Post-workshop Scores Research Articles

IMPACT OF HEALTH EDUCATION ON KNOWLEDGE ON CHILD SEXUAL ABUSE AMONG TEACHERS IN TWIN CITIES OF PAKISTAN

Background: Child sexual abuse is a critical and neglected public health issue in Pakistan. The objective of this study was to evaluate the impact of a health education intervention on knowledge of child sexual abuse among school teachers of Islamabad and Rawalpindi.Methods: This interventional community trial was conducted in eight private schools in Islamabad and Rawalpindi from March to June 2018. Schools were randomly selected and the study participants consisted of female teachers above 20 years of age. Teachers were given knowledge regarding child sexual abuse by means of comprehensive presentations, videos and distribution of written educational materials. Data were collected by a pre-tested selfdesigned questionnaire which was completed by the study participants before and after the health education intervention. Data analysis was done using SPSS version 23. Paired t-test was used to determine the mean difference and McNemar's test was used for pairwise comparison of knowledge before and after the intervention. Results: The mean age of teachers was 27.63 (±5.16) years and the average time spent in teaching profession was 5.44 (±3.58 years). The mean pre-workshop score was 10.06 (± 2.65) and the mean post-workshop score was 18.35 (± 1.28). The mean difference between these two scores was statistically significant (p <0.001). The total percentage of correct answers was 50.2% before the intervention and 90.8% after the intervention (p-value <0.001). Conclusion: The health education intervention dispelled various myths and was successful in improving knowledge and awareness regarding child sexual abuse among school teachers in twin cities of Pakistan.

Effectiveness of a training workshop on perceptions and practice of interns in management of acute diarrheal diseases in children

Background: There is a perceived lack of competency of interns in managing common childhood conditions like acute diarrheal diseases (ADD). In the present system there is no formal training is given to the interns. Additional structured training programs during internship will help to improve their performance. This is of special importance in the context of current shift towards a competency based medical education (CBME). This study was conducted at a government medical College in North Kerala to find out the effect of a workshop on perceptions and practice of interns in management of acute diarrheal diseases in children.Methods: 15 interns posted in Paediatric department during July 2015 were administered a pre-test to assess their perceptions and practice about managing ADD by using short answer questions (SAQ), questionnaire and Objective Structured Clinical Examination (OSCE). After the pre-test a training workshop on management of ADD was conducted. The feedbacks were obtained. A post test was conducted 3 days later. The pre and post workshop scores were compared using student t test.Results: There was an improvement in knowledge, skills and self-perceived level of confidence of the interns in managing ADD in children after the workshop. Conclusions: A training workshop will improve the knowledge, skills and confidence of interns in managing a child presenting with acute diarrhoea.

Values clarification workshops to improve abortion knowledge, attitudes and intentions: a pre-post assessment in 12 countries

BackgroundWomen’s access to abortion care is often denied or hampered due to a range of barriers, many of which are rooted in abortion stigma. Abortion values clarification and attitude transformation (VCAT) workshops are conducted with abortion providers, trainers, and policymakers and other stakeholders to mitigate the effects of abortion stigma and increase provision of and access to abortion care. This study assesses changes in knowledge, attitudes, and behavioral intentions of VCAT workshop participants.MethodsPre- and post-workshop surveys from 43 VCAT workshops conducted in 12 countries in Asia, Africa, and Latin America between 2006 and 2011 were analyzed to assess changes in three domains: knowledge, attitudes and behavioral intentions related to abortion care. A score was created for each domain (range: 0-100), and paired t-tests or Wilcoxon matched-pairs signed-ranks tests were used to test for significant differences between the pre- and post-workshop scores overall and by region and participant type (providers, trainers, and policymakers/other stakeholders). We also assessed changes in pre- and post-workshop scores for participants with the lowest knowledge and negative attitudes on the pre-workshop survey.ResultsOverall, the mean knowledge score increased significantly from 49.0 to 67.1 (p < 0.001) out of a total possible score of 100. Attitudes and behavioral intentions showed more modest, but still statistically significant improvements between the pre- and post-workshop surveys. The mean attitudes score increased from 78.2 to 80.9 (p < 0.001), and the mean behavioral intentions score rose from 82.2 to 85.4 (p = 0.03). Among participants with negative attitudes pre-workshop, most shifted to positive attitudes on the post-workshop survey, ranging from 35.2% who switched to supporting unrestricted access to second-trimester abortion to 90.9% who switched to feeling comfortable working to increase access to contraceptive services in their country. Participants who began the workshop with the lowest level of knowledge experienced the greatest increase in mean knowledge score from 20.0 to 55.0 between pre- and post-workshop surveys (p < 0.001).ConclusionsVCAT workshop participants demonstrated improvements in knowledge, attitudes, and behavioral intentions related to abortion care. Participants who entered the workshops with the lowest levels of knowledge and negative attitudes had the greatest gains in these domains.

Improving Communication With Surrogate Decision-Makers: A Pilot Initiative.

Difficult conversations in medical care often occur between physicians and patients' surrogates, individuals entrusted with medical decisions for patients who lack the capacity to make them. Poor communication between patients' surrogates and physicians may exacerbate anxiety and guilt for surrogates, and may contribute to physician stress and burnout. This pilot study assesses the effectiveness of an experiential learning workshop that was conducted in a clinical setting, and aimed at improving resident physician communication skills with a focus on surrogate decision-making. From April through June 2016, we assessed internal medicine residents' baseline communication skills through an objective structured clinical examination (OSCE) with actors representing standardized surrogates. After an intensive, 6-hour communication skills workshop, residents were reassessed via an OSCE on the same day. A faculty facilitator and the surrogate evaluated participants' communication skills via the expanded Gap Kalamazoo Consensus Statement Assessment Form. Wilcoxon signed rank tests (α of .05) compared mean pre- and postworkshop scores. Of 44 residents, 33 (75%) participated. Participants' average preworkshop OSCE scores (M = 3.3, SD = 0.9) were significantly lower than postworkshop scores (M = 4.3; SD = 0.8; Z = 4.193; P < .001; effect size r = 0.52). After the workshop, the majority of participants self-reported feeling "more confident." Residents' communication skills specific to surrogate decision-making benefit from focused interventions. Our pilot assessment of a workshop showed promise, and additionally demonstrated the feasibility of bringing OSCEs and simulated encounters into a busy clinical practice.

Pediatric sport-related concussion education: Effectiveness and long-term retention of the head safety in youth sports (HSYS) program for youth athletes aged 11–16

AbstractObjective: The goals of this study are to evaluate the effectiveness of the curriculum for youth athletes and determine long-term retention in those who have previously participated. Design: Prospective cohort study. Setting: Middle schools. Participants: 887 male and female sixth- through eighth-grade Physical Education students, ranging from ages 11 to 16 entered and 858 students finished the HSYS Program. Subjects (n = 29) were excluded if they did not complete their pre-workshop or post-workshop test. Interventions: The program is designed to be a 35–45 min workshop. Main Outcome Measures: Tests were administered before and after workshop participation to evaluate knowledge of concussion and response to head injury. Results: The aggregated pre-workshop and post-workshop mean test scores for participants from all five middle schools were 68% ± 2% and 85% ± 3%, respectively, which demonstrated significant improvement in test scores after participation in the HSYS Program (paired t-test, p < 0.00...

The implementation of a practice management programme for family medicine residents in Qatar

Purpose: The aim of this study was to measure the effectiveness of introducing a full five-day practice management (PM) training workshop based on selected Accreditation Council for Graduate Medical Education (ACGME) competencies; professionalism, interpersonal and communication skills, practice-based learning and improvement (PBLI), and system-based practice. Methods: The study used pre-post study design. A total of 39 family medicine residents in Qatar were included in this study. The outcomes of interest were the level of change in the selected ACGME competencies. Pre- vs. post-workshop scores as well as change in scores of quarterly formative assessment were analysed using paired T-test. Results: The overall improvement in post-programme scores compared to pre-programme scores was 9.8% (p-value < 0.001). The PGY1 Group showed the most significant improvement with a score difference of 18.6% (p-value < 0.001). In self-assessment of skills, the main improvement was in writing objectives and time management skills (p-value < 0.001). The residents showed greater improvements in scores related to communication skills specifically in communicating effectively with patients (p-value = 0.032) as well as in specified skills among system-based practices; specifically in effectively using health resources (p-value < 0.001) and in co-ordinating patient care (p-value < 0.001). Conclusion: Implementing a full five-days PM training workshop had resulted in moderate improvements in residents’ score in selected ACGME competencies. A longer study on whether the effects of the programme on residents’ sustained performance and applicability in practice is required.

Development and preliminary psychometric properties of the General Practitioner Attitudes and Confidence Scale (GPACS-D) for dementia.

BackgroundInternational evidence suggests that dementia is under–diagnosed in the community and that General Practitioners (GPs) are often reluctant to engage to their fullest capability with patients who exhibit cognitive symptoms. This is potentially reflected by a lack of GP knowledge about the syndrome. However, it is also recognised that attitudes and confidence are important in relation to how and to what extent a GP approaches a person with dementia. This research sought to develop a reliable and valid measure of GPs attitudes and confidence towards dementia.MethodsThe General Practitioner Attitudes and Confidence Scale for Dementia (GPACS–D) was developed via a four stage process, including initial content development, pretesting, pilot testing and psychometric evaluation, including Principal Component Analysis (PCA). Participants were recruited for pre–testing (n = 12), test–retest (n = 55), and dementia workshop pre–and post–education evaluation (n = 215).ResultsThe process of scale development and psychometric evaluation resulted in a 20-item measure of GP attitudes and confidence towards dementia, with 4 items removed due to poor reliability, low sensitivity, or lack of model fit. Among 55 respondents who completed the scale on two occasions with no intervening education, Kappa coefficient scores per item ranged from fair (n = 2, candidates for removal), moderate (n = 5), substantial (n = 15), and almost perfect (n = 2). A test of the sensitivity of item scores to change following dementia education among 215 GPs indicated that, with the exception of one item, all scale responses exhibited significant differences between pre–and post–workshop scores, indicating acceptable sensitivity. With one further item removed due to a low communality score, the final PCA undertaken with the remaining 20 items supports a four–component solution, which accounted for 51.9 % of the total variance.ConclusionThe GPACS–D provides a reliable and preliminarily valid measure of GP attitudes and confidence towards dementia. The scales provide useful information for medical educators and researchers who are interested in evaluating and intervening in GP perceptions of the syndrome and their capacity to provide effective care.

Strategic assessment of implementation of neonatal resuscitation training at a national level.

Structuring and implementation of an endorsed neonatal resuscitation program (NRP) results in decreased neonatal mortality. This study evaluated the implementation of formal training using the NRP in a private sector context of a middle income country. Between 2008 and 2011, the National Collaborative Perinatal Neonatal Network (NCPNN) supported by the Ministry of Health piloted the implementation of NRP training in member hospitals throughout the country. Training of trainers (TOT) then providers (TOP) took place via workshops where a lecture was given followed by hands-on training using low-fidelity manikins. Pre- and post-workshop knowledge assessment and hands-on training evaluation were done. t-test and one-way ANOVA were used to compare mean differences in pre- and post-workshop scores and percent improvement across specialties and locations. Of 20 TOT participants, nine (45%) conducted NRP in their hospitals. Ten TOP workshops included 256 professionals. The majority were doctors (128, 50%), followed by nurses (99, 39%) and midwives (20, 8%). Overall pre-training scores (67.25 ± 16.00%) were significantly lower than post-training scores (87.48 ± 11.89%; P = 0.000); percent improvement among all participants was 37.12 ± 41.15%; P = 0.82). Nurses and participants from the northern governorate had highest mean difference in before/after scores (21.56 ± 12.32 and 23.29 ± 6.62, respectively). Midwives had the highest percent improvement (40.44 ± 47.28). All but 25 participants (9.8%) passed the megacode at the first attempt. Implementing NRP training is essential to increase the knowledge and skills of health-care professionals. It is sustainable with support from the Ministry and other sources. Continuing education should be mandated at the Ministry of Health level.

Hands-On Surgical Training Workshop: an Active Role-Playing Patient Education for Adolescents

Most patient education involves passive learning. To improve patient education regarding surgery, an active learning workshop-based teaching method is proposed. The objective of this study was to assess level of patient surgical knowledge, achievement of workshop learning objectives, patient apprehension about future surgery, and participant workshop satisfaction after completing a surgical training workshop. A four-station workshop (surgical scrub, surgical suture, laparoscopic surgery, and robotic surgery) was developed to teach four important components of the surgical process. Healthy, surgery-naive adolescents were enrolled to attend this 1-h workshop-based training program. Training received by participants was technically and procedurally identical to training received by actual surgeons. Pre- and post-workshop questionnaires were used to assess learning outcomes. There were 1312 participants, with a mean age 15.9 ± 1.1years and a gender breakdown of 303 males and 1009 females. For surgical knowledge, mean pre-workshop and post-workshop scores were 6.1 ± 1.5 and 7.5 ± 1.5 (out of 10 points), respectively (p < 0.001). Out of 5 possible points, achievement of learning objectives, decreased apprehension about future surgery, and overall workshop satisfaction scores were all higher than 4.5. Active, hands-on patient education is an effective way to improve understanding of surgery-related processes. This teaching method may also decrease apprehension that patients or potential patients harbor regarding a future surgical procedure.

The impact of medication-focused workshops in a diabetes educational program in jail: a pilot study.

Correctional institutions have unique circumstances offering care and the opportunity to adopt healthy behaviours for populations suffering from chronic diseases such as diabetes. In view of their expertise on medication, pharmacists can contribute to multidisciplinary educational health programmes in prisons. To assess the effectiveness of a pharmacist led diabetes medication-related workshops. Pharmacists led workshops about patients' empowerment in their treatment within the educational program. On a prospective observational study basis, the impact was assessed in terms of relevance, learning outcomes and achievement transfer using the Kirkpatrick training assessment method. Hb1Ac was measured as glycemic control outcome. Fifteen patients involved in the workshops showed a significant decrease in HbA1c compared to the control group (-1.18 ± 0.52 vs. +0.26 ± 0.28 %; p < 0.001). All participants were satisfied and ready to join other sessions. (LO) Postworkshop scores were significantly improved (LO1: 4.2 ± 0.9 vs. 2.2 ± 1.4; LO2: 4.5 ± 0.9 vs. 2.6 ± 1.3; p < 0.05). Decrease in HbA1c was correlated to increase in LO2's scores. (Y = 0.946 - 1.134X; R = -0.692; p < 0.05). ACHIEVEMENT TRANSFER: Key points from all LOs were reported. In case studies, 70 % of participants adopted healthy strategies (LO3). These results highlight the positive impact of the workshops and the additive value of pharmacists' involvement within the educational program in jail.

Educational impact of a clinical anatomy workshop on 1st-year orthopedic and rheumatology fellows in Mexico City.

We aim to study the educational impact of a clinical anatomy workshop in 1st-year orthopedic and rheumatology fellows. First-year rheumatology fellows (N = 17) and a convenience sample of 1st-year orthopedic fellows (N = 14) from Mexico City in the 9th month of training participated in the study. The pre- and the post- workshop tests included the same 20 questions that had to be answered by identification or demonstration of relevant anatomical items. The questions, arranged by anatomical regions, were asked in five dynamic stations. Overall, the 31 participants showed an increase of correct answers, from a median of 6 (range 1 to 12) in the pre-workshop test, to a median of 14 (range 7 to 19) in the post-workshop test. In the pre-workshop test, the correct median answers were 7 (range 2 to 12) in the orthopedic fellows and 5 (range 1 to 10) in the rheumatology fellows (p = 0.297). Corresponding scores in the post-workshop were 15 (range 10 to 19) and 12 (range 7 to 18) (p = 0.026) showing a significant difference favoring the orthopedic group. Our clinical anatomy workshop was efficacious, in the short term, as a teaching instrument for 1st-year orthopedic and rheumatology fellows. The post-workshop scores, although significantly improved in both groups, particularly in the orthopedic fellows, were still suboptimal. Further refinements of our workshop might yield better results.

Improving Chinese nursing students' communication skills by utilizing video-stimulated recall and role-play case scenarios to introduce them to the SBAR technique

Effective communication among healthcare workers is critically important for patient safety and quality care. The purpose of this pilot study was to evaluate outcomes of a workshop designed to teach Chinese nursing students to use the Situation-Background-Assessment-Recommendation (SBAR) communication tool and examine their attitudes toward utilizing SBAR as a communication tool. A convenience sample of 18 master's degree nursing students at a Chinese university was introduced to SBAR through a workshop. The workshop combined the SBAR tool, video-stimulated recall and role-play case scenarios to illustrate potential positive and negative communication-related patient outcomes. Students completed a 12-item questionnaire before and after participating in the workshop. Four of the items examined the four elements of the SBAR tool (situation, background, assessment, recommendation, score range 0-20), and eight of the items evaluated students' self-perceived attitudes towards utilizing the SBAR tool in their clinical practice (score range 0-40). Pre- and post-workshop scores on the four elements of the SBAR tool demonstrate significant improvement in knowledge of SBAR (14.0±2.9 vs. 16.6±2.2, respectively; p=0.009). Pre- and post-workshop scores on the items testing students' self-perceived abilities also demonstrate significant improvement (26.9±3.5 vs. 32.6±4.5, respectively; p<0.01) in using SBAR. Total scores increased significantly from 40.9±5.0 to 49.2±5.9 (p<0.01). Moreover, 93.8% of the students agreed and strongly agreed that they would use SBAR during clinical practice. Participating in the SBAR workshop in combination with video-stimulated recall and role-play case scenarios significantly improved the Chinese nursing students' knowledge of SBAR and their self-perceived attitudes towards using SBAR tool. Future studies using a larger sample size and longer post-workshop follow-up are needed to confirm the long-term benefits of the workshop.

CP-091 Involvement of Hospital Pharmacists in health education for prisoners: assessment of a workshop on treatment compliance

BackgroundPrisoners tend to have poorer physical, mental and social health than the population at large. Moreover, prison takes away autonomy. In our institution, a multidisciplinary health promotion programme has been...

P140 Kylie, Jason, Chantelle and Jess: creating characters as a catalyst for change. Enabling the community to understand and meet the needs of young people experiencing loss and bereavement

A collaborative project between St Giles Hospice and Lichfield District Safer Community Partnership was undertaken which aimed tobuild sustained confidence and capacity of community staff to enable them to help...

Description of Comprehensive PPTCT Counsellors’ Training: The Backbone of PPTCT Services in India

Counselling prior to and after HIV testing is an important component of Prevention of Parent to Child Transmission (PPTCT) services. ASHA Foundation, a non-governmental organization (NGO), has been providing PPTCT services since 2002. This includes training of counsellors. The training workshop of 12-days duration comprises of an overview of HIV/AIDS counselling skills, pre- and post-test counselling in the context of PPTCT, supportive counselling for HIV-positive women and their families, universal precautions and recording and documentation. We present the data on paired pre- and post-workshop score results on knowledge of PPTCT among 85 trained counsellors using the National AIDS Control Organization (NACO) questionnaire. The mean pre-test score was 16.6 and post-test was 26.9 from a maximum of 39, with a mean percentage change of 26.5 per cent, for the questions focused on PPTCT, which was significantly different from the mean percentage change of 13.5 per cent in the non-PPTCT questions ( p &lt; 0.05). This showed that training improved their knowledge in PPTCT considerably. Studies to evaluate attitudes, skills and cost effectiveness of a holistic model of PPTCT training need to be undertaken, especially in the wake of the new PPTCT, World Health Organization (WHO) guidelines.

Is simulation training effective in increasing podiatrists’ confidence in foot ulcer management?

BackgroundFoot ulcers are a frequent reason for diabetes-related hospitalisation. Clinical training is known to have a beneficial impact on foot ulcer outcomes. Clinical training using simulation techniques has rarely been used in the management of diabetes-related foot complications or chronic wounds. Simulation can be defined as a device or environment that attempts to replicate the real world. The few non-web-based foot-related simulation courses have focused solely on training for a single skill or "part task" (for example, practicing ingrown toenail procedures on models). This pilot study aimed to primarily investigate the effect of a training program using multiple methods of simulation on participants' clinical confidence in the management of foot ulcers.MethodsSixteen podiatrists participated in a two-day Foot Ulcer Simulation Training (FUST) course. The course included pre-requisite web-based learning modules, practicing individual foot ulcer management part tasks (for example, debriding a model foot ulcer), and participating in replicated clinical consultation scenarios (for example, treating a standardised patient (actor) with a model foot ulcer). The primary outcome measure of the course was participants' pre- and post completion of confidence surveys, using a five-point Likert scale (1 = Unacceptable-5 = Proficient). Participants' knowledge, satisfaction and their perception of the relevance and fidelity (realism) of a range of course elements were also investigated. Parametric statistics were used to analyse the data. Pearson's r was used for correlation, ANOVA for testing the differences between groups, and a paired-sample t-test to determine the significance between pre- and post-workshop scores. A minimum significance level of p < 0.05 was used.ResultsAn overall 42% improvement in clinical confidence was observed following completion of FUST (mean scores 3.10 compared to 4.40, p < 0.05). The lack of an overall significant change in knowledge scores reflected the participant populations' high baseline knowledge and pre-requisite completion of web-based modules. Satisfaction, relevance and fidelity of all course elements were rated highly.ConclusionsThis pilot study suggests simulation training programs can improve participants' clinical confidence in the management of foot ulcers. The approach has the potential to enhance clinical training in diabetes-related foot complications and chronic wounds in general.

Disaster preparedness education and a Midwest Regional Poison Center

To assess knowledge and comfort related to disaster preparedness and response gained and retained from a disaster medicine workshop given to Certified Specialists in Poison Information (CSPI). A pilot study with a pre-post intervention design. A Midwest Regional Poison Center. All CSPIs employed at the participating Poison Center (N = 27) were recruited. Participation ranged from 44 percent (n = 12) for the 4-month postworkshop knowledge quiz to 78 percent (n = 21) for the preworkshop survey. A disaster medicine workshop was given to the CSPIs. Quizzes and surveys were done preworkshop and then repeated at 1 week, 4 months, and 14 months postworkshop. CSPI knowledge and comfort pertaining to disaster-related calls. CSPIs' comfort levels with calls regarding major chemical or nuclear/radiation disasters significantly increased and stayed elevated during all follow-up periods [Kruskal-Wallis chi2 (3) = 13.1, p = 0.01]. The average preworkshop quiz score was 58.2 percent. A statistically significant increase in mean quiz score was demonstrated amongst preworkshop and postworkshop scores at all tested time intervals (F = 18.8, p < 0.001). CSPIs' knowledge regarding disaster management significantly increased after a disaster medicine workshop, and this knowledge was significantly retained for the 14-month duration of this study. Currently, there are no uniform guidelines for Poison Centers regarding disaster response training. Studies targeted at the development of educational competencies for CSPIs and disaster response would help to standardize this much needed education.

Effectiveness of a training intervention on immunization to increase knowledge of primary healthcare workers and vaccination coverage rates

Immunizations are important to reduce vaccine-preventable diseases in children, and consistent control of vaccine-preventable diseases depends on fairly high immunization coverage. In order to provide effective immunization services, primary healthcare workers should have up-to-date information about immunization. This study examined the effectiveness of an intervention to increase knowledge of primary healthcare workers and vaccination coverage. This study had a pre-test, post-test, single group, experimental design. Two hundred and twenty-nine healthcare workers from primary health centres participated in a training intervention on immunization. The intervention included vaccines, national vaccination schedule, cold chain and management, planning and regulation of immunization, tracking the trends and increase in vaccination coverage, and immunization recording. Eighteen intensive immunization workshops were held between January and March 2004, lasting for about 54 week days in total. Data regarding participants' knowledge were collected via a questionnaire before (pre-test) and after the intervention (post-test). Data regarding vaccination coverage for the 3-month period before (April-June 2003) and after (April-June 2004) the intervention were collected by immunization forms completed at each health centre. The intervention increased primary healthcare workers' knowledge about immunization significantly (P<0.01). Multiple regression analysis indicates that place (P<0.01) and duration of training (P<0.05), performance of trainers (P<0.05) and gender (P<0.01) were independent predictor variables for post-workshop score; and gender (P<0.01), profession (P<0.05), content of training (P<0.05) and performance of trainers (P<0.01) were independent predictor variables for the difference score (i.e. the difference between the pre- and post-workshop scores). After the intervention, a significant increase in vaccination coverage was determined for all vaccines in the national vaccination schedule (P<0.001). This study found that immunization training increased the knowledge of primary healthcare workers and vaccination coverage in the study area.

Impact of clinical interview training on the empathy level of medical students and medical residents

Background: Empathy is a skill that can be acquired by practise and should become a habit.Aims: Assess the impact of a communication skills workshop on the empathy level of medical students and medical residents.Methods: Quasi-experimental pre-test/post-test study. Empathy level was assessed in 203 subjects using the Jefferson Scale of Physician Empathy (JSPE), divided in two groups: one control group, and other experimental group that participated in an activity consisting of a 25-hour theoretical/practical workshop on communication and empathy.Results: The mean pre-workshop JSPE score was similar in both groups. Post-workshop JSPE score increased 5.24 points (95 CI 3.82–7.09) (P < 0.0001) in the experimental group, improving in 68.9% of participants. No significant increase in JSPE score after the second assessment was observed in the controls. For this difference the estimated effect size was 0.78.Conclusions: A communication skills workshop yields a slight improvement of crucial practice importance in subjects’ empathy.

Improving the rehabilitative management of client sexual health concerns after neurological disability: evaluation of a staff sexuality training programme in New Zealand

Objective: To evaluate the effectiveness of a staff sexuality training programme as a means of improving the rehabilitative management of client sexual health concerns after neurological disability. Design: A prospective controlled pre- and posttest evaluation design with six-month follow-up. Subjects: Seventy-four multidisciplinary rehabilitation and disability staff who attended a two-day workshop, and a control group of 25 staff members who did not receive the training. Setting: Two workshops were held at major rehabilitation centres in the North and South Islands of New Zealand respectively. Main measures: The Sex Attitude Scale, as well as three purpose-designed measures including an objective knowledge test, a self-rating inventory of skills and clinical activity, and a single-item measure of the degree of staff comfort. Results: Workshop participants showed significant increases in knowledge, skills and comfort comparing pre-to post-workshop scores. A number of these gains were maintained at the six-month follow-up. There was an associated increase in the level of reported staff activity in addressing patient/client sexual health concerns in the six months to follow-up, compared to a similar time period preceding the workshop. In contrast, the control group had similar pre-workshop scores to the workshop participants, but recorded no increase on the measures, or in their level of reported activity, at the six-month follow-up. Conclusions: The programme showed initial promise as an effective intervention in upgrading the capacity of staff working in rehabilitation and disability agencies to address the sexual health concerns of their patients/clients.