Post-assessment Tools Research Articles

Enhancing Academic Competence in Future Dentists: Leveraging English for Specific Purposes in Dental Education

The purpose of the article is to evaluate the impact of a specialized English for Specific Purposes (ESP) curriculum on the academic and linguistic development of second-year dental students. The article examines the effectiveness of an ESP curriculum tailored for second-year dental students at Donetsk National Medical University. Aimed at addressing the linguistic and professional needs unique to the dental field, the study juxtaposes the academic progression of students engaged in a specialized ESP curriculum against those following a standard English course. The research incorporates a controlled design with 26 participants, divided into an experimental group receiving the ESP curriculum and a control group continuing with conventional English education. The intervention spanned one academic semester, focusing on enhancing English language proficiency, dental vocabulary, and academic skills pertinent to dental studies. Pre- and post-assessment tools were employed to measure improvements in general English proficiency, dental-specific terminology knowledge, and core academic competencies such as reading and comprehending scientific literature, academic writing, and oral presentation skills. The results demonstrated significant advancements in the experimental group, notably in language proficiency and specialized vocabulary, compared to the control group. Qualitative feedback further highlighted increased confidence and engagement among ESP participants, underscoring the curriculum's relevance and applicability to their future professional endeavors.

Preventing the Trafficking of Youth: A Retrospective Evaluation of kNow MORE! An Educational Program in San Diego, California

ABSTRACT In 2017, California enacted the Human Trafficking (HT) Prevention Education and Training Act, requiring HT prevention curricula in middle and high schools. Prevention efforts to combat trafficking among vulnerable groups are scarce. Additionally, implemented educational programs tend to lack evaluation. In 2016, in San Diego, California, kNOw MORE! 1 1 The kNOw MORE! Human Trafficking Prevention Program is copyrighted—2021 Point Loma Nazarene University. (kM!), a drama-based and student-centered HT prevention curriculum, was developed. It aims to provide education among youth about awareness of HT, traffickers’ strategies of recruitment, identification of victims, and advocacy strategies. This analysis begins to address the current evaluation gap of implemented preventive educational programs. A mixed-method retrospective single-group design was applied. Pre- and post-assessment tools were utilized to collect data throughout a five-year period (2016–2021). Descriptive and inferential statistical analyses of association were performed. Qualitative thematic analysis was conducted to triangulate key findings. The sample comprised predominantly Latinx and Non-Hispanic white students from middle and high schools throughout San Diego, California. The results demonstrated that kM! has proven to increase the knowledge of its participants about HT victimization and how to advocate for themselves and others. The findings of this study provide significant implications for preventive educational efforts locally and nationwide. Future research should include a rigorous evaluation when such preventive educational curriculum is replicated.

TEACHING LINEAR SCHEDULING THROUGH GAMIFIED ACTIVE EXPLORATION

Previous research convincingly demonstrates that incorporating active and collaborative instructional methods, along with effective strategies to foster student engagement, consistently yields improved learning outcomes. However, conventional educational programs in construction engineering and management are often inflexible, providing limited opportunities for students to actively participate in experiential learning that could contribute to firsthand experience and guide them in finding solutions. This study addresses this gap by developing and empirically evaluating an innovative gamified pedagogical approach aimed at teaching linear scheduling through guided active exploration within a digital gaming environment. The proposed approach and its associated game are grounded in constructivist learning theory. A scenario-based interactive game named Zebel was created using the Unity game engine. Employing a set of pre-and post-assessment tools, the proposed method was implemented and assessed in a graduate-level course on construction planning and scheduling to gather empirical data. The results indicate that the proposed pedagogy effectively guided students, even those without prior knowledge of linear scheduling, in discovering fundamental concepts and systematic solutions for the presented problems.

Preparing for the ‘Blues’: Building Midwives’ Capacity for the Delivery of Perinatal Mental Health Care and Services in Ghana

Background: There is limited empirical evidence on the use of standardized and validated assessment tools such as PHQ-9 and GAD-7 by midwives in Ghana to screen perinatal women for symptoms of anxiety and depression and provide the needed support accordingly. Preliminary studies have reported a lack of sufficient knowledge, skills, and preparedness among medical staff, including midwives for the task of screening pregnant women for mental health disorders [21]. This study intends to inform midwives of the availability of tools to assist them make appropriate diagnostic impression of depression and anxiety and to provide a clear pathway to support the perinatal women in their care. Overall, the aim of this study is to promote the exchange of ideas and collaboration among stakeholders to ensure that the training and practice of midwifery in Ghana become more robust and meet global standards. Additionally, it is meant to inform, prepare competent, resourceful, knowledgeable, and most importantly adaptable midwives who can contribute to and promote the overall health of the women in their care. Objective: To address the gap in maternal mental health practice by equipping midwives with the requisite knowledge and skills on the use of globally validated and reliable assessment tools for depression and anxiety to support the perinatal women in their care. Methods: The study involved different two sections. In the first section, a structured questionnaire was used to collect data from 319 participants (midwives) to explore their knowledge on perinatal depression and anxiety assessment tools whiles the second component involved equipping midwives with the requisite mental health assessment skills through a two-week seminar that was organised and facilitated by the research team. Feedback on the level of confidence, suitability, and competence as well as the resourcefulness of the use of the tools was collected from participants (midwives) after three (3) months. The study was conducted in selected hospitals across all 16 regions in Ghana. The regions have several government and private hospitals that provide primary and specialised health care services to the public. They include teaching hospitals, regional hospitals, municipal hospitals, district hospitals as well as clinics within the sub-districts. Basic descriptive quantitative analysis was used based on frequency tables, pie chart and graphical illustration to interpret the data. Results: The study revealed that lack of resources and inadequate capacity-building to practically equip midwives are a major setback for the delivery of perinatal mental health services. It also identified perceived discrimination and stigmatisation on the part of the perinatal women as a major barrier in the provision of maternal mental health services. However, the participants demonstrated having adequate knowledge on the impact of perinatal anxiety and depression on birth and maternal outcomes. Nonetheless, there remains a huge deficit in their ability to use the validated and reliable assessment tools in recognizing clinical cues related to anxiety and depression among perinatal women. Surprisingly, over 50% of the midwives were unfamiliar with the commonly used assessment tools for depression and anxiety such as the GAD-7 and PHQ-9. Additionally, nearly 40% of the participants lack the requisite assessment skills for assessing perinatal anxiety and depression. In furtherance, over 97% of the participants demonstrated an appreciable level of confidence in terms of using the PHQ-9 and the GAD-7 following the post-assessment tool seminar. Conclusion: Perinatal mental health should be made a critical component of perinatal care, with midwives being well situated to recognize the manifestations of deteriorating mental health among the perinatal women in their care and provide the needed support and required level of supervision. It is therefore imperative to train midwives on basic mental health assessment skills and encourage them to incorporate mental health care into the delivery of routine perinatal care and services.

EFFECTIVENESS OF PARENTING SKILL PROGRAM ON CHILDS ADAPTIVE BEHAVIORAMONG PARENTS OF CHILDREN WITH INTELLECTUAL DEVELOPMENTAL DISABILITY

Background: A child brings happiness, love and joy in the family and society and if a child born with Intellectual Developmental Disability (IDD), then parenting of IDD children requires a huge amount of liability, accountability, commitment and dedication. Children with intellectual disability are having debilitate physical and mental health conditions, lower longevity1. As parents are the primary caregivers, but lives of parents of children with IDD are much more complicated and stressful as compared to the lives of non-disabled childrens parents. Methodology: Quasi-experimental Time Series Research Design was used to assess the effectiveness of Parenting Skill Program on childs adaptive behavior among parents of children with Intellectual developmental disability in selected Special Schools of Delhi NCR.The tools used for data collection included a socio-demographic proforma and the Vineland Social Maturity Scale (VSMS). Structured interviews and pre-assessment tools, such as socio-demographic proforma and the Vineland Social Maturity Scale (VSMS), were administered to both experimental and control groups in the first month. Subsequently, the parenting skills program, consisting of 12 sessions, was implemented over a three-month period, with one session per week for parents in the experimental group. At the 6th, 9th, and 12th months, structured interviews using post-assessment tools were conducted with parents from both groups. Results: The findings of the study revealed thatthere was an improvement in the mean posttest score of childs adaptive behavior over the time. Specifically, at 6th month, it increased to (53.425±8.95), followed by (52.850±9.77) at 9th month and (55.288±8.87) at 12th month when compared to baseline score (46.362±8.09).This increase was found to be statistically significant within the group (F= 163.040, p 0.001).However, the control group, showed no significant change in the mean score of childs adaptive behavior and it remained same in 6th month, 9th month and 12th month as baseline, and no significant difference was observed within the group (F= 6.00, p 0.112). Hence, it could be interpreted that parenting skill program was effective in improving the childs adaptive behavior score of children with IDD in experimental group than in control group. Conclusion:It was concluded thatparenting skill program was effective in improving the childs adaptive behavior of children with IDD.

Point of Care Ultrasonographic Life Support in Emergency (PULSE)—a quasi-experimental study

BackgroundMany physicians use point-of-care ultrasound (PoCUS) in their clinical practice to improve their diagnostic capabilities, accuracy, and timeliness. Over the last two decades, the use of PoCUS in the emergency room has dramatically increased. This study aimed to determine emergency physicians’ retention of knowledge and skills after a brief training workshop on a focused ultrasound-guided approach to a patient presenting with undifferentiated shock, shortness of breath, and cardiac arrest in the emergency department of a tertiary care hospital. The secondary aim was to deliver the PoCUS-guided algorithmic approach to manage a patient presenting with undifferentiated shock, respiratory distress, and cardiac arrest in the emergency department.MethodsA quasi-experimental study was conducted with a single-day Point of Care Ultrasonographic Life Support in Emergency (PULSE) training workshop in October 2021 at the Aga Khan University Hospital, Karachi, Pakistan. A total of 32 participants attended the course, including twenty-one junior residents (PGY 1 and 2) and medical officers with experience of fewer than two years working in different emergency departments of urban tertiary care hospitals across Karachi, Pakistan. Pre- and post-assessment tools comprised a written examination, evaluating participants' knowledge and skills in ultrasound image acquisition and interpretation. Cronbach's alpha was used to calculate the validity of the tool. Results obtained before and after the training session were compared by the McNemar’s test. A p value of ≤ 0.05 was considered significant.ResultsThere was a significant improvement in response to each question pre to post-test after completion of the course (Table 1). The significant change can be seen in questions 7, 8, 13, and 15, with a percentage change of 33.3, 80.9, 42.9, and 47.7. There was a significant improvement in the understanding and knowledge of participants after the training. The scores in the post-test were high compared to the pre-test in each category, i.e., respiratory distress (p < 0.017), cardiac arrest (p < 0.041), basic ultrasound knowledge (p < 0.001), and undifferentiated shock (p < 0.001).ConclusionAll participants showed improvement in their knowledge and confidence regarding using PoCUS in life-threatening conditions. Through this study, we have also developed an algorithmic approach to managing undifferentiated shock, respiratory failure, and cardiac arrest. Future studies must assess the effectiveness and feasibility of incorporating these algorithms into clinical practice.

Abstract B063: C-STEPS- A Cancer Research Education Program for Undergraduates

Abstract As a nation, we have made impressive advances in cancer prevention and control, reflected in improvements in incidence, mortality, stage of disease diagnosis, and survival. These gains are attributed, in part, to significant advances in cancer control and population sciences (CCPS) research in genomic science, behavioral interventions, cancer care delivery, and survivorship. However, minority status, rurality, literacy, and socio-economics continue to predict cancer health disparities. Continued progress, new scientific discoveries, and interventions that lead to health equity require a well-trained cancer and health focused workforce. The goal of the Cancer Research—Scholarship and Training Experiences in Population Sciences (C-STEPS) is to increase the biomedical and behavioral research workforce by providing specialized and experiential cancer research curricula and a mentored research experience to undergraduate students, held over 10-weeks during the summer on the University of New Mexico campus. C-STEPS is designed to facilitate and support undergraduates in their completion of a degree in a Science, Technology, Engineering, Mathematics, and Health (STEM-H) field and to facilitate their selection of, and application to, graduate or professional schools, while encouraging their interests in cancer research careers. A pre and post-assessment tool was used to evaluate and measure C-STEPS student mentees’ interests, preparedness, progress, and knowledge gained. In addition, the evaluation surveys consisted of objective items rated on Likert scales in the domains of program logistics and career impact. At the end of the program, all C-STEPS research mentors completed a qualitative and quantitative survey to identify mentees’ research skills, engagement, and professionalism. Summary statistics were computed for each quantitative item and presented as summary means, and themes were gleaned from qualitative written comments. Overall satisfaction with the C-STEPS program is high. The majority of student mentees felt the program curriculum and instructions were clear, their mentors were of high caliber, and that they learned new research-related concepts and techniques. The mentors felt that mentees obtained new skills relevant to a career in research and gained experience necessary to attain future training and educational opportunities. Our analyses characterize the impact of the inaugural C-STEPS program and adds to the knowledge base of evaluation of STEM-H research education programs. Citation Format: Monica F. Asencio Pimentel, Judith Sheche, Shiraz I. Mishra, Miria Kano, Joseph Rodman. C-STEPS- A Cancer Research Education Program for Undergraduates [abstract]. In: Proceedings of the 15th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2022 Sep 16-19; Philadelphia, PA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr B063.

Understanding the Role of Service-Learning on Civic Engagement and Scientific Literacy

Implementation of service-learning within courses may increase students’ overall attitudes towards themselves, their community, and their school and improve academic performance. The study aim was to understand students’ perceptions of prior civic engagement experiences and level of scientific literacy to gauge if participation in course-based service-learning impacted continual community engagement and improved scientific literacy. Students completed a pre- and post-assessment tool measuring their level of community engagement and scientific literacy administered in six courses. Results showed that service-learning did not negatively affect student perception of civic engagement. Students enrolled in service-based courses demonstrated significant improvement in their scientific literacy. Participation in service learning facilitates growth in scientific inquiry and civic engagement.

New Trends in Formative-Summative Evaluations for Adult Education

The aim of this article was to review the different evaluation approaches for adult learners and the effect on promoting the quality of teaching and learning. This study aimed to identify new trends in adult education formative-summative evaluations. Data were collected from multiple peer-reviewed sources in a comprehensive literature review covering the period from January 2014 to March 2019. A total of 22 peer-reviewed studies were included in this study. Results were systematically analyzed to answer three questions as follows: what are the new trends in the summative and formative evaluations of adult learners? What are the new trends in the summative and formative evaluations of adult learners engaged in distance learning? And what are the outcomes/drawbacks in the summative and formative evaluations of adult learners? An analysis of the existing literature indicated that those who instruct adults must use a wide variety of pre- and post-assessment tools to match students’ differences with their needs. It also highlighted the importance of “assessment for learning” rather than “assessment of learning” and “learning-oriented assessment” (LOA) for lifelong learning, thus preparing adult learners for future responsibilities and decision making. It also indicated the importance of reflection and immediate feedback for the adult learner. Assessment of mental phenomena such as creativity should have defined terms. The findings of this article supported the argument for more attention to be paid to new trends in evaluations used in adult education. One important result of this kind of evaluation is its facilitation of self-confidence within the adult learning setting.

A Multicenter Study Evaluating Perceptions and Knowledge of Inpatient Glycemic Control Among Resident Physicians: Analyzing Themes to Inform and Improve Care

Objective: In this descriptive study, we evaluated perceptions and knowledge of inpatient glycemic control among resident physicians. Methods: We performed this study at four academic medical centers: the University of Mississippi Medical Center, University of Virginia Health System, University of Louisville Health Sciences Center, and Emory University. We designed a questionnaire, and Institutional Review Board approval was granted at each institution prior to study initiation. We then administered the questionnaire to Internal Medicine and Medicine-Pediatric resident physicians. Results: A total of 246 of 438 (56.2%) eligible resident physicians completed the Inpatient Glycemic Control Questionnaire (IGCQ). Most respondents (85.4%) reported feeling comfortable treating and managing inpatient hyperglycemia, and a majority (66.3%) agreed they had received adequate education. Despite self-reported comfort with knowledge, only 51.2% of respondents could identify appropriate glycemic targets in critically ill patients. Only 45.5% correctly identified appropriate inpatient random glycemic target values in noncritically ill patients, and only 34.1% of respondents knew appropriate preprandial glycemic targets in noncritically ill patients. A small majority (54.1%) were able to identify the correct fingerstick glucose value that defines hypoglycemia. System issues were the most commonly cited barrier to successful inpatient glycemic control. Conclusion: Most respondents reported feeling comfortable managing inpatient hyperglycemia but had difficulty identifying appropriate inpatient glycemic target values. Future interventions could utilize the IGCQ as a pre- and postassessment tool and focus on early resident education along with improving system environments to aid in successful inpatient glycemic control. Abbreviations: DM = diabetes mellitus; Emory = Emory University Healthcare; IGC = inpatient glycemic control; IGCQ = Inpatient Glycemic Control Questionnaire; IRB = Institutional Review Board; PGY = postgraduate year; UMMC = University of Mississippi Medical Center; UVA = University of Virginia Health System; UL = University of Louisville Health Sciences Center.

Becoming a competent teacher in education for sustainable development

PurposeThis paper aims to provide a holistic approach to assessing student teachers’ competence development in education for sustainable development (ESD). This is to provide evidence on which teaching and learning formats help to foster which aspects of ESD-specific professional action competence in teachers. The studied competencies consist of content knowledge (CK), pedagogical content knowledge (PCK) and the willingness to actively support and implement ESD.Design/methodology/approachA multiple case study design was used on two sequential modules of a university’s teacher education program. A mixed-methods approach was applied that combined surveys, videotaped and PhotoVoice-supported focus groups, as well as pre- and post-assessment tools. Qualitative data analysis was based on the coding paradigm of the qualitative content analysis, whereas quantitative data were interpreted by means of descriptive statistics and paired sample t-tests.FindingsThe results from this study clearly indicate that the two courses contributed to a shift in students’ non-cognitive dispositions. The study also provides evidence on the students’ competence development and demonstrates how two different learning settings support different dimensions of teachers’ professional action competence in terms of ESD.Originality/valueThe triangulation of data enabled not only a mere competence assessment but also deeper insights into learning processes, as well as into the drivers of and barriers to competence development. Furthermore, the study introduces an innovative approach to assessing the development of PCK.

EEG Neurofeedback Training in Children With Attention Deficit/Hyperactivity Disorder: A Cognitive and Behavioral Outcome Study

Attention deficit/hyperactivity disorder (ADHD) is a highly prevalent childhood disorder with symptoms of inattention, impulsivity, and hyperactivity. EEG neurofeedback training (NFT) is a new intervention modality based on operant conditioning of brain activity, which helps reduce symptoms of ADHD in children. To examine the efficacy of NFT in children with ADHD, an experimental longitudinal design with pre-post comparison was adopted. A total of 30 children in the age range of 6 to 12 years diagnosed as ADHD with or without comorbid conditions were assigned to treatment group (TG; n = 15) and treatment as usual group (TAU; n = 15). TG received EEG-NFT along with routine clinical management and TAU received routine clinical management alone. Forty sessions of theta/beta NFT at the C3 scalp location, 3 to 4 sessions in a week for a period of 3.5 to 5 months were given to children in TG. Children were screened using sociodemographic data and Binet-Kamat test of intelligence. Pre-and postassessment tools were neuropsychological tests and behavioral scales. Follow-up was carried out on 8 children in TG using parent-rated behavioral measures. Improvement was reported in TG on cognitive functions (sustained attention, verbal working memory, and response inhibition), parent- and teacher-rated behavior problems and on academic performance rated by teachers. Follow-up of children who received NFT showed sustained improvement in ADHD symptoms when assessed 6 months after receiving NFT. The present study suggests that NFT is an effective method to enhance cognitive deficits and helps reduce ADHD symptoms and behavior problems. Consequently, academic performance was found to be improved in children with ADHD. Improvement in ADHD symptoms induced by NFT were maintained at 6-month follow-up in children with ADHD.

Post-evaluation on financial support highway traffic project based on BP neural network algorithm

Post-evaluation for road traffic project with financial support is a complex process, but the methods for the current research do not consider the non-linear complexity of such post-evaluation. This paper carries out neural network-based analysis of post-evaluation for road traffic project supported by finance. By comparing with the multiple regression method, it is suggested that BP neural network algorithm is an effective post-assessment tools in the post-evaluation of projects supported by finance with complex features, which can significantly improve the investment efficiency of highway traffic projects supported by finance.

Do calculus students demand technology integration into learning environment? case of instructional differences

This study evaluated how calculus students’ attitudes towards usage of technology changes according to their learning environment and thinking types at the undergraduate level. Thus, the study attempted to determine the place and importance of technological support in the process of attaining the aimed and obtained acquisitions by students. Participants of the study consist of forty-three calculus students who are studying in traditional or CAS-supported teaching environments, and have different thinking types. Pre-and post-assessment tools were used in the data gathering process, and the data were evaluated with descriptive statistics. The results of the study showed that students in the traditional group place more importance on procedural skills, while students in the CAS group attach more importance to conceptual skills in terms of instructional objects. It also determined that acquisitions, which students think developed differ according to learning environment and thinking types. The main implications of the study were discussed in terms of the related literature and teaching practice.

Problems of Solid Waste Management in Small and Medium Enterprises

This study describes the problems of solid waste generation in small and medium scale enterprise. The analysis was conducted in Meserte Gabi metal and machine work enterprises using purposive sampling method with 16 sample sizes of this enterprise employer. Filed observation, unstructured interview, and questioners were instruments that use pre and post assessment tools for problems of solid waste management. The study explores the existing situation of the enterprises about solid waste management. The result shows that Solid waste issues were the major problems of Meserte Gabi metal and machine work enterprise. Findings show that waste prevention, recycling; collecting, and awareness, training and awareness are the major problems of the enterprises. After actions were done (conducting training, implementation of kaizen and capacity building) result predicts that, the impact of solid waste problem were changed and proper solid waste management systems were developed. The study highlights that it is essential that the government starts to recognize the mechanisms of supporting of enterprises in order to improve the overall solid waste management system in Dessise-Ethiopia. From the action obtained that conducting training, capacity building, resource utilization, and implementation of kaizen were mechanisms that developed solid management systems in the enterprises.

The “Salon Safety Quiz” for pre-/post-evaluation assessment when training young cosmetology workers in public secondary schools

A Salon Safety Quiz (SSQ) was developed in 2012 by New Jersey Safe Schools (NJSS) Program in conjunction with Georgia Tech Research Institute. The SSQ is intended to be a teaching tool and a starting point for discussion between cosmetology teachers and their students concerning health risks and hazards faced by salon workers. “Young Worker Safety and Health Training for the Cosmetology Industry” trainings conducted in both New Jersey (NJ) and Georgia (GA) utilized the SSQ as a pre-/post-assessment tool to gauge baseline knowledge on safety and health topics, as well as knowledge gained after trainings. Topics covered in the trainings include child labor laws and safety and health hazards for salon workers focusing on chemical safety and ergonomics. Pre- and post-aggregate data between April and September 2013 were analyzed for NJ and GA. There was a statistically significant difference between pre- and post-mean scores for both NJ (p<0.001) and GA (p=0.004), and for mean post-test scores between NJ and GA (p<0.001). There was also a statistically significant difference between mean scores for both states between pre- and post-test scores for both 9th and 10th graders and 11th and 12th graders. Students in both states particularly had issues with identifying biological hazards, knowledge of the correct placement of fire extinguishers, how to prevent tripping hazards, and knowledge of the Occupational Safety and Health Administration's hazard communication standard and top cited salon offenses. Results can help guide objectives, specific sub-topics, and new activities for students in future young cosmetology worker trainings.

Improving nursing students' knowledge using online education and simulation to help smokers quit

The purpose of this study was to examine an evidence-based smoking cessation education program effect on nursing students' perceptions and self-confidence to help smokers quit smoking. Upon completion of an on-line educational program students were provided opportunities to practice through simulation. Data were collected by pre and post assessment tools for the online-education and by a post assessment tool for the simulation. 110 senior nursing students participated in this study. Students' confidence in their overall ability to assist smokers to quit smoking was statistically significant compared to baseline (t=4.09, p<.001). Students self-rated higher levels of smoking cessation skills on Advising, Assessing, Assisting, and Arranging compared to baseline (p<0.00). Integration of evidence-based didactic and practical smoking cessation program into curricula improves nursing students' clinical skills in helping smokers to quit.

DNA Microarray Wet Lab Simulation Brings Genomics into the High School Curriculum

We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula.

The coalition technical assistance and training framework: helping community coalitions help themselves.

Coalition staff, leaders, and members need training to promote coalition building and maintenance as well as ongoing technical assistance. The Coalition Technical Assistance and Training Framework uses a 6-step process to diagnose coalition strengths and challenges and provide a prescription for action. Re-evaluation after a specified time period helps determine whether a coalition adopted recommended changes in coalition participants, structures, and/or processes and progressed through stages of development. This empowerment approach helps coalition staff and members help themselves to be more effective and efficient. The framework was piloted with the Virginia Healthy Start Initiative from November 1997 to June 2001. Seven perinatal councils that focused on preventing low-weight births and infant mortality adopted 75% of the recommended actions within 1 year. Results from a pre and post-assessment tool after 3 years showed significant progress in the coalitions' ability to develop effective participants, processes, and structures

A Metaphorical Story to Raise Relational Esteem in Mexican American Families of Low Socioeconomic Status

Researchers have indicated that members of Mexican American (MA) families of low socioeconomic status (SES) may have low self-esteem due to poverty, the patriarchal structure of the family, isolation, difficulties in acculturation, and alcoholism. The purpose of this research was to address these issues through the telling of a metaphorical story to 30 MA families. A preassessment and postassessment tool was used to measure the impact of a metaphorical story on relational esteem of 110 MA family members. The metaphorical story did not significantly affect the relational esteem of MA families of low SES. The story did have a significant impact on adults but not on children. Implications for metaphorical construction and future studies are discussed.