Pre-post Course Research Articles

A professional training to make English language instructors AI-ready

Abstract This qualitative case study aims to investigate the impact of a specially designed professional development course on three aspects: English language instructors’ (1) knowledge, (2) skills, and (3) self-efficacy in integrating AI into their teaching. Cognitive apprenticeship and socio-constructivism set the theoretical foundations of this course. Working with 20 instructors at university, the researcher used two data sources (participants’ opinions and their recorded lessons) and four data collection tools (pre-post course interviews, weekly-assigned implementations, their self-reflections on their AI use, and feedback on the course) to evaluate the impact of this course. The data suggest that this AI course for English language instructors likely made a significant difference, enhancing AI integration into teaching. This training could serve as a model for AI-ready instructors, improving their knowledge, skills, and self-efficacy. There are also some data that highlight challenges and limitations, unveiling different aspects of this complex field of study.

Emotional intelligence for translation and interpreting students

Inter and intra personal competencies have been recognized as important generic competencies included in the standards for translation and interpreting professions, issued by the national authorities worldwide These competencies actually comprise the so-called emotional intelligence skills. This is the reason why the authors of this paper, who have been teaching at the Translation and Interpreting Department from Skopje at the “Ss. Cyril and Methodius” University for more than a decade, have recognized the possibility to use language learning to enhance the awareness of the importance of emotional intelligence both for students’ professional and personal development. In addition, students also need positive emotions in the classroom because the future translators and interpreters have stressful experiences on a daily basis as the rate of development of the most relevant competencies for their future professions is continuously assessed by their teachers. This paper presents the results of the implementation of activities that affect emotional intelligence with the subject content activities of an academic course in Cultural Studies, thus fostering both subject and generic competencies relevant for translation and interpreting students We shall discuss the students’ results of the pre course and post course Leadership Toolkit: Emotional Intelligence questionnaire on their EI skills as well as the results from two relevant questionnaires prepared for the purpose of this paper research, on the effects of the emotional activities implemented at the translation and interpreting courses and answered anonymously by the fourth-year students who attended the Course in the summer semester 2023. In order to check the relevance of the implemented EI activities in the Cultural Studies we use the Six Seconds EI Model. / Keywords: emotional intelligence, translation and interpreting, pedagogical aspects, emotion, language

A comparison of content learning outcomes between Japanese and English medium instruction

In the growing body of English medium instruction (EMI) research, few studies have directly compared the effects of medium of instruction on subject learning. This study compares direct measures of content knowledge and perceptions of knowledge acquisition for students studying Chemistry via English (n = 27) and Japanese Medium Instruction (JMI) (n = 26). Data were collected at a university in Japan where Chemistry courses were taught in both Japanese and English as part of a parallel program offering the same undergraduate curriculum in either of the two languages of instruction. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test outcomes were triangulated with data from student interviews (n = 17) to identify differences in the learners’ perceived experiences according to the medium of instruction. While the quantitative results revealed no significant overall differences in the adjusted post-test scores between EMI and JMI students, the qualitative data offered more detailed insight into the participants’ perspectives of content learning, highlighting unique challenges faced only by the EMI group. Findings point to implications for educational provision in contexts where the global trend of EMI has largely been unaccompanied with research evidence on its cost-effectiveness.

A comparative study of Japanese and English medium instruction: the driving factors behind academic success

ABSTRACT This paper compares direct measures of content knowledge for students studying Chemistry through English Medium Instruction (EMI) and Japanese Medium Instruction (JMI). It also examines a range of contextual differences between the two mediums of instruction. A total of 53 undergraduate students undertook pre–post course content tests at a university in Japan. These measurable test outcomes were triangulated with data from semi-structured interviews with eight EMI and five JMI students and two content teachers as well as field notes from ten EMI and ten JMI lecture observations. While the quantitative results revealed no statistically significant differences in the post-test scores between the two courses, the qualitative data illuminated a huge range of context-dependent differences which shed light on possible explanations of this non-significant result. Findings revealed that while there were unique challenges only experienced by EMI students, many of the students navigated their EMI studies successfully through a combination of effective institutional and academic language support, teacher support and – not least – collaborative peer networks. This comparative study of an EMI and non-EMI course contributes to the currently limited research evidence on medium of instruction differences on content learning outcomes.

“Antibiotic prescribing etiquette” an elective course for medical students: could we recruit potential physicians to fight resistance?

BackgroundA better understanding of medical students’ competencies about antimicrobial resistance and their use could facilitate a more effective education for them as future prescribers. The aim is to explore the educational impact of an elective course on medical students’ knowledge, perception, and attitude toward antibiotic resistance and use.MethodsBetween December 2021 and January 2022, when a 2-credit hours elective course was designed and implemented, this interventional study was conducted. The primary outcome measure was the change in medical students’ knowledge, perception, and attitude about antibiotic resistance and use. Using a pre-post course questionnaire, this outcome was assessed. The secondary measure included students’ perception of the course; assessed by a post-course online survey.ResultsAmong the 50 enrolled students, the total knowledge score had significantly increased after the course with 95% CI After the course, with medium effect size ( Cohen’s d= -0.7 ) the participants’ mean ± SD total perception and attitude scores had significantly increased (52.38 ± 5.53 vs. 56.84 ± 5.86) respectively, (p = 0.000) with large effect size (( Cohen’s d= -0.8) There was a significant positive correlation between the total knowledge, attitude, and perception after the course (r = 0.542, p < 0.01). The mean ± SD of the overall course satisfaction was 4.20 ± 0.94. out of 5.ConclusionMedical students’ knowledge, perceptions, and attitudes towards antimicrobial prescription have been improved after the elective antibiotic prescribing etiquette course. Elective courses could offer a great opportunity to enable the students to understand the extent of the problem, stand on the facts, and take responsibility for the antibiotic resistance crisis.Trial registrationNA

Building skill-sets, confidence, and interest for diverse scientific careers in the biological and biomedical sciences.

Many biological science PhD graduates are increasingly pursuing careers outside of academia. Subsequently, PhD training programs are increasing their efforts to broaden their awareness of diverse career opportunities, with a firm knowledge of the skills necessary for success. At Yale University, for two semesters we have offered a new course for graduate students in the biological sciences titled “Skills Development for Diverse Scientific Careers” (BBS 550b). This course addressed career‐related topics not covered in any curriculum at Yale such as how to run clinical trials, the business side of biotech, how to convert CVs into resumes, and resilience for early career scientists. We sought to better equip students to think broadly about their career options by exposing them to non‐academic biomedical career avenues. Furthermore, the course fulfilled a gap in current curricular offerings to prepare students for multiple science career trajectories. Results on a pre‐post course survey demonstrated increases in students’ interest for, knowledge of, and confidence in securing a position in multiple nontraditional career sectors. Intentional course design can provide an adequate foundation to broaden awareness of myriad career options available to bioscientists. Broadening student knowledge and interest levels will contribute substantially to developing a robust scientific workforce.

The provenance and effects of entrepreneurial inspiration

PurposeBuilding on authoritative studies on inspiration in the field of psychology (e.g. Thrash and Elliot, 2013, 2014), this study aims to clarify how entrepreneurial inspiration – an emotional state of personal attraction toward entrepreneurship – is created and how it affects entrepreneurial intentions. First, receptiveness to inspiration is introduced as a potential entrepreneurial feeling trait that constitutes a universal enabler of entrepreneurial inspiration alongside typically idiosyncratic inspirational triggers. Second, this study proposes to reinforce the theoretical base of the relation between entrepreneurial inspiration and entrepreneurial intentions by applying the affect infusion model (AIM) and empirically testing its explanatory power.Design/methodology/approachHypotheses are tested through independent and dependent samplet-tests and hierarchical regression analyses with an interaction effect. Data originate from a pre-post course survey among 342 entrepreneurship students from various countries and institutions.FindingsThe results confirm a positive relation between receptiveness to inspiration and entrepreneurial inspiration. Receptiveness to inspiration precedes and increases with entrepreneurial experience, suggesting that it can be both inborn and cultivated. In line with the AIM, entrepreneurial inspiration stimulates only the entrepreneurial aspirations of participants without entrepreneurial experience. Experienced individuals, on the other hand, derived more entrepreneurial inspiration from their courses, but this was not translated to higher entrepreneurial intentions. Instead, they could benefit from this inspiration in other ways proposed in the literature, such as enhanced opportunity recognition.Originality/valueThis study provides much needed, theory-informed, insight into the formation of entrepreneurial inspiration. Furthermore, it is the first research to propose and test a specific theoretical underpinning of the relation between entrepreneurial inspiration and entrepreneurial intentions, which also accounts for the moderating role of entrepreneurial experience. Finally, the rare multi-country, multi-institution nature of the sample reinforces the external validity of the findings.

P111 The Impact of a Culinary Medicine Course on the Nutrition Care Attitudes of Pre-Health Profession Students

<h3>Background</h3> Studies suggest cooking skill-based learning increases knowledge and improves nutrition attitudes and confidence more than traditional knowledge-based approaches. Current educational strategies may not adequately prepare future healthcare professionals to become empathetic and innovative problem-solvers who have the skills to provide evidence-based and practical advice about nutrition. <h3>Objective</h3> The objective of this study was to investigate how a culinary medicine course for pre-health profession college students impacts nutrition care attitudes. <h3>Study Design, Setting, Participants</h3> Twenty-five pre-health profession undergraduate students enrolled in an interprofessional, experiential culinary medicine course participated. This was a skills- and case-based course which focused on food and cooking, and evidence-based nutrition recommendations for chronic disease. <h3>Measurable Outcome/Analysis</h3> Items from the validated Nutrition in Patient Care Survey (NIPS) were administered pre-post course completion to assess nutrition care attitudes. Sociodemographic characteristics such as age, year in college, career aspirations, race, and ethnicity were collected. Data were analyzed using descriptive statistics, paired <i>t</i> tests, Wilcoxon signed rank tests, and ANOVA with <i>post hoc</i> analysis. <h3>Results</h3> Baseline attitudes scores were somewhat high compared to literature from working health professionals. No significant changes were seen in attitude scores, but differences were found based on ethnicity and career aspirations. Students identifying as Hispanic had more negative attitudes regarding nutrition counseling (<i>P</i> = 0.001) and including nutrition in routine patient care (<i>P</i> = 0.013), but had more positive attitudes towards the importance of taste in improving dietary patterns (<i>P</i> = 0.002). Aspiring doctors, dentists, and physician assistants had more negative attitudes about nutrition counseling than future dietitians (<i>P</i> = 0.008) and nurses (<i>P</i> = 0.049). <h3>Conclusion</h3> Although no significant changes were found in attitude scores, the differences based on ethnicity and career aspirations warrant further investigation. Nutrition care is incidental to many health professionals' practice. Strategies to cultivate positive attitudes regarding the role of nutrition across health disciplines should be identified to better develop competency.

Linking methods to outcomes: A multi-course mixed-method study of the effects of active and passive pedagogy on entrepreneurial intentions

This sequential mixed method study explores how pedagogy affects students' entrepreneurial intentions. It outlines how positivist and constructivist educational paradigms are the basis of conventional and entrepreneurial pedagogy, and how these paradigms manifest themselves in entrepreneurship course learning objectives and teaching strategies. This overview engenders a novel coding scheme that supports a double-coder qualitative content analysis of seventeen entrepreneurship course syllabi, from twelve universities in eight countries. The coding results are then quantified and incorporated into a hierarchical multiple regression analysis, using data from a pre-post course student survey (N = 232). Contrary to expectations, teaching strategies across the international sample remain relatively conventional, particularly assessments, even for courses that have mostly entrepreneurial course learning objectives. Furthermore, the results did not demonstrate any effect of pedagogy type on students' entrepreneurial intentions. From all control variables, only ‘pre-course entrepreneurial intentions’ and ‘study level’ are related to (an increase in) entrepreneurial intentions. Therefore, we recommend that universities target more mature students and do not rely on stand-alone entrepreneurship courses to instill aspirations of entrepreneurship among students. Instead, universities should strive to embed a more constructivist educational approach more widely throughout their curricula.

The Impact of an Online Training Program About Cancer Clinical Trials on Primary Care Physicians' Knowledge, Attitudes and Beliefs, and Behavior.

Participation in cancer clinical trials (CCTs) is critical to improving cancer treatments and quality of care. However, rates of patient participation remain low. Research has shown that a trusted physician recommendation is an important influence on patients' decisions to enroll in a CCT. Improving primary care providers' (PCPs') knowledge, attitudes, and beliefs about CCTs is a promising potential path for improving CCT participation. The aim of this pilot study was to test the effect of an online educational course for PCPs about clinical trials on primary care providers' knowledge, attitudes and beliefs, and behavior. Forty-one PCPs in the New York City area participated in a 1-h online training session on cancer clinical trials. These PCPs had self-selected to complete the training in a previous survey. The objectives of the training module were to (1) educate the PCPs about clinical trials, with a focus on overcoming misconceptions; and (2) discuss roles of PCPs in partnering with oncologists to help patients gain access to clinical trials. The training module included didactics, audio excerpts, and case descriptions. Participants completed a pre-test immediately before taking the course, a post-test immediately after taking the course, and a 3-month post-course survey. All three assessments included a general T/F knowledge test, a 7-item attitude/belief scale, and a knowledge test focused specifically on local resources and access for clinical trials. Forty-one PCPs completed the module and the pre-post course surveys. Eighty percent (33/41) also completed the 3-month post-course survey. General knowledge and local knowledge increased significantly (p < .05) from pre- to post-course. At 3months post-training, both general and local knowledge scores remained significantly increased from baseline. For those who completed the 3-month post-course survey, attitudes and beliefs increased significantly from pre- to post-course, but this change was not sustained at 3months post-training. At 3months post-training, 52% of the PCPs who had an interaction with a recently diagnosed cancer patient reported speaking with patients about CCTs as a result of the training. A brief online course showed significant and sustained improvement in PCPs' general and local knowledge about cancer clinical trials, which translated into self-reported behavior change. Future dissemination of the course and further research into its impact are important next steps.

Teaching Evolutionary Principles in Health Promotion: A Pilot Study

Introduction. Teaching evolutionary principles in a health promotion course may increase the relevance of evolutionary theory to students, enrich biological understanding of disease, and provide a unique perspective on how evolution can affect human health and disease. This pilot study examined the extent to which evolution instruction in an undergraduate college-level health promotion course affects learning the fundamental concepts of evolution by natural selection, student misconceptions of evolution, and student acceptance of evolution, compared with evolution instruction in a biology course. Methods. Pre–post course surveys measured student understanding of evolution measured with the Conceptual Inventory of Natural Selection, student misconception related to endorsement of teleological reasoning, and student level of acceptance of evolution, along with several demographic variables. Ninety-four ( n = 94) undergraduate student participants were enrolled in one of three courses: an Evolution-Health course, an Evolution-Biology course, and a Human Physiology course. Results. Students significantly improved their Conceptual Inventory of Natural Selection scores in both Evolution-Health ( p = .0005) and Evolution-Biology ( p = .015). Student misconceptions of evolution significantly decreased ( p = .0034), and acceptance of human evolution increased ( p = .031) in the Evolution-Health course only. Change in natural selection understanding over the course of the semester was modestly negatively correlated with change in teleological reasoning ( r = −.21, p = 0.047), such that students with larger decreases in teleological reasoning had greater learning gains in natural selection understanding. Conclusions. This study provides preliminary evidence that evolutionary instruction in a college-level health promotion context improves understanding of fundamental evolutionary concepts, decreases student misconceptions related to teleological reasoning, and improves acceptance of human evolution.

Experiential Application of a Culinary Medicine Cultural Immersion Program for Health Professionals.

Nutrition is a key factor in preventing and treating long-term disease. Patients should be advised to follow evidence-based dietary patterns, such as the Mediterranean diet, which has shown success in preventing or managing a variety of long-term diseases. All health professionals can play a role in providing nutrition advice to patients; however, many have shown an overall low nutrition knowledge and self-efficacy in counseling patients. Because of this, there is a call by health professional organizations for an increase in the applied nutrition education of health professionals. Increasing Culinary Health Opportunities for Professionals is a learn-first, practice second experiential learning program with currently practicing or aspiring health professionals aimed to increase nutrition knowledge, self-efficacy, attitudes, and dietary intake. Currently practicing health professionals (n = 15) and aspiring health professionals (n = 14) were recruited to participate in a 16-week online course on culinary medicine and the Mediterranean diet followed by a 2-week cultural immersion in Tuscany, Italy. Participants were taught the Mediterranean diet and lifestyle, culinary medicine, nutrition counseling, and cultural comparisons in the online course. In Tuscany, participants completed culinary lessons, organic farm tours, food production facility tours, and various tastings of Mediterranean foods. Participants completed a 51-item survey that measured nutrition knowledge, self-efficacy, attitudes, and Mediterranean diet adherence at baseline, post-online education, and post-cultural immersion. Mann-Whitney U tests were used to determine differences in mean scores between cohort 1 (currently practicing) and cohort 2 (aspiring). Results showed that cohort 1 had a greater increase in knowledge (1.07 ± 0.40 vs −0.87 ± 0.40, P = .0069) and self-efficacy (0.74 ± 0.24 vs 0.01 ± 0.24, P = 0.0441) from pre-post course, but at the conclusion of the cultural immersion, there were no significant differences between cohorts in mean changes in attitude, knowledge, self-efficacy, or Mediterranean diet scores from baseline. These results suggest that implementation of this curriculum can be equally effective in increasing nutrition-related attitudes, self-efficacy, and Mediterranean diet adherence for both currently practicing and aspiring health professionals.

Facilitating the emotional intelligence development of students: Use of technological pedagogical content knowledge (TPACK)

The emotional intelligence preparation of students is one of the key focuses in hospitality, tourism, and leisure education. Accordingly, this study developed an 18-h curriculum to enhance the emotional intelligence of students and investigated pre-post course differences under the framework, which integrates technological, pedagogical, and content knowledge (TPACK). Echoing the proposition by Mayer, Caruso, and Salovey's (1999) four-branch model, the current study results verified that this curriculum module effectively promoted the emotional intelligence of students in terms of self-emotion appraisal, others' emotion appraisal, use of emotion, and regulation of emotion. Furthermore, in line with Koehler and Mishra's (2009) proposition, this study provided support to the scales validity of TPACK components. Using structural equation modeling (SEM) analyses, this study also proved the positive contextual influences of components of content knowledge, pedagogical knowledge, technology knowledge, technological content knowledge, and technological pedagogical knowledge on TPACK (Boschman, McKenney, & Voogt, 2015; Ching, Yang, Baek, & Baldwin, 2016; Koh & Chai, 2014; Koh, Chai, & Tsai, 2014). Consequently, this study verified that the implementation of TPACK framework could bridge tacit content knowledge, practice of teaching, and usage of adequate technological methods together for learning effectiveness.

Addressing Educational Needs in Managing Complex Pain in Cancer Populations: Evaluation of APAM: An Online Educational Intervention for Nurses.

Cancer-related pain is associated with significant suffering and is one of the most challenging symptoms to manage. Studies indicate that front-line clinicians often lack the knowledge on best practices in cancer pain management. The current project, a quality improvement (QI) initiative, evaluated the outcome of an online educational intervention for nurses on complex cancer pain management. An online 7-module educational intervention, Advanced Pain Assessment and Management, was offered from 2012 to 2017. Pre-post course evaluations included self-reported knowledge and confidence across cancer pain management domains. In-course competency assessments included knowledge examination, online discussion forum participation, opioid dosage calculation assignment, and small-group-based case study. A mixed-model statistical analysis was used to assess pre-post course change in pain management confidence level. In all, 306 nurses from 89 hospitals in Ontario, Canada, were enrolled in the course; 81.4% returned the precourse survey and 71.9% successfully completed the course. The average confidence level on pain management was low at baseline (57.5%) but improved significantly post-course. In-course competency assessments ranged from 81% to 89%. Mixed-model results showed post-course improvements in confidence levels, independent of sociodemographic background, clinical role, and professional educational level. Nurses with longer years of practice and more cancer cases reported greater confidence. A facilitator-led online educational intervention focusing on complex cancer pain management can significantly improve nurses' knowledge, confidence, and skills. Low baseline knowledge among nurses highlights the pressing need for health-care organizations to implement cancer pain management training as an integral part of health-care QI initiative.

Cultivating students’ reflective capacity through group-based mindfulness instruction

ABSTRACTCultivating critically reflective practitioners is a vital professional competency for social work students. However, few reflective models support undergraduate students to foster nonconceptual skills important to developing reflective capacity. This article presents a group-taught mindfulness teaching intervention applied in a professional practice course to facilitate reflective capacity of social work students preparing for their first placement. Trial data derived from pre–post course administration of the Five Facet Mindfulness Questionnaire show significant gains in awareness were produced on two of the questionnaires’ five mindfulness facets of describe and nonjudgment. A developmental model detailing these shifts and its implications for group-based learning is outlined.

Measuring evolution acceptance using the GAENE: influences of gender, race, degree-plan, and instruction

BackgroundThe evolution education research community has defined the construct of “evolution acceptance” in different ways and measured it using different instruments. One of these instruments—the GAENE—has not been analyzed across different student populations, demographic groups, degree plans, and instructional treatments. Such comparisons are crucial for examining whether the inferences drawn from instrument measures are valid, reliable, and generalizable. In this study, we attempt to replicate findings produced in the original validation study and explore aspects of the instrument not previously examined.MethodsWe use Rasch analysis to study a large sample (n > 700) of undergraduates enrolled in standard introductory biology classes in the Northeastern USA. Participants completed the GAENE pre- and post-course for two semesters, and the MATE pre- and post-course for one semester. We assessed dimensionality, reliability, item fit, and rating scale functioning. We used regression analyses and generalized eta squared to evaluate the contribution of demographic and background variables to pre-course measures and pre-post course acceptance gains.ResultsOur analyses of GAENE dimensionality and item properties were generally in line with prior work, including the finding that particular items displayed psychometric problems. Surprisingly, GAENE measures did not differ between biology majors and non-majors. Evolution instruction produced significant but small pre-post improvements in GAENE measures. GAENE measures were significantly associated with MATE measures (0.68–0.80). White and male participants had the highest evolution acceptance measures using both the MATE and the GAENE; race had a much stronger contribution to MATE measures as compared to GAENE measures. Race and gender acceptance differences were found to be as large as the differences produced in response to evolution instruction.ConclusionsOverall measures of acceptance change will be similar, but not identical, using the MATE and the GAENE. We make several recommendations for the modification or removal of some GAENE items, as well as future research directions for the measurement of evolution acceptance.

Multidisciplinary Difficult Airway Course: An Essential Educational Component of a Hospital-Wide Difficult Airway Response Program

A hospital-wide difficult airway response team was developed in 2008 at The Johns Hopkins Hospital with three central pillars: operations, safety monitoring, and education. The objective of this study was to assess the outcomes of the educational pillar of the difficult airway response team program, known as the multidisciplinary difficult airway course (MDAC). The comprehensive, full-day MDAC involves trainees and staff from all provider groups who participate in airway management. The MDAC occurs within the Johns Hopkins Medicine Simulation Center approximately four times per year and uses a combination of didactic lectures, hands-on sessions, and high-fidelity simulation training. Participation in MDAC is the main intervention being investigated in this study. Data were collected prospectively using course evaluation survey with quantitative and qualitative components, and prepost course knowledge assessment multiple choice questions (MCQ). Outcomes include course evaluation scores and themes derived from qualitative assessments, and prepost course knowledge assessment MCQ scores. Tertiary care academic hospital center PARTICIPANTS: Students, residents, fellows, and practicing physicians from the departments of Surgery, Otolaryngology Head and Neck Surgery, Anesthesiology/Critical Care Medicine, and Emergency Medicine; advanced practice providers (nurse practitioners and physician assistants), nurse anesthetists, nurses, and respiratory therapists. Totally, 23 MDACs have been conducted, including 499 participants. Course evaluations were uniformly positive with mean score of 86.9 of 95 points. Qualitative responses suggest major value from high-fidelity simulation, the hands-on skill stations, and teamwork practice. MCQ scores demonstrated significant improvement: median (interquartile range) pre: 69% (60%-81%) vs post: 81% (72%-89%), p < 0.001. Implementation of a MDAC successfully disseminated principles and protocols to all airway providers. Demonstrable improvement in prepost course knowledge assessment and overwhelmingly positive course evaluations (quantitative and qualitative) suggest a critical and ongoing role for the MDAC course.

Impacts of a Vegetable Cooking Skills Program Among Low-Income Parents and Children

ObjectiveTo evaluate the impact of a vegetable-focused cooking skills and nutrition program on parent and child psychosocial measures, vegetable liking, variety, and home availability. DesignBaseline and postcourse surveys collected 1-week after the course. SettingLow-income communities in Minneapolis–St Paul. ParticipantsParent–child dyads (n = 89; one third each Hispanic, African American, and white) with complete pre-post course data; flyer and e-mail recruitment. Intervention(s)Six 2-hour-weekly sessions including demonstration, food preparation, nutrition education lessons, and a meal. Main Outcome MeasuresParental cooking confidence and barriers, food preparation/resource management, child self-efficacy and cooking attitudes, vegetable liking, vegetable variety, and vegetable home availability. AnalysisPre-post changes analyzed with paired t test or Wilcoxon signed-rank tests. Results were significant at P < .05. ResultsIncreased parental cooking confidence (4.0 to 4.4/5.0), healthy food preparation (3.6 to 3.9/5.0), child self-efficacy (14.8 to 12.4; lower score = greater self-efficacy), vegetable variety (30 to 32/37 for parent, 22 to 24/37 for child), and home vegetable availability (16 to 18/35) (all P < .05). Conclusions and ImplicationsA short-term evaluation of a vegetable-focused cooking and nutrition program for parents and children showed improvements in psychosocial factors, variety, and home availability.

"Don't Ever Give Up!" Resisting Victimhood Through Self-Defense.

Whether or not women should physically resist a male attacker has been a long-contested issue. This article enters this debate drawing on findings from an evaluation of a feminist self-defense course. It locates these data within a broader historical context to question dominant discourses around ideal femininity and explore the potential for empowerment such courses can offer, particularly for women deemed at high risk. It draws on qualitative data from interviews with course participants (n = 15), community stakeholders (n = 15), and self-defense instructors (n = 7), as well as quantitative data from pre-post course evaluations (n = 115). Findings are presented to demonstrate how participants and stakeholders from a diverse range of women's groups experienced the program. Evidence is presented that the participation not only resulted in increased self-defense skills but importantly also the confidence and attitude to put these skills into action, if required. Factors identified as critical to the success of these courses are explored, and the implications are assessed in relation to both prevention and empowerment.

Examining perception and actual knowledge change among learners in a standardized burn course

Background Essential Burn Management (EBM) is a burn training program created for East Africa and aims to meet the needs of low- and middle-income countries. The authors present a report on objective testing of change in knowledge, with pre and post tests, and comparison of this testing with the self perception of knowledge gained to explore course utility. Objective To evaluate the ability of EBM to improve knowledge in burn care among course participants; and to explore whether participants' self-perception of knowledge gained is comparable with their actual change in knowledge. Methods Twenty health care providers from a variety of disciplines participated in EBM and completed the pre and post course burn care knowledge test. Participants also self-rated knowledge in burn care both pre and post course. All tests and self-rated assessments were anonymous and consent was obtained. Paired t tests were conducted on pre and post test scores. Improvements in pre-post scores according to module or topic area were examined to determine the proportion correct, and then analyzed using Wilcoxon signed-rank tests. Module scores pre-post course were compared with individuals' self-rating of knowledge both before and after the course for that particular module. Results Pre-post course tests reflected an increase in knowledge. An increase in self-rated knowledge was matched with a significant increase in module test scores for primary survey, burn resuscitation, wound management, infection control and electrical injury, but not inhalation injury and compartment syndrome modules. Conclusion Findings support a combination of self-report and objective pre-post testing to evaluate courses designed to teach burn management.