Post-training Scores Research Articles

Effectiveness of training on health care workers’ knowledge, attitude and practice regarding COVID-19 infection prevention and control, Yemen, 2021

BackgroundAlthough several training courses for Health Care Workers (HCWs) on COVID-19 were conducted in Yemen, no evaluation has been done to assess the effectiveness of such training on the Knowledge, Attitude and Practice (KAP) of HCWs. Therefore, this study aimed to assess the effectiveness of training on the KAP of HCWs toward infection prevention and control (IPC) for COVID-19, determine the relationship between the change in the KAP of HCWs, and identify the associated factors with the change in KAP.MethodologyA cross-sectional study was conducted from April to December 2021. It was conducted among 186 HCWs working at COVID-19 isolation centers and caring for COVID-19 patients, in all Yemen’s governorates. The data were collected one week before and immediately after the training session. SPSS version 26 was used for data entry and analysis. The median, interquartile range (IQR) and median difference were calculated. The Wilcoxon Signed Ranks Test was used to estimate the significant difference between KAP pre- and post-training scores. Kurskal-Wallis and Mann-Whitney U tests were used to assess the associated factors. Spearman’s correlation coefficient test was used to assess the statistical relationship between the change in KAP. A P value < 0.05 was considered statistically significant.ResultsOut of 186 HCWs, 181 HCWs filled the pre- and post-assessment, with a response rate of 97.3%. The median difference (IQR) in the KAP scores were 3.0 (1.0 and 6.0), 1.0 (-1.0 and 4.0) and 2.0 (-1.0 and 5.0), respectively. However, there are statistical difference in the KAP scores between the pre- and post-training (p value = 0.000, 0.004 and 0.000, respectively). There are significant positive correlations between the change in knowledge, attitude and practice (all p values < 0.01). A significantly change in knowledge was found among those working in epidemiological surveillance (p value = 0.031).ConclusionsThis evaluation concludes that the training program is effective in improving the KAP of HCWs toward IPC for COVID-19. It provides scientific evidence about the importance of training courses for HCWs during the COVID-19 pandemic. Further study is recommended to evaluate the retention of the KAP after a period of training.

Assessment of a Hearing Aid Training Program for Health Care Workers.

The purpose of the present study was to develop and evaluate an in-person hearing aid training program designed for health care workers and personal care aides (PCAs) who care for older adults. Participants were 18 health care workers and PCAs whose clients were older adults. This was a randomized controlled study in which half of the participants were assigned to the experimental group (n = 9) and the other half to a control group (n = 9). The experimental group was administered a hearing aid training program that was developed in this study for health care workers and PCAs. Participants in the control group were trained on a task similar in complexity and administration time to the hearing aid training program. The Practical Hearing Aid Skills Test-Revised Version 2 (PHAST-Rv2) was administered before and immediately after training. A 2 × 2 mixed analysis of variance (ANOVA) was used to compare the pre- and post-training scores between and within the experimental and control groups. Descriptive statistics were used to examine the differences between pre- and post-training scores on each of the administered PHAST-Rv2 tasks. In addition, participants were asked about their experience helping clients with their hearing aids. Mean pre- and post-training PHAST-Rv2 scores for the experimental group were 59.50% and 95.84%, respectively, and 57.66% and 59.96%, respectively, for the control group. Results from a 2 × 2 mixed ANOVA with time point (pre- and post-training) as the within-subject variable and group (experimental and control) as the between-subject variable demonstrated that hearing aid training significantly improved PHAST-Rv2 scores for the experimental group. Post-training, the tasks that the experimental group improved on the most were brushing the microphone port, cleaning the dome, placing the hearing aids in the charger, and inserting the hearing aid into the model ear. No demographic variables were significantly correlated with the participants' improvement on the PHAST-Rv2 post-training score. A hearing aid training program designed specifically for health care workers was shown to be an efficient and effective way to improve how well health care workers can care for and operate a hearing aid.

Analysing Knowledge Gain in Women Farmers: Insights from Tuber Crop Cultivation Training

Aims: This study aimed to assess the knowledge gain of women farmers participating in a training program on tuber crop cultivation in Thrissur district, Kerala. The training focused on improving their understanding of key agricultural practices related to crops such as cassava, elephant foot yam, coleus, and sweet potatoes. Study Design: Ex post facto design. Place and Duration of Study: The training was organized and conducted by the Center for Gender Studies in Agriculture and Farm Entrepreneurship Development, College of Agriculture, Vellanikkara, Thrissur, Kerala on March 2024. Methodology: A total of 50 women farmers were randomly selected from various panchayats in the Thrissur district to attend the training. A pre- and post-training evaluation was conducted using a structured questionnaire comprising 15 questions, covering topics such as variety selection, soil fertility management, pest and disease control, and post-harvest value addition, and so on. Using grapesAgri1 in R Studio 4.3.1 software, the data were analysed using statistical methods like frequency, percentage, t-test and coefficient of correlation. Results: Pre- and post-training knowledge scores were calculated and analysed using simple percentage formulas to assess knowledge gain. The study revealed a significant improvement in participants' knowledge post-training. The overall average pre-training knowledge score was 9.67 out of 50 (19.34%), while the average post-training score increased to 41.53 out of 50 (83.06%). T-test was also employed to compare the mean of pre-test and post-test evaluation. The percentage of knowledge gain in the pre-training and post-training evaluation were correlated with the independent variables such as age, education, family size, category and information source utilization. The results of correlation revealed that the independent variable such as age (X1), Education (X2), Category (X3) and farm size (X4) are negatively correlated and information source (X5) was positively correlated with the dependent variable. Conclusion: The training program effectively enhanced the knowledge of women farmers in key aspects of tuber crop cultivation, contributing to improved agricultural practices and the potential for increased productivity.

Investigating the ability of standard tests to detect improvements in behavior after a 9-week training program in shelter dogs - A pilot study

Annually, millions of dogs enter shelters worldwide. As such, it is vital to develop effective methods for assessing adoptability and promoting successful rehoming that can be easily implemented by organizations with minimal resources. Many shelters use temperament testing and training programs to facilitate these goals, but there is limited research on the effects of training programs on shelter dog behavior, and no standardized tests for assessing the skills imparted by those programs. Therefore, the primary goal of this study was to evaluate the sensitivity of temperament and basic education tests to detect changes in dog behavior after training in a shelter context. As a secondary goal, we aimed to compare video and live scoring of dog behavior in these tests. Twelve shelter dogs were enrolled in a 9-week training program to learn basic education skills (e.g., walking on a leash without pulling, not jumping on people, responding to cues such as ‘sit’ or ‘stay’). Both before and after the program, each dog was tested using a previously evaluated and published temperament test designed for use in shelters and a test of basic education skills developed by the research team to determine the ability of the tests to measure training progress. Results showed no differences between pre- and post-training temperament test scores for the categories Human Sociability and Playfulness nor for the total temperament test score; however, a decrease was observed in the score for Dog Sociability. Regarding the basic education test, results showed improvements in scores for the categories ‘Walking on a loose leash’, ‘Sit, down and staying in place’, ‘Coming when called’ and for the total basic education test score; conversely, no differences were found for the categories ‘Accepting a friendly stranger’, ‘Waiting politely for petting’, ‘Walking through a crowd’ and ‘Supervised Separation’. Moreover, we found an overall high interrater agreement for both tests. The outcomes of the present study suggest that i) the proposed basic education test is a reliable measure for detecting improvements imparted by basic education programs, and that ii) basic education training has minimal effects on behavior assessed in the employed temperament test. We discuss how the utilized behavior tests and training programs may be beneficial in a shelter context.

Impact of Video-Based Error Correction Learning for Cardiopulmonary Resuscitation Training: Quasi-Experimental Study.

Video-based error correction (VBEC) in medical education could offer immediate feedback, promote enhanced learning retention, and foster reflective practice. However, its application in cardiopulmonary resuscitation (CPR) training has not been investigated. The objective of this study is to assess whether the VBEC procedure could improve the training performance of CPR among anesthesiology residents. A quasi-experimental study was conducted among anesthesiology residents between December 2022 and April 2023. Primary outcomes included a posttraining knowledge test and practical assessment scores. Secondary outcomes included the number of residents who correctly conducted CPR at each step, the rate of common mistakes during the CPR process, and the self-assessment results. A total of 80 anesthesiology residents were divided into a VBEC group (n=40) and a control group (n=40). The VBEC group underwent a 15-minute VBEC CPR training, whereas the control group underwent a 15-minute video-prompting CPR training. The posttraining knowledge test score of the VBEC group was significantly higher than that of the control group (73, SD 10.5 vs 65.1, SD 11.4; P=.002). The residents in the VBEC group had lower error rates in "failure to anticipate the next move" (n=3, 7.5% vs n=13, 32.5%; P=.01) and "failure to debrief or problem solve after the code" (n=2, 5% vs n=11, 27.5%; P=.01), as well as better performance in the "secure own safety" step (n=34, 85% vs n=18, 45%; P<.001) than those in the control group. The VBEC group showed significantly higher confidence in CPR than the control group (n=?, 62.5% vs n=?, 35%; P=.03). VBEC may be a promising strategy compared to video prompting for CPR training among anesthesiology residents.

Training on empathy skills for elderly persons to medical undergraduates: A quasi-experimental study

ABSTRACT Introduction: Undergraduate medical students often lack the soft skill of empathy which is considered as an important attribute for doctors. Hence, this study was conducted to improve the empathy skills among undergraduate students of a medical college in Kolkata. Methods: A quasi-experimental study was conducted in the Rural Health Training Centre of a medical college in Kolkata among the undergraduate medical students during community medicine posting. Students were assessed for baseline empathy by Jefferson’s Scale of Empathy (student’s version) (JSE-S). Baseline perception was taken from geriatric persons about the empathy level of medical undergraduates using Jefferson’s Scale of Patient’s Perception about Physician’s Empathy (JSPPE). Training module was prepared, validated and imparted. Post-training score was obtained using the scales for students as well as geriatric persons. Data were entered in MS Excel and analysed using STATA MP16. Results: Total of 93 students participated. Overall Mean ± SD of pre-score of JES-S was 102.03 ± 13.02, and post-score was 109.03 ± 14.57; the difference was found to be statistically significant (P &lt; 0.001). With respect to JSPPE, score difference was found to be statistically significant (P &lt; 0.001). Significant difference was present in scores between the students who prefer people-oriented specialities compared to the technology-oriented specialities (P &lt; 0.05). Increase in mean empathy score was significantly higher among female students than their male counterparts (P = 0.01). Conclusion(s): The study shows the effectiveness of training module in increasing empathy score among medical undergraduates which is the need of the hour to establish the proper building block of doctor-patient relationship.

Utility of deficit-specific computer-based training on children with temporal processing deficit.

Children with temporal processing deficits struggle to detect and discriminate syllables, phonemes, and stress patterns in speech. To overcome these deficits, computer-based auditory training programs have been widely used as one of the rehabilitation alternatives in recent years. The present study aimed to examine the usefulness of one such computer-based temporal processing training (CBTPT) module on children with temporal processing deficits. Sixteen children (8-15years) with temporal processing deficits were enrolled in the study, further divided into active (CBTPT) and placebo (placebo training) groups. Further, 8 typically developing children (no training) were enrolled as a comparison group. The auditory outcome measures included Duration Pattern Test (DPT), Gap Detection Test (GDT), Dichotic CV (DCV), and Speech-in-Noise-Indian English (SPIN-IE) assessed before and after training for all three groups. Wilcoxon-sign rank test showed a statically significant difference between pre and post-test scores of DPT, GDT, and SPIN (p < 0.001) except DCV among the active group. However, no significant differences were noted in the pre and post-test scores among the placebo and TD groups. Mann Whitney U test showed a significant difference in DPT and SPIN post-training scores between active and placebo groups; active and TD group; placebo and TD group. From the above finding, it is inferred that the CBTPT module is useful among children having temporal processing deficits.

Improving the Training Process for Student Providers in a Student-Run Free Clinic: Assessing the Impact of a Small Group, Peer-Led Training Process

Background: Student-run free clinics give students crucial opportunities to improve their skills as future medical professionals. However, many students at our institution feel unprepared to take on student provider roles despite completing a training curriculum. This study describes an improved way to train student providers using a small group, peer-led training process. Methods: Participants in the control group completed our institution’s current training process consisting of viewing e-modules and observing a clinic visit. Participants in the experimental group took part in small group, peer-led training sessions. All study participants completed pre- and post-training surveys to assess their confidence in navigating the electronic health record, performing physical exams, and patient interviewing and in their sense of overall preparedness. Participants’ pre-training to post-training confidence change scores were calculated for each question, and the two groups’ results were compared using Mann-Whitney-U tests. Results: Results revealed a statistically significant increase in confidence in performing physical exams and navigating the electronic health record for students in the experimental group compared to the control group. While both groups saw an increase in confidence in overall preparedness to serve as a student provider and in patient interviewing, no significant differences were observed between the two groups. Conclusions: While both groups showed increases in confidence change scores for all components surveyed, participants in the small group, peer-led training process reported a larger increase in their confidence to perform physical exam and electronic health record navigation skills after the training intervention than the control group participants. Small-group, peer-led training sessions give students opportunities to receive early hands-on exposure to technical skills. The findings of this study can lead to lasting improvement in our institution’s provider training process while serving as a model for other student-run clinic programs to better prepare student providers to care for at-risk populations.

Comparison of On-Campus and Off-Campus Summer Training on Strength Performance of College Football Players

The purpose of this study was to assess changes in one-repetition (1RM) strength performances during summer training in college football players who remained on-campus and those who did not. NCAA Division II players (n = 85, weight = 102.2 ± 22.8 kg) self-selected to stay on-campus for 90% of the summer (ES, n = 14), 50% of the summer (PS, n = 24), and 0% of the summer (NS, n = 47). 1RM for bench press (BP) and squat (SQ) were performed at the beginning of summer and prior to fall training camp. Each player received individualized resistance training programs throughout the summer based on pre-test maximal strength measurements. Comparison of post-training BP improvement scores indicated significantly greater gain (p&lt;0.01) for ES and PS (10.5 ± 8.5 kg and 8.0 ± 6.2 kg, respectively) than for NS (1.5 ± 5.1 kg). Post-training gain scores for SQ indicated ES (39.4 ± 30.6 kg) was significantly greater than PS (22.7 ± 18.8 kg) which was significantly greater than NS (1.7 ± 10.7 kg). Whether due to more consistent routine of training and/or greater motivation, resistance training under the supervision of a strength and conditioning specialist during the summer produced significantly greater improvements in both BP and SQ for those athletes who remained on-campus compared to those players who left campus for the entire summer.

Emergency Response Competencies Strengthened by Sustainable Education: First Aid Training Program for Teachers

The primary aim of this study is to assess the knowledge, attitudes, and skills of primary school teachers regarding the management of musculoskeletal trauma through first aid interventions and to determine the effectiveness of a sustainable training program. The preparedness of 138 teachers who received first aid training for trauma intervention and the impact of these trainings on health practices were examined by pre- and post-tests. It was determined that 87% of the teachers participating in the study had not received emergency trauma training before. Pre-training test results showed that the participants had a low level of awareness. However, the increase in mean scores from 6 to 16 and the decrease in standard deviation after the training revealed a significant increase in teachers’ knowledge, attitudes, and skills. These results suggest that emergency trauma training programs significantly increase teachers’ ability to respond to emergencies and emphasize the importance of sustainable first aid training. Analyses based on gender and branch revealed that post-training test scores were similar and all teachers showed high performance. The findings emphasize the need for systematic and comprehensive emergency trauma training programs for all teachers and the importance of these programs for sustainable health and safety practices.

The Effect of Reflective Teaching on Critical Thinking Skills of Midwifery Students

Objective: To study and investigate the impact of the role of reflective teaching to midwifery students on the development of their critical thinking skills. Methods: 60 midwifery students were selected as research subjects, with 30 midwifery students in midwifery class 1 receiving traditional teaching methods and were classified as the control group. The other 30 midwifery students in midwifery class 2 received reflective teaching and were classified as the training group. The study compared the critical thinking ability scores, incremental critical thinking ability scores, post-training assessment scores, and satisfaction with the teaching between the two groups before and after the training. Results: Before training, the comparison of the critical thinking ability scores of midwifery students in the two groups was not statistically significant (P &gt; 0.05); after training, the critical thinking ability scores of midwifery students in the two groups were effectively improved (P &lt; 0.05). The total score of critical thinking ability in the training group was higher than that of the control group (P &lt; 0.05); the degree of improvement of critical thinking ability in the training group was greater than that of the control group (P &lt; 0.05); the assessment scores of the training group were higher than those of the control group (P &lt; 0.05); and the satisfaction rate of the effect of teaching midwifery students in the training group was higher than that of the control group (P &lt; 0.05). Conclusion: Reflective teaching training for midwifery students can help to improve teaching quality and training effect, promote midwifery students’ critical thinking ability and professionalism, and gain recognition from midwifery students.

From FUSE to a hands-on electrosurgery course using a cadaveric model.

Surgical procedures in contemporary practice frequently employ energy-based devices, yet comprehensive education surrounding their safety and effectiveness remains deficient. We propose an innovative course for residents that aims to provide basic electrosurgery knowledge and promote the safe use of these devices. We developed a simulated training course for first-year general surgery and orthopedic residents. First, a survey was conducted regarding their knowledge perception about energy devices. The course consisted of two online theoretical sessions, followed by three in-person practical sessions. First-year residents performed three video-recorded attempts using a cadaveric model and were assessed through a digital platform using the Objective Structured Assessment of Technical Skill (OSATS), a Specific Rating Scale (SRS), and a surgical energy-based devices scale (SEBS). Third-year residents were recruited as a control group. The study included 20 first-year residents and 5 third-year residents. First-year residents perceived a knowledge gap regarding energy devices. Regarding practical performance, both OSATS and checklist scores were statistically different between novices at their first attempt and the control group. When we analyzed the novice's performance, we found a significant increase in OSATS (13 vs 21), SRS (13 vs 17.5), and SEBS (5 vs 7) pre- and post-training scores. The amount of feedback referred to skin burns with the electro-scalpel reduced from 18 feedbacks in the first attempt to 2 in the third attempt (p-value = 0.0002). When comparing the final session of novices with the control group, no differences were found in the SRS (p = 0.22) or SEBS (p = 0.97), but differences remained in OSATS (p = 0.017). This study supports the implementation of structured education in electrosurgery among surgical trainees. By teaching first-year residents about electrosurgery, they can acquire a skill set equivalent to that of third-year residents. The integration of such courses can mitigate complications associated with energy device misuse, ultimately enhancing patient safety.

The Impact of Neurofeedback Training on Cognitive Abilities Assessed by the Wechsler Intelligence Scale for Children-Revised in Children with Attention Deficit: A Randomized Single-Blind Sham-Controlled Study.

This study aims to investigate the effects of a neurofeedback system on cognitive skills, as measured by the Wechsler Intelligence Scale for Children-Revised (WISC-R), in a cohort of 100 children aged 8 to 12 who were diagnosed with attention deficit. A randomized single-blind sham control group design was employed, with 50 participants assigned to the experimental group receiving neurofeedback training and 50 participants assigned to the sham group receiving simulated training. Participants were selected through random sampling from individuals seeking assistance at a specialized education center over the course of one year (May 2021-2022). Pre- and post-test WISC-R assessments were administered to both groups to evaluate participants' mental performance. The experimental group underwent a total of 60 sessions of quantitative electroencephalography-based infralow frequency neurofeedback training, with half-hour sessions conducted three days a week over a five-month period. The post-test WISC-R was administered at the end of the sixth month. The results revealed significant differences between the pre- and post-training test scores, specifically in terms of verbal IQ, picture arrangement, performance IQ, and total IQ (p = 0.016, p = 0.001, p < 0.001, and p = 0.002, respectively), when comparing the differences between the two groups. These findings indicate a notable improvement in performance IQ, total IQ, and a reduction in attention deficits among the neurofeedback group based on the WISC-R assessments. Future studies should consider employing larger sample sizes, including appropriate control groups, and conducting long-term follow-ups to further elucidate the clinical significance of these results.

Evaluation of the Ei SMART training programme in the UK

IntroductionEarly intervention (Ei) is recommended for infants at high risk of neurodevelopmental challenges. Ei SMART is an evidence-based clinical reasoning framework supporting infant development by integrating Sensory, Motor, Attention and regulation, and Relational development through healthcare professionals (HCPs) and parents working Together. Aim: To evaluate learning outcomes following Ei SMART training. Methods34 staff members from one UK neonatal operational delivery network participated in face-to-face training, co-produced and co-presented by parents and HCPs via online modules/tutorials. Participants completed pre/post-training surveys. Questions quantified self-perceived understanding of Infant Development & Well-Being, Parent/Family Support and Engagement, and Staff Engagement & Well-Being. Total and Domain scores were compared pre/post-training. Results33/34(97%) respondents completed both pre-and post-training surveys; one respondent was excluded (incomplete data). Median (IQR) post-training score was significantly increased (152(22) v 108(26) (p < 0.001), as were domain scores. ConclusionEi SMART training provided measurable improvements in perceived learning for HCPs.

Pediatric COVID-19 in Lesotho and Post-pandemic Implications on Lower Respiratory Infections in Children.

Background The United States Agency for International Development (USAID) Reaching Impact, Saturation, and Epidemic Control (RISE) program funded Jhpiego to support the Government of Lesotho's COVID-19 response, including two national COVID-19 treatment centers. To evaluate the status of post-pandemic pediatric respiratory care in Lesotho, we analyzed pediatric treatment center data and healthcare worker (HCW) performance on pediatric COVID-19 training offered to HCWs at COVID-19 treatment centers. Methods We conducted a retrospective cohort study of patients 15 years of age or less hospitalized at two COVID-19 treatment centers in Lesotho from May 1, 2020, to April 30, 2022. Patient data were extracted from hospital files. We used the independent sample t-test, Mann-Whitney U test, or Fisher's exact test to evaluate associations between exposure variables and death. We also assessed differences between pre- and post-training examination scores of three one-day HCW training on pediatric COVID-19 using paired t-tests. Results Overall, <15-year-olds comprised 18/1,448 (1.2%) hospitalizations. Twenty-two percent (4/18) of children were hypoxemic (oxyhemoglobin saturation <94%) within the first 24 hours and 44% (8/18) at any point in the hospitalization. Oxygen utilization increased over the two-year period (p=0.004) and all eight children with hypoxemia received oxygen (p<0.001). Four of 18 (22%) patients died. For HCW training, pre- and post-training examinations were completed by 76/82 (92.7%) participants. The overall mean pretraining score was 44.6% (standard deviation (SD) 15.7%). Mean scores improved by an average of 32.2% (95% confidence interval (CI) 27.7%, 36.6%, p<0.001) on the same day post-training examination. Conclusions National COVID-19 treatment center data indicate a low burden of severe pediatric COVID-19 disease in Lesotho. However, recognized HCW knowledge gaps suggest deficiencies in identifying and referring severely ill children, which may detrimentally impact the ongoing post-pandemic care of children with severe lower respiratory infections.

Impact of an educational intervention utilising a three-dimensional-printed model for ultrasound-guided intra-articular injections of the dislocated shoulder.

Intra-articular injection of local anaesthetic provides safe and effective analgesia for patients with shoulder dislocation. We designed a three-dimensional-printed ultrasound model of the shoulder to educate ED clinicians on use of this technique. We aimed to evaluate the impact of a 1-h training session using this model on participants' knowledge, skills and clinical practice. This was a prospective study of the clinicians working at two EDs in New Zealand. Participants (n = 20) took part in a 1-h educational session. We tested participants' performance before the session, afterwards and at 3 months using a 10-point objective structured clinical examination. We reviewed clinical records to determine whether there was increased utilisation of this technique among ED patients before and after the training. There was improvement in participants' OCSE performance (median pre-training score = 4.00, median 3-month post-training score = 7.00, P = 0.044) and self-reported competence and knowledge, which were sustained to the end of the study. There was increased use of intra-articular injection among ED patients with shoulder dislocation: 2 of 68 patients (3%) before and 11 of 76 patients (14.5%) after the study. Notably, most were performed by clinicians who did not take part in the study (n = 9). A 1-h training session using a three-dimensional-printed model improved participants objective structured clinical examination performance in ultrasound-guided injection of the shoulder joint. Although there was minimal change in the practice of participating clinicians, overall use of the procedure increased.

Analysis of the effect and influencing factors of a clinical competency-oriented prospective pre-job training programme on the comprehensive ability of new employees in the department of transfusion medicine.

The subject of pre-job training for transfusion service laboratory technicians is very important. The key is how to make a reasonable systematic training programme to improve the effectiveness of training. A prospective training programme was conducted and an assessment was performed at enrollment (baseline) and reassessment after 3-months training, using the same tools with a validated questionnaire. Clinical competency-oriented prospective pre-job training significantly improves the clinical transfusion-related comprehensive skills of new employees. The post-training assessment score was significantly affected by undergraduate major. This study provided a clinical competency-oriented training programme for new employees in the department of transfusion medicine that could effectively enhance their comprehensive abilities.

Regional differences in police officer misperceptions: a quasi-experimental evaluation of sexual assault investigations training in Kentucky

ABSTRACT Our study fills an important research gap by investigating the differences in myths and misperceptions about sexual assault survivors among police officers (N = 388) and evaluating the effects of sexual assault investigations training across geographic regions. First, we assessed police officers’ pretraining rape myth acceptance and misperceptions of crime victim reporting behaviours. Second, we used a Solomon four-group quasi-experimental design to assess pretesting effects and evaluate the effect of training and jurisdiction type on officers’ adherence to rape myths and misperceptions of trauma. We used Ordinary Least Squares (OLS) models to evaluate regional differences in officers’ adherence to myths and misperceptions about survivors, the main effects of training, effects of training when considering jurisdiction type, and the moderating effects of officer jurisdiction type on training outcomes. Results showed lower pretraining scores for urban/suburban officers and significant improvements in post-training scores across geographic regions. In addition, officer jurisdiction type failed to moderate –change—the relationship between training and outcomes. This research improves our understanding of officer misperceptions regarding sexual assault survivors and the impact of specialised sexual assault training in different geographic contexts.

Video Otoscopy as a Novel Teaching and Remote Otolaryngology Consultation Tool at an Academic Medical Center.

Assess the use of video otoscopy (VO) as a tool for teaching Emergency Department (ED) residents and remote Otolaryngology consultation. Survey and retrospective chart review. Tertiary care center. Emergency Medicine resident physicians completed an otologic skill self-assessment and pathology followed by an interactive training on VO and postintervention assessment after 9 months of use. Outcomes compared change in pre- to posttraining scores. ED consultations using VO during this time period were reviewed to detect differences between the presumed diagnosis/treatment based only on phone consultation and VO image compared to the final diagnosis/treatment after in-person Otolaryngology consultation. Forty-six (63.1%) ED residents participated. Diagnostic accuracy improved by 20.7% overall. The most improved diagnoses were of a normal ear canal (+75%), tympanosclerosis (+58.4%), and ear canal foreign body (+57.1%); most challenging were external auditory canal cyst (-13.6%), hemotympanum (-11.3%), and cerumen (-1.9%). Cholesteatoma did not improve because all responses were incorrect; neither did tympanic membrane perforation because all were correct. Confidence in the otologic exam and anatomy also increased (P < .01). Thirteen consults used VO and 3 (23.1%) had a change in diagnosis/treatment after in-person Otolaryngology evaluation. Training on the use of VO significantly improves the confidence and diagnostic skills of ED providers for many pathologies. This application suggests the efficacy of an otologic e-consultation model.

Online palliative care curriculum: contextual adaptation for Nigerian healthcare workers

ObjectivesThis study reports on a yearlong sequence of three periodic, virtual trainings in primary palliative care for healthcare professionals across Nigeria. Our overall objective was to determine the impact of...