants prior to the treatment regarding their proficiency level. A post-test was given to the participants to contrast their results to the pre-test that was given before the procedure. paired samples t-tested were run on the pre-test and post-test scores of participants, and then an ANOVA was run to see whether the results of the students in the groups varied substantially from those of the other groups. The findings of this study reveal that applied communicative strategies significantly affected the participants’ speaking ability and improved it to a considerable extent. The research results imply that, EFL teachers can strengthen their teaching practice in light of the application of communicative approaches leading to improvement in the speaking skills of the students.

Increasing Universal Design for Learning knowledge and application at a community college: the Universal Design for Learning Academy

ABSTRACT The Universal Design for Learning (UDL) framework has been shown to support instructors in the design of inclusive instructional learning environments. However, few studies have examined the effects of UDL professional development programmes for community college faculty and staff. The present study examined the effects of a four-day Universal Design for Learning (UDL) training on community college faculty and staff. Three paired samples t tests were run on the pretest and posttest scores of participants. The results indicated that, after the training, faculty and staff had a statistically significantly greater knowledge of UDL and were better able to provide examples of how to apply it to their work on campus. The results provide support for training community college faculty and staff to apply the UDL framework to their instruction.

The Bangladesh Ultrasound Initiative: Creating Impact With Education in a Resource-Limited Setting

SESSION TITLE: Medical Imaging: New Approaches to Old Technologies SESSION TYPE: Original Investigation Poster PRESENTED ON: Wednesday, November 1, 2017 at 01:30 PM - 02:30 PM PURPOSE: Our overall goal is to create a sustainable ultrasound(US) intervention in resource-limited settings in Dhaka, Bangladesh. Our baseline needs-assessment of the intensive care unit (ICU) of Dhaka Medical College Hospital (DMCH) found that reliable imaging is not available, including ultrasound. The lack of adequate imaging was found to be a deterrent to the proper care of patients. The growing use of point-of-care ultrasound in the ICU as a tool for rapid diagnosis and management led to the creation of the Bangladesh Ultrasound Initiative. This project is designed to bring a successful point-of-care ultrasound training program to physicians in the ICU and emergency room of DMCH. METHODS: Participants were recruited via posters and emails. Training workshops spanned the course of two days. All sessions included individuals that represented all levels of physician training. The following topics were covered: technical aspects, basic echocardiography, pleural ultrasound, DVT and IVC assessment, US-guided CVL placement, US-guided thoracentesis and FAST exam. Training sessions were divided into three parts: lecture-based learning (2 hours), image interpretation with normal and pathological images shown to participants(1.5 hours), and hands-on practical use with the aid of volunteers(2.5 hours). A pre-test and post-test with the same questions was distributed before and after each workshop respectively. Statistical analysis was completed with the use of a chi-square test and paired t-test. RESULTS: Fifty individuals were included in the final analysis. The pre-test/post-test had a total of 37 questions, 25 of which were knowledge-based. Knowledge-based questions were grouped into the topics covered as listed in the methods section. There was a statistically significant (p<0.05) difference between pre- and post-test scores; the mean pre-test score was 3 (SD=3) and the mean post-test score was 12 (SD=3). A 5-point Likert scale was used to ask questions regarding level of confidence. The mean confidence level on the pre-test was 1 (very unconfident) in every category to 5 (very confident) in the post-test(p<0.05). A sub-group analysis showed no difference in mean pre-test and post-test scores of participants who had attended an ultrasound course at any point prior to our intervention compared to those who had never attended a previous ultrasound course. CONCLUSIONS: The results of this study show that a simple workshop in point-of-care ultrasound, using lectures and hands-on practice, can improve knowledge and confidence with statistical significance. This study also shows that the pre- and post-test scores are similar despite some participants having had training in ultrasound prior to the current intervention. CLINICAL IMPLICATIONS: Despite a significant improvement in test scores after the training workshop, average post-test scores were still only 50% correct. This implies that the workshop may benefit from modifications such as the use of simulation. The lack of difference in pre- and post-test scores despite some participants undergoing training in ultrasound prior to this intervention may imply a need for periodic refresher courses to sustain and improve the level of knowledge and confidence in the use of this imaging modality. DISCLOSURE: The following authors have nothing to disclose: Nahreen Ahmed, Vikramjit Mukherjee, Ferdous Rahman, Tanzib Hossain, Abdul Hanif, Anna Nolan No Product/Research Disclosure Information

The Occupation and Participation Approach to Reading Intervention (OPARI): A community of practice study

ABSTRACTWe employed a community of practice to expand the application of the Occupation and Participation Approach to Reading Intervention (OPARI) and build the capacity of practitioners to support children with reading difficulties. Twelve pediatric practitioners participated in a community of practice for 7 months. We used a one group–pretest-posttest–mixed-methods design to measure changes in the knowledge, beliefs, and actions of the participants using a questionnaire and qualitative analysis of discussion documents. We found statistically significant changes (p < .009) in pretest and posttest scores of participants, indicating change in their ability to support the needs of children with reading difficulties. Qualitative findings support the process of change, continued professional development, and application of the OPARI principles. This community of practice process served as an effective means of translating knowledge and gaining insights concerning how the OPARI can be applied in daily practice.

Individualistic versus Paired/Cooperative Computer-Assisted Instruction: Matching Instructional Method with Cognitive Style

This study showed that pairing students for computer-assisted instruction (CAI) is efficient and cost-effective. The interactive effects of individual cognitive style on paired/cooperative CAI were also examined. Three different student pairings were analyzed—field independent with field independent, field dependent with field independent, and field dependent with field dependent. A three-group, posttest-only design was utilized. No significant difference existed between the mean posttest scores of participants who worked individually and those who worked in pairs. The manner in which individuals were paired by individual cognitive style also made a significant difference. Groups made up of either two field independent students or a mixed group of one field dependent student and one field independent student significantly outperformed groups made up of two field dependents.

Inducing Attitudinal Change among Librarians

Using the semantic differential, the attitudes of 35 public librarians participating in a training program on library service to the inner city were measured before and after the conference. A group of 30 public librarians in similar positions in large cities was randomly selected and measured with the same instrument to serve as a basis of comparison and control. Three of the five concepts tested Community Involvement in Planning Library Programs, The Urban Poor, and Library Institutes as Educational Devices underwent statistically significant changes as a result of the five-day institute. Comparing the post-test scores of participants and the control group reveals that participants' opinions of four of the five issues moved in the opposite direction from the views of their colleagues. A discussion of two competing theories of why attitudes change in institute settings interpersonal context versus ideational content follows, with hypotheses for testing their relative influence. EDUCATIONAL INSTITUTES have different purposes, ranging from dispensing information about new techniques and materials to altering opinions, values, and behavior of its trainees. The kind of evaluation its design and instruments will vary with the specific purpose and scope of the training program. However, the common The author is a Research Assistant Professor in the Graduate School of Library Science at the University of Illinois, Urbana.