Post-training Results Research Articles

Impact of a monitoring and evaluation training in 3 PEPFAR-supported countries

BackgroundThe second phase of the U.S. President’s Emergency Plan for AIDS Relief (PEPFAR) transitioned from scaling up HIV prevention and treatment to promoting sustainability and capacity building for programs monitoring performance and evaluating key program indicators. We assessed the success of a monitoring and evaluation (M&E) curriculum designed to build capacity in three PEPFAR-supported countries. MethodsWe customized M&E trainings based on country-specific epidemic control priorities in Ethiopia, Guatemala, and Cameroon. The M&E curriculum included five modules and three evaluation activities to assess impact: (i) in-person pre-post confidence assessment surveys (CAS), (ii) in-person pre-post knowledge tests (PPKT), and (iii) electronic 6–12 months post-training translating knowledge into practice (TKP) surveys. Pre- and post-training results were compared within and across countries and triangulation with the qualitative data evaluated overall success. ResultsAmong 188 participants attending M&E trainings, 154 (82 %) responded to CAS and 165 (88 %) participants from Ethiopia and Cameroon completed PPKT. Overall CAS scores between pre- and post-test improved [Score mean difference:1.5–1.9]. PPKT indicated statistically significant knowledge gained. One out of five TKP respondents provided direct application examples from the M&E training. ConclusionWhile feedback was predominantly positive overall, revisions were recommended for three of the five modules. Developing a customizable and adaptable M&E curriculum may sustain countries’ ability to monitor their progress towards epidemic control.

The Effects of Platoon Leader Mental Health and Resilience Training on Soldier Problematic Anger.

The DoD has prioritized programs to optimize readiness by enhancing resilience of its service members. Problematic anger in the military is an issue that impacts psychological well-being and resilience. Leader support is a potential tactic for reducing anger and its effects. Currently military resilience training is focused on individual level resilience. A gap exists in such training and there is a need to train leaders to provide mental health and resilience support to their subordinates. The present study developed and tested a theory-based training aimed at platoon leaders that focused on how to engage in proactive and responsive mental health and resilience-supportive behaviors through guided discussion, scenarios, and computer-based training with embedded quizzes. We conducted an Institutional Review Board-approved cluster randomized controlled trial to test the effects of a leadership training with Army platoon leaders (n = 99) and soldiers (n = 276) in 2 brigades at an active duty military installation in the USA. Training was conducted in person with a computer-based component. Soldiers completed online surveys 1 month prior and again 3 months after the leader training. Post-training results demonstrated significant leader learning effects (Cohen's d = 1.56) and leader positive reactions to the training information, with leaders reporting the information as useful and relevant to their work. Service members in the treatment group reported significantly lower levels of anger at time 2 (b = -0.18, SE = 0.06, P = .002, pseudo ΔR2 = 0.01; d = 0.27) compared to the control group. We also found an indirect effect of the intervention on increased life satisfaction at time 2 via decreased anger (b = 0.035, SE = 0.023, 95% CI = [0.004-0.24]). This study provides an initial evaluation of training for platoon leaders that educates them on proactive and responsive behavioral strategies to support the mental health and resilience of their service members via decreased problematic anger and increased well-being. Further adaptations and evaluations should be conducted with other military branches and civilian occupations, as the benefits of the relatively brief and noninvasive training could be widespread.

Training on contrast-enhanced ultrasound LI-RADS classification for resident radiologists: a retrospective comparison of performance after training

ObjectivesTo evaluate the effects and benefits of training radiology residents on contrast-enhanced ultrasound (CEUS) according to the Liver Imaging Reporting and Data System (LI-RADS).MethodsIn total, 234 patients at high risk of hepatocellular carcinoma (HCC) who underwent CEUS were enrolled, including 27 lesions in the education set and 207 lesions in the test sets (a–d). Forty-five radiology residents and 4 radiology experts involved in CEUS LI-RADS training individually reviewed the test sets before, immediately after, and 3-months after training. The consistency with kappa values of the description of CEUS features, the classification of focal liver lesions (FLLs), and the diagnostic performance were evaluated.ResultsThe level of agreement between the radiology experts and residents improved after training (all p < 0.05), while there were no significant differences between the post-training and 3-months post-training results (all p > 0.05). The sensitivity, specificity, positive predictive value, and area under the curve (AUC) based on the CEUS LI-RADS classification of the radiology experts in the diagnosis of HCC were 62.9%, 96.4%, 96.3%, and 0.796, respectively. The diagnostic performance of the radiology residents significantly improved after training (all p < 0.05). Misunderstanding of definitions and subjective interpretation of images were the main reasons for disagreement with multiple responses.ConclusionDedicated CEUS LI-RADS training improved the performance of radiology residents in diagnosing FLLs and their agreement with radiology experts on CEUS features. Images and videos to explain typical features of the training were essential to improve agreement between the radiology experts and residents.Critical relevance statementAgreement on lesion descriptors between radiology experts and residents can improve with training.Key PointsThe diagnostic performance of less experienced radiologists for diagnosing HCC could be improved by training.Images and videos to explain typical features during training were essential.Agreement on lesion descriptors between radiology experts and residents improved after training.Graphical

Beyond boundaries: Unifying classification and segmentation in wildfire detection systems

AbstractForest fires, a dangerous natural phenomenon, cause large-scale destruction in forests and nearby communities. In this paper, we leverage the capabilities of classification and fast prediction of machine learning and deep learning to detect forest fires by proposing a dual-stage approach of identification and segmentation of burnt/burning regions. The initial identification step uses simple classification by harnessing custom convolutional neural network and AlexNet to detect satellite images displaying signs of burning, followed by the next step of segmentation, which employs UNet and SegNet architectures to precisely localize the burnt/burning areas. We chose UNet considering its ability of efficient feature preservation, and SegNet prominent use for precise boundary delineation. For training our models, we have curated a dataset using Google Earth Engine, querying latitude, longitude, and dates. Image processing techniques facilitated the extraction of segmentation masks, bounding box images, and segmented images. The post-training results portray that CNN outperforms AlexNet with an 88.19% accuracy for classification, while in segmentation, UNet excelled over SegNet with a dice score of 0.6869. If deployed, this study stands to benefit forest officials, local communities, and biodiversity. Moreover, it aids afforestation teams in identifying burnt zones for targeted reforestation efforts, ensuring a more effective response to forest fires.

The Efficacy of a Home-Based Functional Skills Training Program for Older Adults With and Without a Cognitive Impairment.

The performance of everyday technology-based tasks, such as online banking or shopping, can be challenging for older adults, especially those with a cognitive impairment. Technology-based tasks are cognitively demanding and require learning new skills. This study explored the efficacy of a technology-based functional skills assessment and training program (FUNSAT) among aging adults with and without mild cognitive impairment (MCI) in home settings. One hundred and eighty-four racially/ethnically diverse male and female adults aged 65+ participated in the study. The sample included 75 noncognitively impaired (NC) older adults and 109 older adults with MCI. The FUNSAT program includes medication and money management, transportation, and shopping tasks. The MCI participants were randomized to the FUNSAT training or FUNSAT training combined with computer-based cognitive training (FUNSAT/CCT). The nonimpaired adults received the FUNSAT training only. Using alternative forms of the assessment component of the FUNSAT program, assessments occurred at baseline, post-training, and 1- and 3-month post-training. This paper reports the post-training results. The findings indicated that the performance of both the nonimpaired and MCI participants improved significantly for all 6 tasks post-training. Specifically, training resulted in improvements in task completion time and task errors. Participants also reported greater confidence when performing the tasks in the real world. Nonimpaired aging adults and those with MCI can learn to perform technology-based everyday tasks. Further, home-based technology training protocols are feasible for aging adults with and without a cognitive impairment. NCT0467944 1.

The Neural Correlates of Embodied L2 Learning: Does Embodied L2 Verb Learning Affect Representation and Retention?

We investigated how naturalistic actions in a highly immersive, multimodal, interactive 3D virtual reality (VR) environment may enhance word encoding by recording EEG in a pre/post-test learning paradigm. While behavior data have shown that coupling word encoding with gestures congruent with word meaning enhances learning, the neural underpinnings of this effect have yet to be elucidated. We coupled EEG recording with VR to examine whether embodied learning improves learning and creates linguistic representations that produce greater motor resonance. Participants learned action verbs in an L2 in two different conditions: specific action (observing and performing congruent actions on virtual objects) and pointing (observing actions and pointing to virtual objects). Pre- and post-training participants performed a match-mismatch task as we measured EEG (variation in the N400 response as a function of match between observed actions and auditory verbs) and a passive listening task while we measured motor activation (mu [8-13 Hz] and beta band [13-30 Hz] desynchronization during auditory verb processing) during verb processing. Contrary to our expectations, post-training results revealed neither semantic nor motor effects in either group when considered independently of learning success. Behavioral results showed a great deal of variability in learning success. When considering performance, low performance learners showed no semantic effect and high performance learners exhibited an N400 effect for mismatch versus match trials post-training, independent of the type of learning. Taken as a whole, our results suggest that embodied processes can play an important role in L2 learning.

PENINGKATAN PEMAHAMAN PENELITI MENGENAI ASUMSI FILOSOFIS “POSITIVIST SOCIAL SCIENCE” DALAM PEMILIHAN DESAIN PENELITIAN KUANTITATIF

Understanding the philosophical assumptions in social research, whether “positivist” or “interpretive,” is crucial as these foundations shape the way researchers approach, design, and conduct their studies, impacting every aspect from the selection of research design to the interpretation of findings. This community service activity (PKM) focused on enhancing young researchers' understanding of “positivist social science” (PSS) assumptions in selecting quantitative research designs at PTN XYZ, a public university in Riau Province. Discussions with a faculty leader revealed difficulties in publishing quantitative research in reputable international journals, primarily due to a lack of understanding of these philosophical assumptions. To address this, the PKM team organized online training for 18 researchers, covering key topics such as the philosophical foundations of science, PSS approaches in social science, reasons for the acceptance or rejection of research reports by the scientific community, and the research process in quantitative design. The effectiveness of the training was evaluated using a pretest-posttest approach, with initial findings showing only 5% of participants correctly understood the reasons for using a quantitative design. However, post-training results indicated a significant improvement in participants’ knowledge, ensuring the research contributes meaningfully and relevantly to the field. Keywords: Philosophical assumptions, positivist social science approach, quantitative

Visualisation assessment and training in a group of university football players

Background: Visualisation is the ability to generate a mental image of a situation before it occurs, and it is important in sports such as football. The footballer mentally imagines and rehearses situations that can occur in football; they are also able to mentally modify patterns of play to be more efficient and correct.Aim: The study aims to assess and train visualisation in footballers. The trained visualisation is compared with the control data and the norms.Setting: The study was conducted at the University of Limpopo Optometry Department and the offices of the University of Limpopo Soccer League.Methods: A total of 97 footballers took part in the study. They were divided into experimental and control groups. Visualisation was initially assessed using the Getman Manipulation Tester in both groups before training the experimental group using the Ace-to-Seven method over a period of 6 weeks. The control group did not do any visualisation training. After training, the experimental group of both groups was assessed with the Getman Manipulation Tester.Results: Pre- and post-training results in the experimental group showed improvement in visualisation, which was statistically significant (p = 0.012).Conclusion: Visualisation in the experimental group improved after training, and the improvement was statistically significant. Literature suggests that visualisation is trainable and the training transfers to improvements on the field of play.Contribution: Visualisation improves after training, which demonstrates that visualisation should not be assumed as a natural attribute; it should be assessed and be trained according to need.

Developing emotional intelligence in a static and interactive music learning environment.

The concept of a static electronic learning environment implies the utilization of tools that do not necessitate any active participation on the part of the learner aside from familiarizing oneself with the provided materials. In contrast, an interactive electronic learning environment necessitates active engagement and interaction from the learner. The research purpose is to compare the impact of interactive and static learning environments on students' emotional intelligence. Music education students (n = 216) took a theoretical course on emotional intelligence during one academic semester at the university. The students were randomly divided into two equal groups: Group A (n = 108) attended the course in a lecture format, using videos and additional reading materials. Group B participated in online forums, completed interactive exercises, and discussed individual personal diaries kept at home with the teacher. At the end of the semester, both groups completed the Mayer-Salovey-Caruso emotional intelligence test. The results suggest that the total score for emotional intelligence was higher in Group B. After another 6 months of training, students passed the same test again to assess the effectiveness of the long-term intervention strategy. The post-training results suggest that Group B has an advantage in training over Group A. At the same time, in the Managing Emotions subcategory, Group B was behind Group A, but after 6 months of training, Group B significantly improved the results (value of p = 0.01). The research summarizes the practical significance of the theoretical course on the development of emotional intelligence among music education students.

Developing a Training Model for Local Flaps Using Fresh Human Skin Excised During Tummy Tuck Procedures

Introduction: The proficient execution of local flaps poses a challenge for surgical residents. This study aimed to assess a training model for local flaps using fresh human skin excised during tummy tuck procedures. Methods: A questionnaire and a surgical skills evaluation, examining theoretical and procedural knowledge of local flaps, were administered before and after the training. All surgical procedures were performed on a simulation model utilizing freshly excised human skin. Skills were evaluated using a modified version of the Objective Structured Assessment of Technical Skills Score. SPSS version 21 was employed for comparing pre- and post-training results. Results: In the pretraining assessment, residents faced difficulties in flap design accuracy and wound coverage adequacy, indicating a need for surgical training beyond the operating theater. Post-training, there was a significant improvement in procedural skills, as reflected in the modified Objective Structured Assessment of Technical Skills score. The mean cumulative pretraining score was 26.81 ± 5.41, while the posttraining score was 43.59 ± 5.72 (P = 0.008). Theoretical knowledge also significantly improved in the posttraining evaluation, except for the indication of a Z-plasty (P = 0.257). The training model received positive feedback and was deemed highly useful and recommendable. Discussion: The presented model demonstrated improved surgical handling and understanding of tissue rotation under realistic conditions. The simulation model, using fresh human skin, is cost-effective and versatile for a broad range of flap procedures, advocating for its further adoption. Conclusions: The training model significantly enhanced surgical handling and comprehension of tissue rotation, replicating realistic conditions. The cost-effective simulation model, based on fresh human skin, offers versatility for various flap procedures, emphasizing the need for its wider implementation.

Promotion of Aceh MSMes Products in Malaysia: Looking for Export Opportunities

The Promotion of Aceh MSME Products in Malaysia initiative by the Faculty of Economics and Business, Syiah Kuala University, aims to explore export opportunities for products of Micro, Small, and Medium Enterprises (MSMEs) students fostered by lecturers. The community service method for increasing MSME product exports is carried out by providing training and promotion of student MSME actors and the products produced. That is following various other community service activities, namely conducting training on human resource management, especially actors and employees, and promoting MSMEs products. Post-training results on MSME products and student actors showed significant improvement in MSME management and product quality. The results of this service focused on the introduction and exhibition of MSME products at international events at Universiti Kebangsaan Malaysia.

Investigating effective methods of clinical pharmacy training on oncology for community pharmacists: An observational study.

Kitasato University Hospital offers a training course for community pharmacists that focus on advanced pharmacy management care in outpatient cancer chemotherapy. The objective of this training program is to facilitate the transition from general to oncology certification for community pharmacists with limited experience in outpatient oncology to support the acquisition of an oncology specialty. To evaluate the relationship between the changes in awareness, knowledge, and self-assessment that advanced pharmacy management care traineeship in an outpatient oncology unit for community pharmacists brings to trainees and the duration of training. A quantitative text analysis was conducted of the daily training reports of six community pharmacists who had participated previously in the training course and had received in-service training in oncology for at least 30 days. The pre- and post-training results of the knowledge tests and self-assessments of confidence, understanding, and performance were compared. This study was approved by the Research Ethics Committee of Kitasato Institute Hospital in October 2019 (Study No. 19044). The terms Prescription, Recommendation were extracted from the daily report after the 21st day of oncology in-service training. Furthermore, factors such as knowledge of cancer pharmacotherapy, confidence in patient education regarding the side effects of chemotherapy, and understanding of the work of pharmacists in outpatient cancer chemotherapy significantly increased at the end of the training. Community pharmacists with limited experience in outpatient oncology could improve their knowledge, understanding, and awareness of outpatient oncology patient care through 30 days of in-service oncology training in a hospital setting. The issues that emerged included training pharmacists to send follow-up documents on the patients' side effects and medication status as well as developing the literature search environment in community pharmacies.

Effectiveness of a video-based educational training program to enhance primary care providers confidence and self-efficacy in the management of cancer survivors.

e24194 Background: As of January 2019, there were over 1.1 million cancer survivors residing in Texas. It is well documented that primary care providers (PCPs) currently care for a large number of cancer survivors but may not receive adequate training to offer comprehensive survivorship care. Through training and education, this project aims to increase the confidence and self-efficacy of PCPs providing care to survivors and to improve overall health outcomes based on comprehensive domains of care. Methods: Focus groups and surveys were conducted with PCPs in a community-based family practice to identify potential knowledge gaps and confidence related to survivorship care. We developed and distributed a video-based training curriculum consisting of four domains of survivorship care and the management of four common cancers. We used the Survey of Physician Attitudes Regarding the Care of Cancer Survivors (SPARCCS) to conduct pre- and post-training evaluation. Results: Seventeen (100%) providers completed the pre- and post-training SPARCCS. The survey results showed that 94% of the PCPs have previously provided care for patients diagnosed with cancers. However, prior to training only 6-18% felt very confident in their knowledge of cancer-related follow-up care for breast, colorectal, lung, and prostate cancer survivors and 24-41% felt not at all confident. All participants completed 8 video-based education modules (approximately 6 hours of education). Post-training results indicated 18-29% of providers felt very confident in the domains in questions and only 12% lacked confidence related to the management of long-term and late physical adverse effects (Table 1). Conclusions: Video-based educational training can improve the confidence and self-efficacy of PCPs in the care and management of cancer survivors. Continued evaluations are planned to assess the sustainability of this demonstrated improvement over time. [Table: see text]

The Effect of Textbook Analysis as a Teacher Professional Development Tool on Teacher Understanding of Nature of Science.

This article reports on the effect of textbook analysis as a tool of teacher professional development on nature of science (NOS) understanding of 10 science teachers in South Africa. The teacher professional development program (TPDP) was based on an explicit reflective methodology of textbook analysis and conducted online due to the Covid-induced lockdown. NOS understanding of the participant teachers was documented pre-training and post-training using a questionnaire designed by the researchers, termed the IFVNOS questionnaire. This tool was formulated based on the views of nature of science questionnaire version C (VNOSC) and the reconceptualised family resemblance approach (RFN) questionnaire. The same tool was used pre- and post-training. A comparison was made of the pre- and post-training results and it was found that there was a general individual increase in NOS understanding in 9 of the 10 teachers. The creative, scientific knowledge, science methods and ethical practices NOS aspects showed the greatest improvement in understanding by the teachers as a collective, whilst inferential NOS showed no overall change in understanding. This study showed that textbook analysis can be used as a professional development tool to improve NOS understanding of in-service science teachers.

Improving elementary students' knowledge and behavior to prevent traumatic injury: the impact of a behavioral skills training model delivered by aspirational role models.

Trauma is the leading cause of childhood morbidity and mortality annually in the USA, accounting for 11% of deaths, most commonly due to car crashes, suffocation, drowning, and falls. Prevention is paramount for reducing the incidence of these injuries. As an adult level 1 and pediatric level 2 trauma center, there is a commitment to injury prevention through outreach and education. The Safety Ambassadors Program (SAP) was developed as part of this aim. Safety Ambassadors (SA) are high schoolers who teach elementary school students about safety/injury prevention. The curriculum addresses prevalent areas of injury risk: car/pedestrian safety, wheeled sports/helmets, and fall prevention. The study group hypothesized that participation in SAP leads to improved safety knowledge and behaviors and ultimately reduces childhood preventable injuries. Educational material was delivered by high school students (ages 16-18years old). First and second-grade participants (ages 6-8years old) completed pre- and post-course exams to assess knowledge (12 questions) and behavior (4 questions). Results were retrospectively reviewed, and pre/post training mean scores were calculated. Scores were calculated based on number of correct answers on pre/post exam. Comparisons were made using the Student t-test. All tests were 2-tailed with significance set at 0.05. Pre- and post-training results were assessed for 2016-2019. Twenty-eight high schools and 37 elementary schools were enrolled in the program with 8832 student participants in SAP. First graders demonstrated significant improvement in safety knowledge (pre 9 (95% CI 8.9-9.2) vs post 9.8 (95%CI 9.6-9.9), (p < 0.01)) and behavior modification (pre 3.2 (95%CI 3.1-3.2) vs post 3.6 (95% CI 3.5-3.6), (p < 0.01)). Similar findings were seen in 2nd graders: safety knowledge (pre 9.6 (95% CI 9.4-9.9) vs post 10.1 (95% CI 9.9-10.2), (p < 0.01)) and behavior (pre 3.3 (95% CI 3.1-3.4) vs post 3.5 (95%CI 3.4-3.6), (p < 0.01)). Conclusion: SAP is a novel evidence-based educational program delivered to elementary school students by aspirational role models. This model is impactful, relatable, and engaging when provided by participants' older peer mentors. On a local level, it has demonstrated improved safety knowledge and behavior in elementary school students. As trauma is the leading cause of pediatric death and disability, enhanced education may lead to life-saving injury prevention in this vulnerable population. What is Known: • Preventable trauma is the leading cause of pediatric death in the USA and education has contributed to improvements in both safety knowledge and behavior. • The ideal delivery method for injury prevention education in children continues to be under investigation. What is New: • Our data suggest that a peer-based injury prevention model is both an effective education delivery method and easily instituted within existing school systems. • This study supports implementation of peer-based injury prevention programs to improve safety knowledge and practices. • With more widespread institution and research, we hope to ultimately reduce preventable childhood injury.

Effect Of Adjunt Sports Specific Drill Training on Selected Fitness Parameters in Amateur Lawn Tennis Players

Lawn tennis, game in which two opposing players or pairs of players use tautly strung rackets to hit a ball of specified size, weight, and bounce over a net on a rectangular court. Tennis is characterized by the execution of a series of high intensity and explosive actions, sprints, changes of direction and abrupt deceleration; these specific movements put the tennis player under physical stress. 1 this component of training is as such termed as agility. The percentage of lower limb injuries in lawn tennis in players is 73%.&nbsp; Hence there is a need of designing an optimal conditioning program for improvement of agility and sprint performance which may reduce the risk of injuries and to improve the quality of performance. AIM was to find the effect of sports specific drill training on selected fitness parameters in amateur lawn tennis players. 50 purposive sample, using experimental study for 6 weeks in lawn tennis players. Result The pre and post training results of descriptive statistics and paired T test shows significant improvement in experimental group for&nbsp; agility test&nbsp; (t = 5.220 and p=&lt;0.0001 ) And 10 meter sprint (t=5.432 and p= &lt;0.0001)There is Statistically significant difference&nbsp; post training with illionos agility test and ten meter sprint test in experimental group&nbsp; as compared to control group was seen post training session. Conclusion The present study concluded an effect of sports specific drill training has effect on Agility test and sprint test timings. &nbsp

Data-driven strength and conditioning, and technical training programs for goalkeeper’s diving save in football

ABSTRACT The goal of this study was to evaluate the technical and physical adaptations to a data-driven 12-weeks training programs that incorporated recent findings from biomechanical studies on the diving save. Three-dimensional kinematics and kinetics were collected and analysed from 11 goalkeepers diving to save high (190 cm) and low (30 cm) balls at three occasions: twice pre-training and once post-training. Intraclass correlation coefficients were found to be excellent (>.7) between the pre-training tests, and there were no learning effects between them. Three-way repeated measures ANOVAs were used to evaluate the effect of dive side, dive height and training programme (pre- vs post-training) on normalised dive time [s·m−1], average centre of mass (CoM) horizontal velocity [m·s−1] and total power [W] generated at contralateral and ipsilateral push-offs. Compared to pre-training, the post-training results revealed greater average CoM horizontal velocity (+.82 m·s−1, 95% CI = [.62, 1.02]) and power (+523 W, 95% CI = [313, 732]) at contralateral push-off. These adaptations caused a reduction in normalised dive time (- .008 s·m−1, 95% CI = [- .014, - .002]) at post-training compared to pre-training. This translates to 42 cm more goal area coverage in a penalty situation.

Impact of pulmonary rehabilitation training on Chronic Obstructive Pulmonary Disease (COPD) and asthma patients

The objective of this study is to assess the impact of pulmonary rehabilitation training in the management of asthma and chronic obstructive pulmonary disease patients. A 6-month prospective interventional study was conducted in a tertiary care hospital that included participants above 18 to less than 70 years of age admitted to the general medicine ward with the diagnosis of mild-moderate chronic obstructive pulmonary disease and asthma without any other comorbidity or concurrent illness. The rehabilitation procedure consisted of breathing exercises and endurance training. Parameters like FEV1, FVC, modified medical research council scale, modified BORG grade, 6-minute walk test, and questionnaire like SF-36 were measured and compared with post-training results. A total of 80 patients were enrolled in the study. The pre and post-rehabilitation comparison in both COPD and asthma patients showed significant results in terms of improved dyspnea (FEV1, FVC, FEV1/FVC ratio; p=0.001) evident with modified Medical Research Council scores and modified BORG grades followed by significant differences in distance covered during 6-minute walk test (p=0.001) and health-related quality of life (SF-36 scores; p=0.001). Conclusion: Pulmonary rehabilitation significantly improved exercise tolerance, perception of dyspnea, health-related quality of life, and psychosocial behavior. Inclusion of pulmonary rehabilitation in COPD and asthma patients is essential to palliate the disease burden, reduce the rate of hospitalizations and improves the quality of life of a patients.

Orthographic facilitation of oral vocabulary acquisition in primary school children.

Children's oral vocabulary acquisition is an important aspect of language development that plays a crucial role in reading and literacy development and subsequent academic success. Therefore, it is important to identify and implement evidence-based effective strategies of vocabulary instruction for primary school children. Orthographic facilitation refers to the benefit afforded to word learning by incidentally presenting spellings when new words are introduced. This study aimed to replicate the orthographic facilitation effect in primary school (Grades 1-6) children and further assess whether children in different grades benefitted differently from the presence of orthography during spoken word learning. To do this, 91 children from Grades 1 to 6 were taught novel picture-word pairs with or without spellings. Word learning was assessed during and after training using behavioural and eye-tracking data from picture-naming and picture-word-matching (PWM) tasks. Irrespective of grade, all children experienced a significant orthographic facilitation effect during training. The post-training results were more task dependent with all grades showing a significant orthographic facilitation effect on the picture-naming task, and only Grades 1 to 4 showing a facilitation effect on the PWM task. The theoretical and practical implications of these findings are discussed.

Effects of basic endoscopic handling and care training on gastrointestinal endoscopy logistics.

Background and study aims The current practice of endoscopists is undergoing a dramatic revolution due to emerging endoscopy practices. Increasing use of gastrointestinal endoscopy has led to hospital budgets setting aside funds specifically related to damage to endoscopic instruments. Therefore, training in understanding endoscopic equipment, handling techniques, and equipment care can be helpful in addressing this issue. The aim of this study was to investigate the effects of educational courses and training about basic endoscopic handling and care in gastrointestinal endoscopic care and services. Methods A number of new endoscopists, nurses, and nurse assistants were enrolled in a course for training in basic endoscopic handling and care. Data on the type of damage, cause, cost, and timing of endoscopic repair were prospectively collected. Data from the post-training period then were compared with retrospective data from the pre-training period. Results This study demonstrated that after training, there was less damage to endoscopes, lower costs associated with it, and repair times were shorter for endoscopes than before the training course. Post-training results indicated savings of a total of $ 40,617.21 or £ 29,539.78 and 102.6 days per damaged endoscope. Conclusions Basic endoscopic handling and care training plays an important role for both endoscopists and nurses, as well as in endoscopy facilities, specifically in avoiding the nuisance of unwanted and broken endoscopes. This could be beneficial for both hospital finances and endoscopic services.