Post-workshop Questionnaires Research Articles

Building Connections: The Impact of Digital Storytelling on Communication and Leadership Skills Among Disabled Young Adults

Digital storytelling has been applied in research in varied contexts and with varied purposes. Implicit in the process of digital storytelling is the potential to develop and/or enhance a range of individual skills (e.g., multimedia, literacy, communication, etc.). However, further research is needed to gain a deeper understanding of the potential impact of digital storytelling on skill enhancement for disabled youth. This paper provides an overview of Phase 1 of the study “My life. My story: The Youth Digital Storytelling Project” that utilized elements of a community-based participatory action research approach to host a peer-facilitated digital storytelling workshop for young adults with developmental disabilities aimed at capturing and sharing their lived experiences with, knowledge of, and perspectives on significant life-stage transitions in the areas of education, employment, or living. The results from the pre- and post-workshop questionnaires suggest that the participants improved skills in media literacy, communication, and leadership. Additionally, the participants highlighted the importance of considering the delivery format, fostering connections, and enhancing self-confidence in the development of the workshop’s design and delivery. This research adds to the extant literature demonstrating the potential of digital storytelling as a pedagogical tool, offering implications for the design and implementation of online workshops for disabled youth.

Emphasizing Patient-Centricity Through a Tailored Training Program to Empower Patients, Advocates, and Ethics Committees in Good Clinical Practice.

Good Clinical Practices (GCP) are essential for patient-centric research. The standard bioethics and GCP training emphasizing a "one-size-fits-all" approach may not adequately equip ethics committee members, especially the lay and social scientist members, towards their critical role in reviewing clinical trials and related documentation. This article explores a patient-centered, patient advocates-driven training program focused on raising awareness about research ethics and GCP among patients, advocates and ethics committee members. A patient advocates-driven program called Patient Advocates for Clinical Research (PACER) conducted trainings focused on GCP for patient-centric research for patients, advocates and ethics committee members. Pre- and post-workshop questionnaires were used to assess the participants' knowledge of GCP. The workshop was attended by 116 participants. Of these 91 consented to participate in questionnaire evaluation that assessed participants' knowledge on ethics committee (EC) functionality, research ethics and data confidentiality. Pre-workshop evaluations highlighted knowledge gaps. Only 16.5% were familiar with the primary ethical consideration for vulnerable populations and 69.2% were knowledgeable about data governance. Post-workshop evaluations demonstrated significant overall response improvement of 5.4% (𝜒2=13.890; p<0.001). The understanding of ethical considerations for vulnerable populations rose by 15.4% (p=0.007), and knowledge of data privacy regulations improved by 11.0% (p=0.041). The workshop under PACER initiative highlighted the knowledge gaps in understanding the EC functionality, research ethics and data confidentiality. The workshop effectively fostered participants' understanding of ethical research practices.

1170 Bridging the Gap in Surgical Robotics Education

Abstract Aim Despite rapid evolution of surgical robotics systems, training opportunities are very limited especially for medical students and junior doctors. We organised a free-of-charge regional robotics workshop in collaboration with CMR Surgical with the goal of increasing exposure to surgical robotics technology. We also evaluated the delegates’ perception on current surgical robotics training and the workshop. Method CMR Surgical was invited to exhibit their Versius® robot and Virtual-Reality trainer for a one-day workshop at Glenfield Hospital, Leicester. The workshop was advertised across universities and hospital trusts in East Midlands. Registration form included pre-workshop questionnaire which assessed the motivation and barriers to attending surgical robotics courses, and their familiarity with robotics surgery. After 1-hour hands-on exercise supervised by consultants and CMR Surgical trainers, delegates were asked to complete post-workshop questionnaire to evaluate shift in familiarity, interest, and confidence in basic robotic skills. Results 75 delegates registered with 93% having never attended similar workshop before and the barriers were perceiving that robotics surgery skills are for advanced surgeons only (37%), cost (26%), no accessible courses (24%), time constraints (9%) and others (4%). The primary motivation to attend this workshop were learning basic robotic skills (49%), exploring innovative technology (44%) and networking (7%). 30 delegates were shortlisted for 1-hour hands-on experience into six groups consisting of 18 students and 12 junior doctors. Post-workshop feedback showed a positive shift in familiarity, interest, and confidence in basic robotic skills. Delegates also expressed increased interest in surgical specialties after this workshop. They also found VR station was enjoyable and believed it has potential in training future robotic surgeons. Conclusions These findings highlight the feasibility and importance of creating accessible training opportunities to bridge the gap in surgical robotics education.

Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study

This study aimed to explore English as a foreign language (EFL) students' use of self-made retrieval augmented generation (RAG) chatbots to enhance their learning to write. In the study, 69 Chinese undergraduate students participated in a workshop focused on creating chatbots, using Poe, that can assist with their writing processes. Multiple data sources were collected, including chatbots built by students, essays students wrote using their chatbots, students' responses to pre- and post-workshop questionnaires, and written reflections. The findings revealed that students developed chatbots for various purposes, such as assisting with idea generation, producing writing outlines, and identifying grammatical and spelling errors. Students made various requests, including assistance, customization, and translation, during their interactions with chatbots. Moreover, the use of self-made chatbots had a positive impact on students’ writing motivation. It resulted in clearer writing goals, increased writing confidence, reinforced writing beliefs, and a more positive attitude towards writing. This study contributes to a deeper understanding of chatbots as pedagogical tools that enhance personalized language learning for students. By leveraging self-made chatbots, students can receive tailored support for their specific writing needs, leading to improved motivation.

Navigating merits and limits on the current perspectives and ethical challenges in the utilization of artificial intelligence in psychiatry – An exploratory mixed methods study

BackgroundThe integration of Artificial Intelligence (AI) in psychiatry presents opportunities for enhancing patient care but raises significant ethical concerns and challenges in clinical application. Addressing these challenges necessitates an informed and ethically aware psychiatric workforce capable of integrating AI into practice responsibly. MethodsA mixed-methods study was conducted to assess the outcomes of the “CONNECT with AI” - (Collaborative Opportunity to Navigate and Negotiate Ethical Challenges and Trials with Artificial Intelligence) workshop, aimed at exploring AI's ethical implications and applications in psychiatry. This workshop featured presentations, discussions, and scenario analyses focusing on AI's role in mental health care. Pre- and post-workshop questionnaires and focus group discussions evaluated participants' perspectives, and ethical understanding regarding AI in psychiatry. ResultsParticipants exhibited a cautious optimism towards AI, recognizing its potential to augment mental health care while expressing concerns over ethical usage, patient-doctor relationships, and AI's practical application in patient care. The workshop significantly improved participants' ethical understanding, highlighting a substantial knowledge gap and the need for further education in AI among psychiatrists. ConclusionThe study underscores the necessity of continuous education and ethical guideline development for psychiatrists in the era of AI, emphasizing collaborative efforts in AI system design to ensure they meet clinical needs ethically and effectively. Future initiatives should aim to broaden psychiatrists' exposure to AI, fostering a deeper understanding and integration of AI technologies in psychiatric practice.

The effectiveness of psychiatric genetic counseling training: An analysis of 13 international workshops.

Studies have consistently shown that psychiatric genetic counseling (pGC) helps people with psychiatric conditions by increasing empowerment and self-efficacy, and addressing emotions like guilt. Yet, it is not routinely provided. Genetic counselors and trainees express low confidence in their ability to provide meaningful pGC, especially in the absence of adequate training. Therefore, to address this gap a "Psychiatric Genetic Counseling for Genetic Counselors" (PG4GC) workshop was developed and delivered to 13 groups of participants (primarily qualified genetic counselors and trainees) between 2015 and 2023 (10 workshops were delivered in-person, and three virtually). Participants completed quantitative questionnaires both before and after completing the workshop to assess their comfort, knowledge, behavior, and feeling of being equipped to provide pGC. In total, 232 individuals completed the pre-workshop questionnaire and 154 completed the post-workshop questionnaire. Participants felt more comfortable, knowledgeable, and equipped to provide pGC, and reported being more likely to address psychiatric concerns after the workshop, regardless of whether they were trainees or practicing professionals and whether they completed the workshop in-person or virtually. This study suggests that the PG4GC workshop is an effective educational tool in pGC training that may aid in broader implementation of the service.

Reimagining human dissection in preclinical medical education using studio-based learning: A retrospective pilot study.

Human dissections in the current medical curriculum are conducted using a checklist approach to prioritize the exposure of anatomical structures. In this setting, anatomy educators are labored to enhance their engagement during the dissection. To address this issue, we considered the current medical education pedagogies and identified a novel approach of studio-based learning (SBL) for application in a Human Dissection Workshop. This study aimed to (1) evaluate students' perceptions of SBL, (2) appraise the impact of SBL on anatomical knowledge learning, and (3) interpret the results of a validated questionnaire. Workshop participants were recruited from Year 2 medical students at the Chinese University of Hong Kong from the 2020 and 2021 cohorts. Fifty-one students participated in the workshop (N = 24 [2020], N = 27 [2021]), and 50 of them completed the postworkshop questionnaire rated on a 5-point Likert scale. Nineteen items were validated using a factor analysis. The interpretation of the questionnaire results demonstrated the different learning outcomes of the workshop, which included (1) enhancing students' knowledge and spatial understanding of anatomical structures, (2) strengthening students' appreciation of gross pathologies and clinical relevance, and (3) promoting higher-order thinking skills. To our knowledge, this is the first study to introduce SBL in medical education. The successful implementation of the workshop reflects the promising potential of SBL for enhancing human dissection and supplementing the medical curriculum.

Neurosurgery training camp for medical student: experience of the Turkish neurosugery academy and Bursa Uludag University.

To highlight the importance of hands-on experiences and mentorship in shaping the future workforce of specialized medical professionals via a Neurosurgery Training Camp. Responses of the questionnaire regarding the Neurosurgery Training Camp organized by Bursa Uludag University's Faculty of Medicine and the Turkish Neurosurgery Academy were reviewed retrospectively. A one-day program was organized to introduce neurosurgery to medical students. During the camp, the students participated in interactive presentations delivered by faculty members, had lunch together, became acquainted with neurosurgical tools and technologies, and performed interventions. With pre and postworkshop questionnaire, student's expectations and thoughts about camp was evaluated. Forty-one students from 10 medical schools, spanning every year of study, attended the camp. Approximately 39% of the attendees (n = 16) were women and 61% (n = 25) were men. The post-workshop survey results demonstrated that 73% of the students (n = 30) were inclined to pursue a career in neurosurgery after the camp, 21.9% (n = 9) remained undecided, and 4.8% (n = 2) chose not to pursue neurosurgery. Feedback from the post-workshop questionnaire highlighted that all students perceived the camp as beneficial in providing insights into their future careers and aiding in making a decision regarding their career paths. The neurosurgical training camp effectively inspired and educated medical students about the discipline of neurosurgery. Furthermore, the camp effectively altered the career aspirations and perceptions of neurosurgery among the participating students.

Professional learning in primary science: developing teacher confidence to improve the leadership of teaching and learning

ABSTRACT The worrying decline in the status of primary school science in schools in England has been linked to low teacher confidence in teaching science and to schools being heavily focused on achievement in English and mathematics. This article reports on a novel professional learning strategy that was provided for 23 primary science leaders over five half-day workshops. Workshops focused on key topics that teachers reported having least confidence in teaching. Through a structured series of learning episodes, each workshop included knowledge and skills acquisition, opportunities to apply new knowledge and skills to primary-focused practicals, the introduction and application of scientific vocabulary, discussion and reflection time. Findings from pre- and post-workshop questionnaires undertaken with all participants and in-depth interviews with eight participants were examined from a phenomenological perspective. Participants reported that the workshops had significant and positive influences on raising their ability to teach science effectively and to build their confidence in leading colleagues. Participants also reported that the status of science in their schools had been improved.

Preparing undergraduate health students to navigate interprofessional education: The role of a workshop on psychological safety

PurposeThe current paper outlines the development and delivery of an invitational workshop on psychological safety. The workshop was developed to better prepare undergraduate health education students for interprofessional collaboration. MethodsThe invitational workshop was designed and delivered to a class of 94 undergraduate students in their second year of a Medical Radiation Sciences program. The workshop consisted of an icebreaker activity, a theory section, a second activity to reinforce learning, and a final debrief. Pre, post, and follow-up questionnaires with 5-point Likert scale items were integrated into the course to assess changes in students’ understanding of psychological safety and their perspectives on the workshop. ResultsNinety-one students completed the post-workshop questionnaire for a response rate of 96.8%, while 81 students (86.2%) completed the pre-workshop questionnaire, and 74 students (78.7%) completed the follow-up questionnaire. Generally, students had a much stronger understanding of psychological safety (40.2% vs. 95.6%; p<0.0001) and the value that it holds in team functioning (78.0% vs. 98.9%; p<0.0003) after they had been formally introduced to the topic, were more aware of strategies to establish inclusion and trust among members of a team (43.7% vs. 88.2%; p<0.0001), and felt more comfortable sharing or voicing their opinions in group settings thereafter (28.0% vs. 41.3%; p<0.0003). ConclusionsOutcomes from the workshop suggest that integrated education on psychological safety allows for long standing retention of knowledge and benefits students by enabling them to communicate more effectively within interprofessional teams using the knowledge, strategies, and comfort gained.

Enhancing Specialist Training in Radiation Oncology through the Implementation of Structured Radiotherapy Contouring Workshops

Contouring tumor volumes and organs at risk is a key component of Radiation Oncology specialist training. As trainees rotate through different tumor sites, they are expected to develop proficiency in contouring skills relevant to their year of training. These skills have historically been acquired in an unstructured manner during supervised clinical work. However, trainees often struggle to learn these skills due to variability in practice and approach amongst senior colleagues. Research has shown that contouring workshops improve the standardization of contouring and can be an effective way of enhancing the learning experience through interaction, instant feedback and reflection. We present our experience of implementing structured contouring workshops and the feedback received from the trainees. Eight contouring workshops were held in our institution over a period of 3 years between 2019 and 2022. These included Head & Neck (3), Prostate (1), SABR Lung (2), Breast (1), and Esophagus (1). Six were held in-person pre-COVID and two in a virtual format during the pandemic. Each workshop was 2 hours long and attended by trainees with varying levels of contouring experience. All the workshops were facilitated by a consultant radiation oncologist and a clinical tutor and followed a similar format consisting of a brief tutorial on the tumor site, followed by a contouring demonstration on an anonymized case on an Eclipse planning platform referencing published contouring atlases. Each of the trainees had access to a copy of the same case throughout the workshop and their contours were then reviewed both individually and collectively. A key component of the workshops was instant feedback, as trainees could compare their contours to that of the tutors and discuss any differences. Feedback on the contouring workshop was then collected through a post workshop questionnaire. The workshops were attended by an average of 12 trainees (range 10 to 14). Regardless of their year of training, all trainees rated the content and format of the workshops highly and stated they were relevant to their daily practice. Their subjective level of confidence in contouring in that specific tumor site improved significantly, going from an average of 5.6 out of 10 (range of 4 to 7) before the workshop to 8.7 (range of 8 to 9) after the 8 workshops. All the workshops were conducted at no extra cost as they were held using our existing planning software. The trainees indicated that the workshops were of definite educational benefit and strongly supported incorporating this approach to teaching contouring skills into the curriculum. Based on this feedback, these contouring workshops have been integrated into the recently revised higher specialist training curriculum on a more structured basis. This will ensure that trainees will continue to develop progressive expertise in contouring skills in keeping with best international practice as they advance through their training scheme.

99 Feasibility of a Co-designed Community Intervention for Families of Children with Developmental Diagnoses

Abstract Background The COVID-19 pandemic has created considerable difficulties and barriers to accessing care for families of children with developmental disability (FCDD), particularly for families who are socially or economically marginalized. We have previously found that families have reported increased caregiver stress, difficulty navigating services and worsened social isolation. Building on these findings, a community-based intervention was co-created with community partners and families to improve social support, caregiver empowerment and access to services (see Figure 1, below), consisting of a ‘toolkit’ of resources with an accompanying workshop for caregivers and community service providers (CSPs), and a chat group community of support for caregivers. Objectives This study explored the feasibility of the co-designed intervention, examining the acceptability, implementation, and demand. Design/Methods This was a mixed-methods feasibility study, which incorporated quantitative and qualitative evaluation components, and received Research Ethics Board approval (SMH 20-127). Demand and implementation were assessed by measuring participant attendance in the workshops. Acceptability was assessed using post-workshop questionnaires to measure satisfaction and knowledge uptake, and further explored in semi-structured interviews, which were recorded, transcribed and analyzed using thematic analysis. Any caregiver, and CSPs who participated in any arm of the intervention, were invited to participate. Results Workshops were held 6 times (4 caregiver workshops, 2 staff workshops) in two community partner sites. A total of 55 participants (32 caregivers, 23 staff) participated. After receiving the toolkit and attending the workshop, both caregivers and CSPs reported that they felt more comfortable with navigating services, which was higher in CSPs (4.58/5, p&amp;lt;0.005). 100% of participants wanted additional iterations of the workshops with the toolkit. In the IDIs, both CSPs and caregivers reported that the toolkit was comprehensive and easy-to-use. Many caregivers reported using the toolkit immediately after the workshops to connect to new services. Among both CSPs and caregivers, it was found that the group chat was not commonly used but had the potential to be a helpful tool to share additional resources and discuss specific topics. Conclusion This community-based, co-created intervention was implemented successfully, with high acceptability and demand. Both CSPs and caregivers found the toolkit to be useful and have used it to successfully access services, while the group chat was less used. Our study demonstrates the critical importance of working alongside community to co-create interventions to best serve specific community needs.

Simulated learning for staff at a children's hospice: a quality improvement project.

Simulated learning has well known positive effects but its use in palliative care education is limited. A quality improvement project was undertaken at a children's hospice to develop and evaluate simulation workshops. The aim was to increase the knowledge, skills and confidence of nurses and healthcare assistants in managing challenging situations commonly experienced when caring for children with life-limiting conditions and their families. The Plan, Do, Study, Act (PDSA) model for improvement was used to test simulation workshops on a small scale using a post-workshop questionnaire and reflective diaries. Despite some initial anxiety, participants felt that the workshop had enhanced their confidence, knowledge and skills, particularly in relation to conducting challenging conversations. The project has provided insight and evidence to develop simulated learning at the children's hospice and further afield.

Work of HeArt: Addressing Educator Compassion Fatigue with Art Therapy

ABSTRACT Kindergarten through 12th grade (K-12) educators across the country are experiencing compassion fatigue from extended amounts of time with children reporting adverse childhood experiences. Additional stress from teaching through the COVID-19 pandemic has also led to burnout in United States’ educators, compounding the effects of both phenomena. An impending educator shortage may occur if the mental health of educators is not addressed. A series of mindfulness-based art therapy workshops designed to address compassion fatigue were implemented at an elementary school in a large Midwestern city. Thirty-four kindergarten and first-grade educators participated in eight monthly workshops over the course of one academic year. Workshops were designed based on a needs assessment completed by the educators. Results of the post-workshop questionnaire suggested that mindfulness-based art therapy was beneficial in addressing compassion fatigue. Five overarching themes about the program were identified from the questionnaires. Participants indicated that 1) allowing space for creativity, 2) learning creative ways to manage stress, 3) having opportunities for social connections, 4) discovering useful tools to express themselves, and 5) having dedicated time for themselves were all benefits reaped from the workshops. Participants overwhelmingly (93%) agreed that the workshops helped address compassion fatigue.

Community-led, peer-facilitated Advance Care Planning workshops prompt increased Advance Care Planning behaviors among public attendees

ObjectiveDespite recognized benefits, engagement in Advance Care Planning (ACP) remains low. Research into peer-facilitated, group ACP interventions is limited. This study investigated the acceptability of community-led peer-facilitated ACP workshops for the public and whether these workshops are associated with increased knowledge, motivation and engagement in ACP behaviors. MethodsPeer-facilitators from 9 community organizations were recruited and trained to deliver free ACP workshops to members of the public with an emphasis on conversation. Using a cohort design, workshop acceptability and engagement in ACP behaviors was assessed by surveying public participants at the end of the workshop and 4–6 weeks later. Results217 participants returned post-workshop questionnaires, and 69 returned follow-up questionnaires. Over 90% of participants felt they gained knowledge across all 6 learning goals. Every ACP behavior saw a statistically significant increase in participant completion after 4–6 weeks. Almost all participants were glad they attended (94%) and would recommend the workshop to others (95%). ConclusionThis study revealed an association of peer-facilitated ACP workshops and completion of ACP behaviors in public participants. InnovationThis innovative approach supports investment in the spread of community-based, peer-facilitated ACP workshops for the public as important ACP promotion strategies.

Positive communication workshops: are they useful for treatment programmes for anorexia nervosa?

Social isolation, loneliness and difficulties in relationships are often described as a core feature of eating disorders. Based on the experimental research, we have designed one-off workshops for patients in inpatients and day care services and evaluated its acceptability and effectiveness using feedback questionnaires. This naturalistic project is an evaluation of multiple positive communication workshops. Forty-one participants completed workshop questionnaires, which were provided immediately at the beginning and end of the workshop, including feedback on these one-off groups. The workshops consisted of educational and experiential components. The questionnaire outcomes were evaluated by independent researchers. All participants were female adults with a mean age of 33 (12.2) and a diagnosis of Anorexia Nervosa (AN; either restrictive or binge-purge subtype). Post-workshop questionnaires showed large effect sizes in the improvement of understanding the importance and confidence in using positive communication strategies. Addressing social communication difficulties in eating disorder treatment programmes adds valuable dimensions to these symptom-based treatments in both inpatient settings and day services, and may provide broader benefits in overall social functioning in patients with AN. Brief one-off workshops targeting social functioning for patients with eating disorders might be useful complementary input for treatment programmes.

An Opportunity to See the Heart Defect Physically: Medical Student Experiences of Technology-Enhanced Learning with 3D Printed Models of Congenital Heart Disease

Three-dimensional (3D) printing is increasingly used in medical education and paediatric cardiology. A technology-enhanced learning (TEL) module was designed to accompany 3D printed models of congenital heart disease (CHD) to aid in the teaching of medical students. There are few studies evaluating the attitudes and perceptions of medical students regarding their experience of learning about CHD using 3D printing. This study aimed to explore senior medical students’ experiences in learning about paediatric cardiology through a workshop involving 3D printed models of CHD supported by TEL in the form of online case-based learning. A mixed-methods evaluation was undertaken involving a post-workshop questionnaire (n = 94 students), and focus groups (n = 16 students). Focus group and free-text questionnaire responses underwent thematic analysis. Questionnaire responses demonstrated widespread user satisfaction; 91 (97%) students agreed that the workshop was a valuable experience. The highest-level satisfaction was for the physical 3D printed models, the clinical case-based learning, and opportunity for peer collaboration. Thematic analysis identified five key themes: a variable experience of prior learning, interplay between physical and online models, flexible and novel workshop structure, workshop supported the learning outcomes, and future opportunities for learning using 3D printing. A key novel finding was that students indicated the module increased their confidence to teach others about CHD and recommended expansion to other parts of the curriculum. 3D printed models of CHD are a valuable learning resource and contribute to the richness and enjoyment of medical student learning, with widespread satisfaction.

Teaching quality improvement concepts to pharmacy students using the Evidence-based Practice for Improving Quality (EPIQ) workshop

Background and purposeDespite the benefits of quality improvement (QI) training, there is a scarcity of information on QI teaching formats for undergraduate pharmacy education. The Evidence-based Practice for Improving Quality (EPIQ) workshop was evaluated as a teaching format for a group of multi-year undergraduate pharmacy students, assessing knowledge acquisition and learner reactions. Educational activity and settingUsing a convergent mixed-method analysis, 10-item pre- and post-workshop multiple-choice questionnaires measured students' knowledge acquisition of foundational QI concepts. A six-item pre- and post-workshop survey and a voluntary post-workshop focus group evaluated students' attitudes towards QI training and the teaching format. Mann-Whitney U non-parametric test was used to analyze the quantitative data, while thematic analysis was applied to analyze the qualitative data. FindingsTwenty-nine pharmacy students participated in the workshop. There was a statistically significant improvement in pharmacy students’ QI knowledge before and after participating in the workshop (77% vs. 86%, P = .008). The evaluation of the EPIQ teaching format resulted in three important findings: (1) undergraduate pharmacy students identified a QI learning need; (2) the EPIQ workshop effectively provided foundational QI literacy for all pharmacy student years using a “learning by sharing” methodology and pharmacy-specific case studies; and (3) interested students may benefit from an experiential elective to apply QI techniques. SummaryThe perceived value of QI training for pharmacy students using the EPIQ workshop was demonstrated: students expressed an interest in lifelong learning and a desire to pursue QI projects at school, during a clinical rotation, or at work.

Teaching Academic Staff to Implement Interactive Graphics for Their Courses

Many academic teachers present data as static graphics in their lectures and courses. However, data structures have become more complex in the last decades, especially in the biomedical disciplines, and interactive graphics can provide a better means to communicate the scientific contents to students. Besides, the technological qualifications of academic staff are diverse, and it has been little studied how these teachers can be trained to program and implement interactive graphics for their courses. It is also little known whether interactive graphics will be helpful for teaching and learning. We conducted a pilot online workshop to identify aspects that need to be addressed when teaching academic staff to program interactive graphics in form of Shiny-apps based on the programing language R. The n = 25 participants were academic staff from the fields of medicine or natural sciences. Pre- and post-workshop questionnaires were used to identify which aspects should be considered in future workshops, to query the usefulness of interactive graphics for teachers and students, and to identify the impact of the workshop on the teacher’s opinion towards digital teaching devices and their preparedness to program own interactive graphics. Most participants showed strong interest to use interactive graphics in their courses after the workshop, and interactive graphics were overall rated as very helpful for teachers and students. However, only those with prior programming knowledge intended to implement own graphics. We conclude that an extension of the workshop will be necessary to provide additional training for participants with no background in R programming.

A patient-oriented workshop on sexual pain and endometriosis: Preliminary evidence for improvements in painful intercourse self-efficacy

ObjectiveEndometriosis-associated dyspareunia can persist after surgical interventions, requiring multidisciplinary treatment including pain education. This study explored the effectiveness of a one-day workshop for improving knowledge, behavioural changes, and self-efficacy. Materials and methodsPre-test post-test study of people who attended a workshop on dyspareunia and endometriosis. A pre- and immediately post-workshop questionnaire was used to evaluate the outcomes. A subsection of the Painful Intercourse Self-Efficacy questionnaire was used to assess self-efficacy. ResultsSixteen people completed both the pre- and post-workshop questionnaires, 12 of which had endometriosis. There were improvements in knowledge on the prevalence, causes and treatments of dyspareunia in endometriosis after the workshop. All participants with endometriosis said “yes” or “maybe” to discussing what they learned with their healthcare provider. Comparing the self-efficacy of the 12 participants with endometriosis between pre- and post-workshop, there was a significant increase in certainty that they could: continue most of their sexual activities (Cohen's d=0.61, P=0.007); keep dyspareunia from interfering with their relationship (Cohen's d=0.77, P=0.023); make small-to-moderate reductions (Cohen's d=0.48, P=0.021) and large reductions (Cohen's d=0.56, P=0.034) in their dyspareunia by using non-surgical methods. ConclusionDisseminating information about dyspareunia at a one-day workshop was associated with improved knowledge and self-efficacy.