Pre-post Questionnaires Research Articles

Empowering Young Roma Women in matters of health and primary care: an innovative training program

Abstract Background Roma communities are rather diverse groups with different level of knowledge, beliefs and motivations in relation to their health. Raising awareness and self-efficacy of these individuals is a challenging field in the EU public health agenda. Objectives To address this challenge, the program entitled “Empowering Young Roma Women in matters of health, prevention and human rights: a new methodological approach” was developed with the aim to empower Roma women in terms of health and prevention topics pilot testing different educational methods. A two-step co-design approach was performed to determine the training content, tools, methods. The training was implemented in 5 areas throughout Greece (Volos, Chalkida, Thiva, Agia Varvara, Zefyri) in Jan-Oct 2023, including 3 phases: a. Train-the-trainers, b. Training the Roma women and c. Training evaluation. Results The educational material developed for health and prevention included 4 units (gynaecological health issues, vaccinations, smoking and nutrition). Each unit consisted of a theoretical background to develop the material, a presentation for future trainers, a presentation for trainees, a brochure, and a poster. For the training a new methodological approach was tested i.e. a health professional or Roma women (after being trained) to deliver the training. In total, 548 pre-post questionnaires were collected. Most trainees, understood the content of the training, acquired new knowledge and found the information interesting and possible to include in their daily life. 80% trainees expressed their satisfaction with the overall presentation. Regarding knowledge improvement based on the type of trainer only a slightly greater degree of improvement was observed for Roma trainers. Conclusions It is crucial to develop culturally appropriate health interventions by directly working with communities, to understand their particular needs, and to ensure they receive the information needed to make informed decisions. Key messages • Maintaining and promoting health is a decisive factor of social inclusion. • Tailor-made training of ethnic minorities shall be an integral part of the EU public health agenda.

Expanding Access to Mental Health: Evaluating the Potential of a Serious Mental Health Game for Adolescents.

Digital technologies are important for expanding access to mental health support in low-resource settings. The current study tests the feasibility of a blended learning mental health intervention that was implemented for adolescents in Lebanon (N = 1,234), most of whom were Syrian refugees. The intervention features a digital game called The Helping Hand, which teaches adolescents how to respond to psychosocial challenges healthily and develop effective coping strategies. The blended learning intervention was tested using a single-arm, non-blinded, mixed-methods approach, through the analysis of pre-post questionnaires and key informant interviews. Results showed that the intervention was well accepted and popular among participating adolescents and the team that implemented it. After completing the intervention, adolescents showed a significant decrease in anxiety and depression symptoms and a significant increase in overall well-being. The feasibility and potential impact observed in this study demonstrate the benefits of continuing to refine and expand digital interventions that improve access to mental health support for vulnerable populations.

Development of research skills in medical undergraduates through mentored research project

Objectives: The purpose of this study was to develop research skills in undergraduate medical students through mentored student research projects in medical colleges in North India. Materials and Methods: This was an educational intervention study. This project was carried out at a medical college in north India. After obtaining ethical clearance from the IEC of our college, this project was carried out. A core team of 5 faculty members was formed. Forty students were enrolled for this project on a voluntary basis. The project involved mentors from multiple departments who had experience in carrying out research projects. A total of 13 faculty members were involved. The core team prepared a module for training undergraduate medical students in research skills. It was validated by the subject’s experts outside the medical college. The training program consisted of 20 classes followed by 10 assignments, during which the students completed their research projects. The students were divided into groups of four, and each group took on one project (a total of ten projects). The training methodology included lectures, individual work, and a plenary session. We planned the evaluation of this training by multiple means. The research projects were graded by three reviewers, who were the faculty members assigned to the task of reviewers. In the end, pre and post-retrospective feedback questionnaires were filled out by students. Results: All 40 students, working in ten groups, submitted their projects (ten projects). Among these research projects, there were seven descriptive studies, two observational studies, and one interventional study. The average self-rating (on a 10-point scale) of skills in conducting research projects by participants went from 3.8 in pre-training to 8.5 in post-training on the retrospective pre-post questionnaire. The average score (out of 90) on structured research project evaluation by two external experts was 58.5. As evident from the quantitative and qualitative data, the participants gained maximum skills in choosing an appropriate title for the project, choosing study participants, preparing a data collection tool, and dealing with ethical issues. About 62.5% of participants rated the overall quality of training as excellent, and 100% of students recommended continuing training for the next batches. Conclusion: Undergraduate students can be taught skills of performing research through research projects under mentorship, along with interactive sessions on research methodology.

Internationalization at home program significantly increases the self-efficacy of nursing students: A pre-post study

BackgroundInternationalization at home strategies seek to achieve a more inclusive and equitable higher education. Evidence about the impact of these strategies on students' self-efficacy is still scarce, even though this psychological construct is essential for the performance and well-being of nursing students. The Global Nursing Care program was designed to provide nursing students with an internationalization at home experience, combining a virtual exchange and international clinical simulation. AimTo determine the impact of the Global Nursing Care program on nursing students' self-efficacy. DesignA quasi-experimental, analytic, and longitudinal study was conducted.Settings and participants: The virtual module was carried out online, and the international simulations were developed in the Simulation Centers of the San Juan de Dios School of Nursing and Physiotherapy (Universidad Pontificia Comillas, Spain) and the West Coast University (USA). Seventy students participated in the program and 57 completed the pre-post questionnaire. MethodsData were collected using an online survey that included a sociodemographic questionnaire and the General Self-efficacy Scale. IBM's SPSS (version 28.0.1.1) was used to analyze data. Differences between self-efficacy levels were measured before and after the program, and according to sociodemographic characteristics. ResultsGeneral self-efficacy was significantly augmented following program participation (pre-intervention: mean = 32.39, SD = 3.87; post-intervention: mean = 34.44, SD = 3.86; p < 0.001). No differences based on nationality, previous international academic experience or academic year were found. ConclusionsAn internationalization at home program based on virtual exchange and simulation improves nursing students' general self-efficacy. Future research can explore to what extent this effect persists over time.

Development of Promising Interventions to Improve Human Papillomavirus Vaccination in a School-Based Program in Quebec, Canada: Results From a Formative Evaluation Using a Mixed Methods Design.

Despite the availability of school-based human papillomavirus (HPV) vaccination programs, disparities in vaccine coverage persist. Barriers to HPV vaccine acceptance and uptake include parental attitudes, knowledge, beliefs, and system-level barriers. A total of 3 interventions were developed to address these barriers: an in-person presentation by school nurses, an email reminder with a web-based information and decision aid tool, and a telephone reminder using motivational interviewing (MI) techniques. Here we report on the development and formative evaluation of interventions to improve HPV vaccine acceptance and uptake among grade 4 students' parents in Quebec, Canada. In the summer of 2019, we conducted a formative evaluation of the interventions to assess the interventions' relevance, content, and format and to identify any unmet needs. We conducted 3 focus group discussions with parents of grade 3 students and nurses. Interviews were recorded, transcribed, and analyzed for thematic content using NVivo software (Lumivero). Nurses received training on MI techniques and we evaluated the effect on nurses' knowledge and skills using a pre-post questionnaire. Descriptive quantitative analyses were carried out on data from questionnaires relating to the training. Comparisons were made using the proportions of the results. Finally, we developed a patient decision aid using an iterative, user-centered design process. The iterative refinement process involved feedback from parents, nurses, and experts to ensure the tool's relevance and effectiveness. The evaluation protocol and data collection tools were approved by the CHU (Centre Hospitalier Universitaire) de Québec Research Ethics Committee (MP-20-2019-4655, May 16, 2019). The data collection was conducted from April 2019 to March 2021. Following feedback (n=28) from the 3 focus group discussions in June 2019, several changes were made to the in-person presentation intervention. Experts (n=27) and school nurses (n=29) recruited for the project appreciated the visual and simplified information on vaccination in it. The results of the MI training for school nurses conducted in August 2019 demonstrated an increase in the skills and knowledge of nurses (n=29). School nurses who took the web-based course (n=24) filled out a pretest and posttest questionnaire to evaluate their learning. The rating increased by 19% between the pretest and posttest questionnaires. Several changes were made between the first draft of the web-based decision-aid tool and the final version during the summer of 2019 after an expert consultation of experts (n=3), focus group participants (n=28), and parents in the iterative process (n=5). More information about HPV and vaccines was added, and users could click if more detail is desired. We developed and pilot-tested 3 interventions using an iterative process. The interventions were perceived as potentially effective to increase parents' knowledge and positive attitudes toward HPV vaccination, and ultimately, vaccine acceptance. Future research will assess the effectiveness of these interventions on a larger scale.

해커톤 기반 AI 메이킹 프로젝트 프로그램이 예비 대학생의 협력적 자기조절 능력에 미치는 영향

Objectives This study attempted to verify the effect on the collaborative self-regulation ability by applying total 15 hour of hackathon-based AI making project program to pre-university students. Methods The study targeted 182 pre-university students from H University located in Chungcheongnam-do. A total of 15 hour program including team building were applied, and throughout the program, output was produced through team activities so that collaborative self-regulation ability could be improved. Pre-post questionnaires were administered to determine changes in collaborative self-regulation ability, and the collected data were analyzed using a paired sample t-test for a single group pre-post experiment. Results The results of the paired sample t-test showed significant difference in both entire collaborative self-regulation ability and the sub-areas ‘cognitive domain, behavioral domain, and motivational domain’. Conclusions This confirmed that the hackathon-based AI Making project program is effective in improving the collaborative self-regulation ability of pre-university students.

Assessing readiness: the impact of an experiential learning entrustable professional activity-based residency preparatory course

ABSTRACT As medical schools move to integrate the Core Entrustable Professional Activities for Entering Residency (EPAs) into curricula and address the transition from student to resident, residency preparatory courses have become more prevalent. The authors developed an experiential learning EPA-based capstone course for assessment to determine impact on learner self-assessed ratings of readiness for residency and acquisition of medical knowledge. All fourth-year students from the classes of 2018–2020 completed a required course in the spring for assessment of multiple EPAs, including managing core complaints, performing basic procedures, obtaining informed consent, and providing patient handoffs. Learners selected between three specialty-based parallel tracks – adult medicine, surgery, or pediatrics. Students completed a retrospective pre-post questionnaire to provide self-assessed ratings of residency preparedness and comfort in performing EPAs. Finally, the authors studied the impact of the course on knowledge acquisition by comparing student performance in the adult medicine track on multiple choice pre- and post-tests. Four hundred and eighty-one students were eligible for the study and 452 (94%) completed the questionnaire. For all three tracks, there was a statistically significant change in learner self-assessed ratings of preparedness for residency from pre- to post-course (moderately or very prepared: adult medicine 61.4% to 88.6% [p-value < 0.001]; surgery 56.8% to 81.1% [p-value < 0.001]; pediatrics 32.6% to 83.7% [p-value 0.02]). A similar change was noted in all tracks in learner self-assessed ratings of comfort from pre- to post-course for all studied EPAs. Of the 203 students who participated in the adult medicine track from 2019–2020, 200 (99%) completed both the pre- and post-test knowledge assessments. The mean performance improved from 65.0% to 77.5% (p-value < 0.001). An experiential capstone course for the assessment of EPAs can be effective to improve learner self-assessed ratings of readiness for residency training and acquisition of medical knowledge.

Effectiveness of a model-based inquiry instructional sequence in overcoming students’ teaching-learning difficulties on plant nutrition

ABSTRACT This work conveys the results of an iterative investigation conducted within the Design-Based Research framework. The primary objective was to develop and assess a Teaching-Learning Sequence (TLS) aimed at enhancing secondary students’ mental models about the traditionally challenging topic of plant nutrition. The design of this innovative TLS was guided by previous research and it was grounded in the Model-Based Inquiry approach as it allows to integrate scientific practices and models. To gauge the success of the TLS and contribute to the literature on the effective instruction of plant nutrition this study followed a pre–post quasi-experimental design. Thus, a preliminary (TLS1; N = 95) and a refined version (TLS2; N = 110) of the TLS were implemented and compared against a group studying through direct instruction (Control; N = 109). The analysis of the pre–post questionnaires yielded three main outcomes: (1) The results revealed that students undergoing the specifically designed TLSs attained mental models resembling the target curriculum model thereby proving their effectiveness over the control intervention. (2) The study identified salient TLS design elements (e.g. hands-on modelling, tracing matter and energy, etc.) that enriched students’ learning outcomes on the topic. (3) Finally, the findings unveiled inherent benefits of the Model-Based Inquiry approach.

Impact of interventions to improve HPV vaccination acceptance and uptake in school-based programs: Findings of a pilot project in Quebec

ContextVaccination coverage against human papillomavirus (HPV) in school-based programs in Quebec, Canada, is suboptimal despite more than a decade of introduction. Three interventions to improve HPV vaccine acceptability and coverage in school-based programs were developed, implemented as part of a multicomponent strategy and evaluated. MethodSixty-four (64) schools were recruited, of which 32 received the interventions (pilot schools), and 32 received usual vaccination activities (control schools). Two approaches were used to assess the impact of the interventions. Pre-post questionnaires were completed by parents in both pilot and control schools. Quantitative analyses of vaccination coverage using the Quebec immunization registry were conducted. ResultsParticipating parents (n = 989 in the pre-intervention survey and n = 772 in the post-intervention one) were generally aware of HPV and HPV vaccination. Most parents were confident about vaccination, had little or no hesitation and had decided to have their child vaccinated. Parents in the pilot schools were less concerned about vaccine safety than those in the control schools after the interventions. Parents in the pilot schools were also more likely to have decided to have their child vaccinated. A statistically significant difference of 7.4 % in HPV vaccine coverage between pilot and control schools was observed (82.9 % vs 75.5 %, p <0.0001). ConclusionAlthough school-based programs offer equitable access to vaccination and minimize access barriers, it remains crucial to identify effective interventions to improve vaccine uptake further and reach the WHO cervical cancer elimination goal. Our multicomponent strategy appears to have positively impacted HPV vaccine acceptability and coverage and could be adapted to other contexts where vaccination is delivered in school-based programs.

DEVELOPING REFLECTIVE SKILLS OF FUTURE ENGLISH TEACHERS

This research paper focuses on the development of reflective skills in teaching and learning, and provides diverse possible factors to enhance reflective skills of future educators of the English language. Moreover, some qualitative research methods such as observations and conducting interviews, a pre-post questionnaire to examine changes in the future English teachers' perceptions of reflective skills were employed. According to the results, the learners have improved their introspective skills somewhat. To support aspiring English teachers in enhancing their reflective skills, a more regimented practice teaching program, time, and plenty of opportunities for practice and reflection are required.

Assessment of pre and post Neonatal Resuscitation program (NRP) training in a neonatal intensive care unit of Pakistan

Assessment of pre and post Neonatal Resuscitation program (NRP) training in a neonatal intensive care unit of Pakistan

Fostering inclusive learning: customized kits in chemistry education and their influence on self-efficacy, attitudes and achievements

Inclusion of a diverse group of students, both regular learners and learners with special needs in chemistry classrooms is an important goal of chemistry educators. However, alternative conceptions in chemistry among high-school students can be a barrier for completing the learning process in the classroom, especially in a heterogeneous class. This study aimed to examine differentiated instruction (DI) in a chemistry classroom. We evaluated how customized pedagogical kits (CPKs) for DI, which aim to overcome alternative conceptions found during chemistry instruction, affected students and teachers. This paper presents the findings of a mixed-method study that was conducted with 9 high-school chemistry teachers, and 551 chemistry students. We used a pre-post questionnaire to investigate the impact of CPKs on teachers’ and students’ self-efficacy beliefs and attitudes towards chemistry and differentiated instruction, in addition to students’ achievements. The findings indicated the significantly higher averages of self-efficacy beliefs and attitudes towards DI in chemistry among teachers and high-school students, in addition to the significantly higher performance of students in chemistry tasks after implementing CPKs in classrooms. Being aware of the limitations of DI, we discussed customized pedagogical kits as a means that can support better inclusion in chemistry education.

Investigation into Online English Learners’ L2 Motivation Using Imagery and Online Counselling Sessions

In this study, a motivational program using imagery and online counselling sessions was designed based on the theory of the L2 Motivational Self System. This study aimed to investigate the effectiveness of the program by conducting a mixed-method approach, 50 participants took part in 7 imagery training sessions and a pre-post survey. Additionally, among these participants, 20 also engaged in 2 online counseling sessions and focus group interviews. The motivational program using imagery and online counseling sessions was seen to have a significant positive effect on students' L2 Motivational Self System. In particular, as a result of comparing the average values of the pre-post questionnaire, the biggest changes were shown in the categorizes of Ideal Self, Imagery and Visualization, and Attitudes toward Learning English. By utilizing imagery training and online counselling sessions along with English learning, not only were the students' capability of visualizing the image of themselves enhanced, but also positive attitudes towards English education were induced. This led to the fostering of students' motivation in learning English and to the improvement of their L2 Ideal Self Image. Of significant note are the findings in the qualitative data analysis, which show that emotional difficulties in students' English learning, such as academic stress and anxiety, can be alleviated through online counseling sessions, thereby helping them to sustain their learning motivation, Implications of the study are presented and discussed.

Improvements in nutrition knowledge among adults with physical disabilities: A program evaluation of the mindfulness, exercise, and nutrition to optimize resilience (MENTOR) program 2020–2021

BackgroundThe Centers for Disease Control and Prevention (CDC) funds a quality improvement (QI) health promotion telewellness program for adults with physical disabilities. ObjectiveThe nutrition component of the parent program, Mindfulness, Exercise, and Nutrition to Optimize Resilience (MENTOR) program, from 2020 to 2021, was evaluated to assess changes in nutrition knowledge of people with physical disabilities. MethodsThis was a quasi-experimental program evaluation by pre-post survey of participating adults with physical disabilities. Participants attended weekly nutrition classes for eight weeks with optional one-on-one counseling with a Registered Dietitian. Participants completed pre-post General Nutrition Knowledge Questionnaire Revised (GNKQ-R) that were analyzed using paired t-tests. Participants were grouped into quartiles by pre-program GNKQ-R scores for additional comparisons. Program attendance and post-program feedback were also evaluated. ResultsA total of 286 participants completed the MENTOR program, and 31% (n = 89) completed pre-post questionnaires for data analysis. Mean pre-program GNKQ-R scores were 58.4 ± 15.1 and post scores were 64.4 ± 11.3, which demonstrated a statistically significant improvement in nutrition knowledge (p < .001). Ancillary analysis revealed that participants with the lowest quartile of pre-program nutrition knowledge had the greatest improvements in their post-GNKQ-R scores (Mean change 16.4 ± 13.9). Questionnaire data revealed participants’ subjective knowledge changes and their feedback on the nutrition component of the program. ConclusionsThe eight-week MENTOR program effectively improved nutrition knowledge among people with physical disabilities. This demonstrates the impact the program can have on individual knowledge levels. Additionally, these results support the implementation of the program to the broader population of people with disabilities.

Impact of a video-based nutrition education program on the nutrition knowledge of students and parents: evidence from the North Region of Cameroon.

Schools are an attractive platform for improving the dietary knowledge, attitudes and behaviors of children and their families, yet limited nutrition knowledge amongst educators can impede nutrition education efforts. Information and communication technology (ICT) can potentially overcome this barrier, yet there is limited evidence for its effectiveness in school settings in low- and middle-income countries. We implemented a randomized field experiment in 50 schools in the North Region of Cameroon to assess the effectiveness of a school-based nutrition education program at improving the nutrition knowledge of fifth and sixth grade students and their parents. We evaluate the relative effectiveness of video-based versus typical classroom instruction. Nutrition knowledge is assessed using a pre-post questionnaire and analyzed using analysis of covariance. We find that students exposed to the video treatment improved their nutrition knowledge scores by 0.45 standard deviation more (equivalent to an additional 1.3 out of 14 correct answers) than students that received traditional classroom instruction. There is no differential impact of video on the nutrition knowledge scores of parents. Videos can improve knowledge gains compared with typical classroom instruction, but questions remain as to the conditions under which videos and other ICT are most effective as instructional tools.

Beeldende therapie bij volwassenen met autisme

This study evaluated the effect of the Art Therapy program ‘Images of Self ’ (IoS) in four adults with an ASD. The effectiveness was investigated by means of a multiple case study (N=4) with a focus on qualitative data, in which pre-post questionnaires were used. Observations were made by means of topic lists. In addition, three conversations with the client and someone out of his/her close surrounding shed some light on the results with respect to daily life. There are indications that IoS can be used for adults with ASD, who are experiencing diffi culties in self-esteem, emotion regulation, flexibility in coping with changes and social communicative behaviour. It can contribute to getting a grip on feelings and insight into oneself, and it can help to establish contact within the therapy as well. Due to limitations in the study design (small study population), further research is necessary to replicate this study and test its mechanisms of action in a larger sample size.

Exposing students to a simulation of the online platform used by the South African revenue service

PurposeStudents completing their tertiary education at a university may be equipped with theoretical knowledge with little to no practical experience. In order to bridge this gap in practical skills, a computer simulation was developed based on the e-filing platform of the South African Revenue Services (SARS). Students were exposed to this self-developed computer simulation to answer the question: to what extent will the e-filing simulation improve students' confidence to practically apply their theoretical knowledge?Design/methodology/approachThe research applied a pre–post questionnaire research method to gauge the students' ability to apply their theoretical knowledge to a practical scenario before and after the simulation.FindingsFrom the results, it is apparent that the students were inspired with confidence in getting to terms with the application of their theoretical knowledge in a real-life scenario. The computer simulation provided the platform for learning to take place in a practical environment without the risk of errors that would translate into real financial consequences.Originality/valueThe contribution of this research can be found in a teaching intervention that may support the training of future tax professionals in practical application skills. The contribution can be extended to the enhancement of education in the field of taxation, particularly with the results' showing that the students experienced high levels of increased confidence in their application of theoretical knowledge to real-life scenarios.

THE EFFECTIVENESS OF INTERACTIVE MULTIMEDIA-BASED LEARNING METHODS TO INCREASE THE MOTIVATION OF ELEMENTARY SCHOOL TEACHERS IN THE JSIT KULONPROGO ENVIRONMENT

Teachers' motivation in developing multimedia in primary-secondary school teachers who are members of the Kulonprogo integrated Islamic school network is still low. The purpose of this study is to see if there is a significant effect on teacher motivation after providing interactive multimedia training to teachers. Multimedia training includes providing material about interactive multimedia, making multimedia by teachers, mentoring, demonstrations and producing interactive multimedia products from elementary junior high schools. The research method used is a pre-experiment design involving 25 primary-secondary school teachers who are members of the Kulonprogo integrated Islamic school network. The sampling technique used is purposive sampling and uses the Wilcoxon test in data analysis. Activities will be carried out using offline and online methods using a theoretical and practical approach. Theoretical material and practical assistance are carried out in the Kapanewon Kulonprogo area. The implementation of activities will be reflected through an evaluation of the participants' understanding of the material, seen from the performance, work results, program implementation evaluation questionnaire. Training is carried out offline and online. Offline training was held at the Yogyakarta State University Hall, Wates Campus offline and online through the zoomeeting application. The results of the implementation of this training based on the pre-post questionnaire obtained an increase in pre-post results from an average of 58.2 to an average of 69.52. While the results of data processing using SPSS obtained Sig Value. &lt;0.05, this shows that there is a significant effect on teacher motivation before and after the provision of training in making interactive multimedia for teachers. The conclusion of the research is that there is a positive influence on teacher motivation before and after the provision of interactive multimedia training to elementary and junior high school teachers who are members of an integrated Islamic school network in Kulonprogo Regency, Yogyakarta Special Region.

Chatbot-based training on logical fallacy in EFL argumentative writing

ABSTRACT EFL learners generally have the problem of logical fallacies in EFL argumentative writings. Logical fallacies are errors in reasoning that can undermine EFL argumentative writing quality. Explicit training on logical fallacies may help learners deal with the problem and enhance their self-efficacy and proficiency in EFL argumentative writing, which educational chatbots may further enhance. However, few studies have been conducted in this direction. To fill the gap, we developed a chatbot for out-of-class, self-regulated training on logical fallacies in EFL argumentative writing. Fifteen Chinese EFL undergraduate and graduate students engaged in the training for five weeks. Semi-structured interviews and transcript analysis were conducted to investigate the participants’ perceived impacts of the training on self-efficacy and proficiency in EFL argumentative writing. To triangulate the interview results, we conducted pre–post questionnaires on the participants’ writing self-efficacy and analysed their pre–post argumentative writings based on the Illinois Critical Thinking Essay Scoring Rubric. The results showed that the training on logical fallacies might improve EFL argumentative writing proficiency, although it might reduce writing self-efficacy. Based on the results, we called for more implementation and investigation of chatbot-based training on logical fallacies, especially the long-term training integrated with practice in writing tasks.

Preparing allied health students for placement: a contrast of learning modalities for foundational skill development

BackgroundWith increasing pressure on placement capacity for allied health students, a need for novel and creative means through which students can develop foundational skills and prepare for practice-based learning opportunities has arisen. This study aimed to explore the experiences of domestic and international first-year students completing pre-clinical preparation programs, contrasting between in-person simulation and online options to contribute to best practice evidence for program design and delivery.MethodsFirst-year students from physiotherapy, podiatry and occupational therapy self-selected to either a one-weeklong in-person simulation program or an online preparation for placement program. An integrative mixed-methods approach was employed. Qualitative findings from student focus groups were analyzed by reflexive thematic analysis and complemented by quantitative pre-post questionnaires which were examined for patterns of findings.ResultsThere were 53 student participants in the study (simulation n = 29; online n = 24). Self-selecting, international students disproportionately opted for the simulation program while older students disproportionately selected the online program. Students appeared to benefit more from the simulation program than the online program, with alignment of focus group findings to the quantitative questionnaire data. The in-person simulation allowed students to apply their learning and practice patient communication. All simulation students reported asubsequent increase in confidence, although this seemed particularly marked for the international students. By contrast, the online program was most effective at developing students’ clinical reasoning and proficiency with documentation. Both programs faced minor challenges to student perceived relevance and skill development.ConclusionBoth online and in-person simulation preparation programs were perceived to enhance readiness and foundational skills development for novice allied health students, with the practical nature of simulation generating more advantageous findings. This study provides useful information on the benefits and challenges of both types of delivery for foundational skills development and/or clinical preparation of allied health students.