Pre-training Scores Research Articles

Does the healthy plate model workshop improve nutrition knowledge, behaviors, and habits in school-age children? The impact of workshop on dietary habits

BackgroundThis study was conducted to identify the impacts of the healthy plate model workshop on 4th-graders nutrition knowledge, behaviors, and habits.MethodsThe study was conducted from March to June 2023 in the Uskudar district of Istanbul, involving 102 children (50% girls) with a mean age of 10.2 ± 0.45 years. A pretest-intervention-posttest design was used for the research. Before and after the training, a questionnaire was administered to measure students’ demographic characteristics, physical activity status, adherence to the Mediterranean Diet, frequencies of food group consumption, and nutritional knowledge.ResultsThe number of students consuming eggs, legumes, vegetables, fruits, and oilseeds daily increased after the training (p > 0.05). Increases were observed in daily consumption of meat group and water (p < 0.05). While the proportion of students who consumed whole fruit with skin was 35.3% before the training, this rate increased to 47.1% after the training (p < 0.05). The mean nutritional knowledge score (before: 71.37 ± 11.8; after: 80.45 ± 1.6, p < 0.05) and the Mediterranean Diet Quality Index (KIDMED) score (before: 4.77 ± 2.41; after: 5.50 ± 2.45, p < 0.05) increased significantly after the training. A weak positive correlation was identified between pre-training nutritional knowledge scores and KIDMED index scores (r = 0.19; p = 0.045). Furthermore, a negative weak relationship was observed between post-training nutritional knowledge scores and meal-skipping status (r=-0.231; p = 0.019).ConclusionsStructured nutrition education for school-age children can positively impact their nutritional knowledge and dietary habits.

Effects of short-course virtual reality or video-box training on basic laparoscopic skills and simulated surgical performance in veterinary students.

To compare novices' performance on simulated laparoscopic tasks with a box trainer and virtual reality (VR) trainer before and after training on one system, and to compare performance between groups following training. Randomized, prospective study. Twelve veterinary students without prior hands-on laparoscopic experience were randomly assigned to the box or VR training group. Performance of basic laparoscopic tasks on box and VR trainers and simulated surgical task were scored before and after completion of a designated training program. Scores for each task were compared within and between groups. The box group's post-training scores were higher than pretraining scores for all box tasks. The VR group's post-training scores were higher than pretraining scores for most VR tasks. Median post-training scores were higher in the box group than the VR group for all box tasks. Median post-training scores were higher for the VR group than the box group only for VR intracorporeal suturing. Neither program led to a substantial improvement in simulated surgical task performance. In this study the box trainer seemed more effective than the VR trainer for training novices to perform most basic tasks. The lack of substantial improvement of simulated surgical task performance is likely related to study limitations including small sample size and short training timeline. Both training systems increased basic laparoscopic skills in novices. Laparoscopic simulation training may be applicable within veterinary school curricula. Additional studies are warranted to assess these systems with different tasks and trainee experience.

Evaluation of the effects of avatar on learning temporomandibular joint in a metaverse-based training.

Avatars, representing users in the digital world, can influence users' behavior and attitudes. This study evaluates the impact of representing dental students receiving temporomandibular joint (TMJ) education in the metaverse via an anonymous or identified avatar. Participants included 80 dental students in their fourth and fifth years of study. They were randomly assigned to either the avatar group (identified avatar) or the control group (anonymous avatar). Prior to training, participants completed a demographic questionnaire and a pretraining knowledge assessment. TMJ training was conducted in the metaverse for both groups. Pre- and post-training assessments included the Spielberger State-Trait Anxiety Inventory and a shyness scale to ensure group comparability. A post-test consisting of five questions was administered to both groups after 2 weeks of training. There were no significant differences in pretraining scores for prior knowledge (p=0.67), trait anxiety (p=0.28), state anxiety (p=0.92), or shyness (p=0.42) between the avatar and control groups, indicating comparability at baseline. Post-training analysis revealed significantly higher post-test scores in the avatar group (median=80) compared to the control group (median=60) (p=0.03). Metaverse environments offer various benefits for students, educators, and educational institutions in health education programs. Representing learners and their identities in training environments can enhance learning outcomes.

Simulated spinal durotomy repair for orthopaedic resident training: a perfusion-based porcine cadaveric specimen as an in vitro animal model

BackgroundTraining in delicate spinal dura mater suturing techniques poses significant challenges due to patient safety and medicolegal concerns, driving the need for alternative training methods beyond traditional mentorship models. This study aimed to introduce and validate a training model for orthopaedic residents using perfusion-based porcine spines to simulate intraoperative durotomy and subsequent repair.MethodsNine junior orthopaedic residents were invited to participate. Three attending orthopaedic spine surgeons were included in the control group. Fresh porcine spines were used for the simulation, and a perfusion-based system was implemented to replicate cerebrospinal fluid circulation and apply hydrostatic pressure to the dura. Durotomies were made and mended with 6–0 prolene sutures, and the participants’ performance was assessed across six trials for repair speed and leakage pressure. Additionally, the self-confidence levels of the residents were analyzed before and after the training.ResultsWhile attending surgeons showed consistent performance across trials, residents demonstrated a 70% reduction in mean total time and a 62% increase in mean leakage pressure after training. Residents showed significant improvements in repair speed from Trial 4 and in repair quality from Trial 3 compared with Trial 1 as the baseline. The difference compared with attending surgeons became insignificant in repair speed from Trial 4 and in repair quality from Trial 2, indicating that the residents' performance approached that of the attending surgeons. Residents’ self-confidence increased significantly from a mean pre-training score of 1.1 to a mean post-training score of 4.3.ConclusionsThis simulation model, which utilizes fresh porcine spines and a perfusion-based system, is an accessible, cost-effective, and high-fidelity training method for dural repair during spinal surgery.

Analysing Knowledge Gain in Women Farmers: Insights from Tuber Crop Cultivation Training

Aims: This study aimed to assess the knowledge gain of women farmers participating in a training program on tuber crop cultivation in Thrissur district, Kerala. The training focused on improving their understanding of key agricultural practices related to crops such as cassava, elephant foot yam, coleus, and sweet potatoes. Study Design: Ex post facto design. Place and Duration of Study: The training was organized and conducted by the Center for Gender Studies in Agriculture and Farm Entrepreneurship Development, College of Agriculture, Vellanikkara, Thrissur, Kerala on March 2024. Methodology: A total of 50 women farmers were randomly selected from various panchayats in the Thrissur district to attend the training. A pre- and post-training evaluation was conducted using a structured questionnaire comprising 15 questions, covering topics such as variety selection, soil fertility management, pest and disease control, and post-harvest value addition, and so on. Using grapesAgri1 in R Studio 4.3.1 software, the data were analysed using statistical methods like frequency, percentage, t-test and coefficient of correlation. Results: Pre- and post-training knowledge scores were calculated and analysed using simple percentage formulas to assess knowledge gain. The study revealed a significant improvement in participants' knowledge post-training. The overall average pre-training knowledge score was 9.67 out of 50 (19.34%), while the average post-training score increased to 41.53 out of 50 (83.06%). T-test was also employed to compare the mean of pre-test and post-test evaluation. The percentage of knowledge gain in the pre-training and post-training evaluation were correlated with the independent variables such as age, education, family size, category and information source utilization. The results of correlation revealed that the independent variable such as age (X1), Education (X2), Category (X3) and farm size (X4) are negatively correlated and information source (X5) was positively correlated with the dependent variable. Conclusion: The training program effectively enhanced the knowledge of women farmers in key aspects of tuber crop cultivation, contributing to improved agricultural practices and the potential for increased productivity.

The effect of digital storytelling on women's human papilloma virus awareness: Randomized controlled experimental study.

This study aims to determine the effectiveness of the digital storytelling (DS) method in increasing human papilloma virus (HPV) awareness. The study was conducted in the gynecology and obstetrics outpatient clinic of a state hospital between April and December 2023. The universe of the study consisted of women who applied to the outpatient clinic between these dates and volunteered. A total of 80 women who met the inclusion criteria were included in the study (n = 40 for each group). Data for the study were gathered using Personal Introduction Form and Human Papilloma Virus Knowledge Scale. Repeated measures ANOVA method was used to determine the difference between the pre-training, post-first training and post-second training measurement scores according to the intervention and control groups. For significant ANOVA results, measurements with differences were compared pairwise using Bonferroni correction. All statistical analyses were examined at the p < 0.05 significance level. Socio-demographic characteristics and HPV awareness levels of women in the intervention and control groups were similar before training (p > 0.05). After the activity conducted with the digital story method in the intervention group, the HPV awareness levels of women in this group increased significantly (p < 0.05). Considering the development in each group, an increase in posttest scores is observed in both groups. However, when the increase amounts in each group in the intervention and control groups were examined, it was determined that all awareness levels increased more in the intervention group. In the intergroup comparison, it was determined that the mean measurements of general HPV knowledge, general HPV vaccine knowledge, and knowledge of the current HPV vaccination program of women in the intervention group at the first and second follow-ups after the training were higher than those in the control group. The DS method was effective in raising HPV awareness given to the intervention group. Health professionals and researchers can benefit from DS in providing health education and consultancy services such as HPV awareness.

Pediatric COVID-19 in Lesotho and Post-pandemic Implications on Lower Respiratory Infections in Children.

Background The United States Agency for International Development (USAID) Reaching Impact, Saturation, and Epidemic Control (RISE) program funded Jhpiego to support the Government of Lesotho's COVID-19 response, including two national COVID-19 treatment centers. To evaluate the status of post-pandemic pediatric respiratory care in Lesotho, we analyzed pediatric treatment center data and healthcare worker (HCW) performance on pediatric COVID-19 training offered to HCWs at COVID-19 treatment centers. Methods We conducted a retrospective cohort study of patients 15 years of age or less hospitalized at two COVID-19 treatment centers in Lesotho from May 1, 2020, to April 30, 2022. Patient data were extracted from hospital files. We used the independent sample t-test, Mann-Whitney U test, or Fisher's exact test to evaluate associations between exposure variables and death. We also assessed differences between pre- and post-training examination scores of three one-day HCW training on pediatric COVID-19 using paired t-tests. Results Overall, <15-year-olds comprised 18/1,448 (1.2%) hospitalizations. Twenty-two percent (4/18) of children were hypoxemic (oxyhemoglobin saturation <94%) within the first 24 hours and 44% (8/18) at any point in the hospitalization. Oxygen utilization increased over the two-year period (p=0.004) and all eight children with hypoxemia received oxygen (p<0.001). Four of 18 (22%) patients died. For HCW training, pre- and post-training examinations were completed by 76/82 (92.7%) participants. The overall mean pretraining score was 44.6% (standard deviation (SD) 15.7%). Mean scores improved by an average of 32.2% (95% confidence interval (CI) 27.7%, 36.6%, p<0.001) on the same day post-training examination. Conclusions National COVID-19 treatment center data indicate a low burden of severe pediatric COVID-19 disease in Lesotho. However, recognized HCW knowledge gaps suggest deficiencies in identifying and referring severely ill children, which may detrimentally impact the ongoing post-pandemic care of children with severe lower respiratory infections.

Impact of an educational intervention utilising a three-dimensional-printed model for ultrasound-guided intra-articular injections of the dislocated shoulder.

Intra-articular injection of local anaesthetic provides safe and effective analgesia for patients with shoulder dislocation. We designed a three-dimensional-printed ultrasound model of the shoulder to educate ED clinicians on use of this technique. We aimed to evaluate the impact of a 1-h training session using this model on participants' knowledge, skills and clinical practice. This was a prospective study of the clinicians working at two EDs in New Zealand. Participants (n = 20) took part in a 1-h educational session. We tested participants' performance before the session, afterwards and at 3 months using a 10-point objective structured clinical examination. We reviewed clinical records to determine whether there was increased utilisation of this technique among ED patients before and after the training. There was improvement in participants' OCSE performance (median pre-training score = 4.00, median 3-month post-training score = 7.00, P = 0.044) and self-reported competence and knowledge, which were sustained to the end of the study. There was increased use of intra-articular injection among ED patients with shoulder dislocation: 2 of 68 patients (3%) before and 11 of 76 patients (14.5%) after the study. Notably, most were performed by clinicians who did not take part in the study (n = 9). A 1-h training session using a three-dimensional-printed model improved participants objective structured clinical examination performance in ultrasound-guided injection of the shoulder joint. Although there was minimal change in the practice of participating clinicians, overall use of the procedure increased.

Comparative study on the impact of ‘Infographic versus video feedback’ on enhancing students’ clinical skills in basic life support

BackgroundEffective cardiopulmonary resuscitation (CPR) training for nursing students is crucial for improving patient outcomes in cardiac arrest scenarios. This study assesses the impact of infographic versus video feedback on enhancing nursing students’ clinical skills in Basic Life Support (BLS).MethodsIn a randomized controlled setting, 76 nursing students at Torbat Heydariyeh University of Medical Sciences were divided into two groups: one received infographic-based education and the other video feedback training. Pre- and post-intervention assessments measured knowledge and skill retention using validated questionnaires.ResultsPost-training, the infographic group showed significantly higher knowledge scores, while the video feedback group exhibited greater improvement in CPR skill performance. No significant differences were noted in pre-training assessment scores between the groups.ConclusionInfographic-based education enhances BLS knowledge retention, and video feedback improves practical CPR skills. This suggests potential benefits of a combined infographic and video feedback approach for optimizing CPR training outcomes, addressing a critical need in medical education.

Regional differences in police officer misperceptions: a quasi-experimental evaluation of sexual assault investigations training in Kentucky

ABSTRACT Our study fills an important research gap by investigating the differences in myths and misperceptions about sexual assault survivors among police officers (N = 388) and evaluating the effects of sexual assault investigations training across geographic regions. First, we assessed police officers’ pretraining rape myth acceptance and misperceptions of crime victim reporting behaviours. Second, we used a Solomon four-group quasi-experimental design to assess pretesting effects and evaluate the effect of training and jurisdiction type on officers’ adherence to rape myths and misperceptions of trauma. We used Ordinary Least Squares (OLS) models to evaluate regional differences in officers’ adherence to myths and misperceptions about survivors, the main effects of training, effects of training when considering jurisdiction type, and the moderating effects of officer jurisdiction type on training outcomes. Results showed lower pretraining scores for urban/suburban officers and significant improvements in post-training scores across geographic regions. In addition, officer jurisdiction type failed to moderate –change—the relationship between training and outcomes. This research improves our understanding of officer misperceptions regarding sexual assault survivors and the impact of specialised sexual assault training in different geographic contexts.

The knowledge and skills of emergency department registered nursing staff at an academic hospital in South Africa, on endotracheal tube cuff manometry, before and after a training session

IntroductionAccurate management of endotracheal tube cuff pressure is essential to prevent patient morbidity and mortality. Due to increased length of stay of critically ill patients in emergency departments, it has become an increasingly important skill among Emergency Department nurses. MethodsThis prospective longitudinal interventional study was performed among registered nurses at the emergency departments in a Johannesburg Academic Hospital. The study aimed to determine their current knowledge and practical skills on endotracheal tube cuff manometry and assess the effectiveness of a training program. The training program was provided once, in the form of a narrated PowerPoint presentation developed by the researchers and involved theoretical and practical components. The participants' theoretical knowledge and practical skills were measured by using questionnaires and skill assessments. The theoretical and practical scores were compared pre- and post-training. ResultsOf the 63 registered nurses employed in the emergency departments, 95 % (60) participated in this study. 86 % reported having never received any formal training on endotracheal tube cuff manometry. Only 38.9 % used cuff manometry as standard practice and only 12.8 % checked it at appropriate 12-hourly intervals. The pre-training median score on theory was 4.5 (IQR=3.0) and improved to 7.0 (IQR=3.0) post-training. The maximum achievable score was 11 with a pre-training average of 41.8 % and post-training of 64.5 % (p = 0.001).The practical pre-training median score was 1.0 (IQR=8.0) and improved to 12.0 (IQR=2.0) post-training. The maximum achievable score was 12 with a pre-training average of 29.1 % and a post-training average of 93.3 % (p = 0.001). ConclusionThis study showed inadequate knowledge and skills on endotracheal cuff pressure manometry among registered nurses in the emergency department. It also correlates with other evidence that supports the need for ongoing training programs. Our training program led to significant improvement among participants in both knowledge and practical skills. This training program was well received by participants and deemed to be practice changing. The recommendation after this study will be for South African emergency units to consider using this study and training material as a guide for annual in-service training.

A Reproducible Peritonsillar Abscess Incision and Drainage Model for Junior Trainees.

To describe the design and construction of a reproducible, low-cost, peritonsillar abscess (PTA) incision and drainage simulator and assess its impact on trainees' confidence. The 2-part simulator we developed consisted of a manikin head with a fixed, partially open mouth and a modular PTA mold. The mold is created by injecting a lotion and water mixture into plastic bubbles, followed by silicone solidification. Neodymium magnets secure the silicone-abscess packet to the manikin's palate. The simulator was utilized during an academic otolaryngology residency training program Annual Otolaryngology Boot Camp. A self-assessment Likert scale questionnaire was used to evaluate participants' confidence before and after simulator training. Fourth-year medical students and junior (first and second year) residents who participated in the boot camp and agreed to complete the evaluation were included. Three medical students, 17 PGY-1, and 10 PGY-2 residents agreed to complete the evaluation. All trainees agreed the model was useful for learning skills. The overall post-training confidence Likert scores of participants, and PGY-1 residents in particular, significantly improved compared to their pre-training scores (P < .001). Our model offers an affordable and efficient training opportunity for residents to enhance their competence in managing PTAs. This approach, with its simple yet effective design and low production cost, shows potential for scalability on a broader scale.

Tackling discrimination in medicine head on: The impact of bystander intervention training

Purpose A mixed-methods study to evaluate Bystander Intervention Training (BiT), a simulation-based small-group training programme designed to teach skills to tackle discrimination. Materials and methods Norwich Medical School delivered the intervention online between January 2020 and June 2023 to medical students, physician associate trainees, and qualified doctors. A sample of 569 participants was used in the main analysis. Participants completed pre- and post-training and follow-up evaluations. Results Paired post-training scores were significantly different (all p < 0.001) from the pre-training scores for all 12 questions, in favour of the post-training scores. Of the 159 participants who completed follow-up questionnaires, 27 (17.9%) reported having the opportunity to be an active bystander; of those, 23 (85%) intervened. Scores in the follow-up questionnaire were significantly higher than those in the pre-training survey and significantly lower than those in the post-training questionnaire (p < 0.001). Participants had an increased sense of responsibility to be an active bystander and were empowered to challenge discrimination. Participants from marginalised groups expressed positive views about the training. Conclusions Interventions that allow open discussion and carefully supported personal disclosure in safe spaces, where difficult and uncomfortable discussions can occur, with an opportunity to change behaviour, must be developed to tackle discrimination.

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

ChokeSafe: Empowering Children with Life-Saving Choking-Management Skills.

Choking stands as the fourth leading cause of unintentional injury deaths. This research aimed to evaluate the ability of young schoolchildren to grasp and remember choking-management techniques, as well as to compare the effectiveness of instructors. We conducted a randomized controlled trial to assess the impact of choking training on young children. We randomly selected 180 children aged 4-8 years and divided them into a training group (120 children) and a control group (60 children). We evaluated the students' response to a choking incident with a specific scenario one day before, one day after, and two and seven months after the training, as well as once to the control group. Before the training, there was no significant difference between the groups. However, after the training, the training group's scores showed a significant increase compared to their pre-training scores and those of the control group. Even at two- and seven-month post-training, the training group's scores had decreased but remained higher than their pre-training scores and those of the control group. Choking training can benefit young children. Our research highlights the equal importance of both regular classroom teachers and specialized personnel in imparting these essential skills. However, further research is necessary to confirm these observations and explore methods for sustaining the acquired knowledge from the training.

The Development of Teacher Training Curriculum for Organizing of Learning Experiences to Enhance Social Development for Persons with Autism Spectrum Disorder

The present study sought to (1) assess the needs in the development of the teacher training curriculum on providing learning experiences for promoting social development among persons with autism spectrum disorder (ASD), (2) develop the curriculum, and (3) examine its effectiveness. A mixed-method approach and research and development were adopted. The data were collected during July 2022–April 2023. The results are reported: 1. A review of documents, literature and related studies showed that teacher preparation was required for promoting persons with ASD’s social development. Additionally, the survey indicated that the school directors’ primary need for self-improvement was the frequency of attending training programs (PNIModified = 0.54), while that of the teachers was knowledge and understanding of promoting social development (PNIModified = 0.21). Also, the school directors’ strongest need in providing learning experiences was continuous promotion of social development (PNIModified = 0.47), and that of the teachers was implementation of learning activities based on lessons plans (PNIModified = 0.21). 2. The developed curriculum comprised eight components: rationale, objectives of the curriculum, contents, training activities and methods, training materials, durations, venues, and measurement and evaluation. Concerning its quality, the curriculum achieved a high level of suitability (x = 4.38, S.D. = 0.16). 3. After the curriculum implementation, the teachers achieved higher post-training scores (x = 22) than their pre-training scores (x = 17.20) and were most satisfied (x = 4.71, S.D. = 0.08). Provision of learning experiences achieved a mean score of 84.67%.

Comparison The Effect of Two Educational Methods (Widcast and Traditional) on Nursing Care Knowledge for Gastrointestinal Scopes in Nursing Students

Introduction: Using innovative teaching methods in response to rapid changes in the needs of communities is fundamental necessity. Virtual education and its diversity compared to traditional methods raise the question of which one will be more effective in achieving educational goals. The aim of this study is to compare the effect of video-based and traditional teaching methods on nursing students' knowledge of gastrointestinal endoscopy care. Methods: This semi-experimental study was conducted on 80 third-year nursing students at Iran University of Medical Sciences who were randomly divided into two groups of traditional and virtual (video-based) training in the practical unit of gastrointestinal endoscopy at Firouzgar Hospital. To evaluate participants` knowledge a specialized 25-question test was administered before and after traditional and video-based training for both groups. Data were analyzed using Descriptive statistics including independent T-test and paired T -test through SPSS. Results: A total of 80 nursing students participated in the study. The mean age of individuals in the traditional training group was 23.80±3.23 years and in the virtual training group was 21.80±0.21 years. There was no significant difference in the mean pre-training knowledge score between the video-based and traditional groups. Although after intervention, increase in knowledge of video-based group were observed. Conclusion: This study showed that implementing video-based teaching methods leads to a greater increase in nursing knowledge compared to traditional methods in nursing students. Therefore, developing educational programs using such methods can play a useful role in improving nursing students' knowledge and training nurses with sufficient practical awareness and can replace traditional methods..

Implementation of a patient safety training program in radiation oncology residency: A pilot study.

An educational program using Radiation Oncology-Incident Learning System (RO-ILS) was developed to improve safety culture and training for radiation oncology (RO) residents. The program included a pre-training assessment, interactive training, integration of residents into quality assurance meetings, and a post-training assessment over a 3 month rotation. Twelve residents completed the safety training program. Pre-training assessment mean scores (five-point scale) of experience with Incident Learning Systems (ILS), root-cause analysis (RCA), failure-mode and effect analysis (FMEA), safety training, and culture were 2.3, 2.8, 2.0, 4.0, and 4.4, respectively. Post-training assessment showed a significant increase in ILS 4.0 (p<0.001), RCA 3.8 (p=0.008), and FMEA 3.3 (p=0.006) and safety culture (4.8, p=0.043). Additionally, residents were anonymously surveyed ≥ 10 months after graduation to determine the long-term value of the program. The overall assessment from the graduated residents indicates that this education is valued by RO in many institutions. The majority of the residents are either currently utilizing or plan to utilize the information gained in this program in their new institutions. We report a successful implementation of a safety training program in a RO residency with significant improvements in self-reported confidence with the concepts of ILS, RCA, and FMEA and an improved perception of safety culture. This program can be implemented across all residency programs.

What can veterinary professionals do? Measuring the effect of one domestic violence training pilot program on veterinary professionals' capacity to recognize, respond, and refer human victims of domestic violence.

Veterinary professionals have a key role in facilitating multi-agency collaboration to prevent and respond to domestic violence (DV) in situations where animals may be directly or indirectly involved. Yet despite their position as potential touchpoints for victim-survivors with animals, many veterinary professionals do not feel equipped to act on suspicions or disclosures of DV. In response to this identified need, one service operating in Melbourne, Australia, developed the Vet-3R's training program (Recognize-Respond-Refer) which was piloted on 65 veterinary professionals in Melbourne's Eastern Metropolitan Region. This is an exploratory study aimed at measuring the effect of the Vets 3-R's program on veterinary professionals' confidence and capacity to recognize, respond and refer victims of DV. Participants were invited to complete online surveys before and after the training to evaluate their understanding of DV and their capacity to support suspected victim-survivors with animals who present at their service. The pre-training self-evaluation scores indicated that while most veterinary professionals are aware of the link between animal abuse and DV, they lack the confidence to respond and refer individuals when confronted with suspicions or disclosures of abuse. However, upon completion of the Vets 3-R's program, participants reported marked improvements in their ability to recognize, respond, and refer victim-survivors. The most significant improvement could be seen in participants' self-reported ability to respond appropriately to suspicions of DV. While results are indicative only due to the small sample size, this study suggests that veterinary professionals may be an underutilized intervention point for DV victim-survivors with animals. The Vet-3R's training program can be a useful tool for increasing effectiveness of this intervention point to safely assist DV victim-survivors. More research on similar programs with a larger cohort of participants would be beneficial to measure the impact of such programs on a wider scale.

Intelligent play: How improv can improve clinician's emotional intelligence.

Emotional intelligence (EI) of physicians significantly impacts their personal well-being and professional success with broad implications in health care. A focused training on EI is often lacking in medical curricula. We sought to understand the impact of improvisation training on clinicians' EI. Four online medical improv workshops were offered to a diverse group of physicians with varied levels of practice experience including medicine-paediatric residents, paediatric educators, practising paediatricians and internal/family medicine clinicians. The improv training was thoughtfully curated and remained consistent for all four cohorts, lasting 2 h. Self-reported EI scales (pre and post) were captured using an online survey tool. The overall EI score and the scores of three EI components were compared before and after training. Out of 64 participants, 41 participants (64%) completed both the pre- and post-surveys and were included in the final analysis. Participant's pre-training score (mean:123.9, range: 121.1-126.7) was compared to their post-training score (mean:128.9, range: 126.3-131.3). The t tests comparing EI scores showed that compared to pre-intervention, participants on average scored 4.9 points higher (95% CI: 3.1-6.7; p< 0.01) on the overall scale, 2.2 points higher (95% CI: 1.2-3.2; p< 0.01) on the appraisal score, 1.4 points higher (95% CI: 0.8-2.0; p< 0.01) on the regulation score and 1.2 points higher (95% CI: 0.4-2.1; p= 0.01) on the utilisation score. Improv training is an innovative method to fill the crucial gap in EI curricula. There was a statistically significant improvement in average score for clinicians' EI after a pilot improv training programme.