Preferred Delivery Method Research Articles

Assessment of parental awareness of the shaken baby syndrome in Ireland.

Shaken baby syndrome (SBS) results in cerebral trauma. Creating awareness through education may improve parental response to a distressed infant. We aim to assess current parental understanding of SBS and identify knowledge gaps. A prospective assessment was carried out in two independent maternity hospitals (National Maternity Hospital (NMH) and Midland Regional Hospital (MRH)) over a 4-month period. Multi-dimensional questionnaires were distributed to parents (n = 233) and results were assessed anonymously. Statistical analysis was performed using SPSS21 software. Two hundred thirty-three participants were included: n = 114 (NMH), n = 119 (MRH). Fifty-four percent (n = 62, NMH) and 50 % (n = 60, MRH) had never heard of SBS. Of those who had, media was the commonest source: 94 % (47/50) NMH; 86 % (47/59) MRH. Less than 1 % of participants obtained information through a health care provider. Nearly all respondents wanted further information, regardless of whether they had prior knowledge (100 % (NMH); 99.2 % (MRH)). Participants wanted information delivered via a midwife (51 % (58/114) NMH; 45 % (54/119) MRH), with reading material (61 % (69/114) NMH; 59 % (70/119) MRH), during pre-natal period (50 % (57/114) NMH; 65 % (77/119) MRH). Importantly, parents of Irish origin were more likely to have heard of SBS compared to those of non-Irish origin (p = 0.026 (NMH), p = 0.020 (MRH)). Half of all participants had no prior knowledge of SBS, with majority expressing interest in learning more. Therefore, a national "Don't Shake" campaign is evolving. • Studies have shown that educating parents regarding shaken baby syndrome (SBS) may result in a more safe and appropriate response to infant crying [ 3 ]. • In Ireland, there is no such education provided to parents in maternity hospitals. What is New: • Just over half of our participants had not heard of SBS, and we have identified parental perceptions of SBS, and parents preferred method of anti-SBS education delivery. • This research will act as a launching platform for an anti-SBS campaign in Ireland.

Patients Prefer Results From the Ordering Provider and Access to Their Radiology Reports

PurposeImaging results are generally communicated to patients by referring providers. Directly communicating results has been suggested as a way for radiologists to add value, though few studies have investigated patients’ preferences in this regard. The aim of this study was to determine patients’ preferences for receiving their imaging results. MethodsIn this institutional review board-approved study, adult outpatients undergoing CT or MRI at an academic medical center and an affiliated county hospital over a 4-week period (n = 2,483) were surveyed. The survey assessed patients’ preferred delivery method for radiology results and their understanding of radiologists’ education and role. ResultsA total of 617 surveys (25% response rate) were completed, 475 (77%) and 142 (23%) by academic medical center and county hospital patients, respectively. Among all respondents, the majority of patients (387 of 617 [63%]) preferred models of results delivery centered on the referring physician as opposed to the radiologist. Regardless of who verbally relayed the results, 64% of all respondents (398 of 617) wanted the option to receive a copy of the report, and 522 of 614 (85%) wanted to see their images. Among patients wanting copies of their reports, academic medical center patients expressed equal interest in mail, e-mail, and online portal options (33%, 31%, and 36%, respectively), and county hospital patients preferred mail (55%, 28%, and 17%, respectively) (P < .001). ConclusionsPatients prefer receiving their imaging results through their referring providers. Many patients would also like to view their images and receive copies of their reports, potential avenues through which radiologists could add value.

“The Learner Knows Best”: A Needs Assessment to Inform and Validate a Clinical Training Program

Radiotherapy professional practice is inherently dynamic. Anecdotal feedback and informal peer observations identified variances in practice. In response, the education team created a case-based curriculum to standardize training among clinicians. Topical content was driven informally by clinical educators and the administration. Our aim was to validate the curriculum design both in content and delivery via a needs assessment post-implementation. 44 Radiation Therapists responded (37%). A needs assessment (survey) was distributed to capture measures on own education needs, colleague practice gaps, as well as preferred delivery method. The survey included capture of impact to clinical practice as an integration measure. The respondents identified their own learning needs in the domain of current practice guidelines (30%) as well as focused foundational knowledge (60%). The greatest practice gap identified was in clinical reasoning (45%) validated in measures of need and importance. An intentional interprofessional training curriculum was preferred (75%). Increased confidence (64%) and development in knowledge, skills and judgement (67%) were identified as being most impacted. The needs assessment validated the curriculum design in content and delivery. Aligned with early pre- and post-measures, the education curriculum was positively received. The downstream impact to clinical practice was evidenced by indication of the “current” integration of the learning by clinicians. To ensure greatest impact from learning, a formalized training program must be informed by clinician needs. Integration into practice should be driven by self-awareness of gaps in their own knowledge, skills and judgement.

Tribute to a great obstetrician: in memory of Ingemar Ingemarsson.

Ingemar Ingemarsson, grew up in a rural area in Smaland in the southern part of Sweden. He studied and graduated at the Medical Faculty at Lund University and started his career in obstetrics and gynecology in 1972 at the University Hospital in Lund. He defended his PhD thesis in 1975, was appointed consultant and later became Head of the Department and Professor in Obstetrics at Lund University. In 1997 the Royal College of Obstetricians and Gynaecologists acknowledged Ingemar Ingemarsson's contributions to our speciality and honored him by the "Fellow ad eundum" award; one of seven Swedish obstetricians and gynecologists to be given that honor. This article is protected by copyright. All rights reserved.

Preference and views on lecture delivery methods of clinical students in Bayero University Medical School

Background: Lectures are essential parts of undergraduate medical education for the transfer of information to students. The traditional method of lecture delivery is widely practiced while some lecturers prefer the use of multimedia powerpoint. Objectives: This study intends to find out the preference and views on lecture delivery methods among the clinical students of Bayero University Medical School. Materials and Methods: This is a descriptive cross-sectional study involving the 400, 500 and 600 levels students. Self-administered pretested questionnaires were administered. Data were analysed by the use of frequencies and percentages. The difference between the various classes was analysed using one-way ANOVA with a P < 0.05 considered to be significant. Results: The age range is between 20 and 41 years with a mean age of 24.9 ± 2.91. There are 171 males and 90 females with a male: female ratio of 1.9:1. The predominant method of lecture delivery by teachers is the use of multimedia powerpoint, 215 (82.4%). Most of the students, 185 (70.9%) prefer a combination of the traditional and powerpoint methods, whereas 13 (12.6%) prefer the use of powerpoint while a minority 33 (5%), the traditional method. Majority, 181 (69.3%) are of the view that the duration of lectures should not exceed 1 h. Conclusion: A combination of the traditional method and multimedia powerpoint is the preferred lecture delivery method of Bayero University clinical students and they opined that lectures should not exceed an hour.

Methods of instruction in the National University: Preferences, opinions, and students' perception (2014-2015)

Background: The methods of instruction in pharmacy education are crucial and are meant to suit the professional development and encompass the advanced variety of services and functions provided by the pharmacists to serve individual patients. The aim of this study was to determine the students' opinions on the adopted and preferred methods of instruction in Pharmacy College in National University, - Sudan. Method: A questionnaire was distributed to 166 pharmacy students, who belonged from the second to fifth year batches. All retrieved questionnaires were analyzed. Results: Interactive lecturing was dominant (51%). The preferred language of instruction was combined English and Arabic (71%). A cocktail of traditional and electronic aids was used and was the preferred lecture delivery method (73.5%). Surprisingly, only (15.6%) agreed that attending lectures improves understanding and final grades and this synchronized with their opinion in the lecturers because their lectures are not clearly outlined or presented in an easy way and even they are not concerned with their understanding and participating in the lectures. Block system is the preferable system by 76% of students, based on its characteristics and unexpectedly they preferred to be examined by the end of the block and not by the end of the semester (76.5% vs. 23.5%), respectively. About 55.4% of students agreed that problem-based learning (PBL) is very useful and skill-gaining technique, whereas 27.8% disagreed and 16.9% were neutral. Majority of students (144 [86.7%]) confirmed that tutorials are useful learning methods. Involvement of PBL and tutorials should be expanded. About 70% of students disagreed that they depend on handouts in studying and 63.2% of them use references. Conclusion: Adopting an interactive method of lecturing will enable an active role of students in the learning process. Selecting bilingual type of instruction media enhances the knowledge as well as attracting students' contribution. Application of intellectual and entertainment activities to the curriculum helps in motivation and increases the durability of the block system pressure.

Preferred Delivery Method and Acceptability of Wheat-Soy Blend (WSB++) as a Daily Complementary Food Supplement in Northwest Bangladesh

Fortified blended foods (FBFs) are widely used to prevent undernutrition in early childhood in food-insecure settings. We field tested enhanced Wheat Soy Blend (WSB++)—a FBF fortified with micronutrients, milk powder, sugar, and oil—in preparation for a complementary food supplement (CFS) trial in rural northwestern Bangladesh. Formative work was conducted to determine the optimal delivery method (cooked vs. not) for this CFS, to examine mothers’ child feeding practices with and acceptance of the WSB++, and to identify potential barriers to adherence. Our results suggest WSB++ is an acceptable CFS in rural Bangladesh and the requirement for mothers to cook WSB++ at home is unlikely to be a barrier to its daily use as a CFS in this population.

Variations in perceived parenting education preferences: a person-centred approach

Parenting education needs assessment surveys were collected from a large group of the parents or caregivers of 698 0–5-year-old children in southern Nevada. Survey questions addressed parenting education interests, family characteristics, and preferred delivery methods of parenting education. Cluster analysis was used to empirically determine if varying interest in parenting education topics would reflect distinct patterns of parents’ perception, and revealed a three-cluster solution that best fits the data. The three clusters differed on parents' or caregivers’ perception of interest in general child-centred topics, specific child-centred topics, and self-, family-, or environment-centred topics. Clusters also differentiated the parents or caregivers by family characteristics and preferred delivery methods of parenting education. The implications of these results for understanding various patterns of parents' perceived interests as well as their relation to family characteristics and preferred delivery methods of parenting education are discussed.

Primary care provider (PCP) views on survivorship care plans (SCPs) generated by an electronic health record (EHR).

168 Background: SCPs may address inadequate provider-to-provider communication but PCP views regarding EHR-generated SCPs have not been assessed. A multiple choice survey was used to evaluate an EHR-generated SCP for appropriate content, length, perceived accuracy, need for updates and preferred method of delivery (the Clinican survEy of Care Plan [ChECkuP]). Methods: PCPs were recruited from the Wisconsin Research and Education Network (WREN), a cohort of family practitioners working in urban and rural Wisconsin. WREN practitioners were e-mailed and invited to participate if they currently saw patients with a breast cancer history. PCPs were provided a sample 10-page EHR-generated SCP and completed the ChECkuP at one time point. Results: 36 PCPs participated in Summer 2014. Most PCPs reported the sample EHR-generated SCP as accurate (75%), easy to use (58%) and useful in coordinating care (75%). Few felt using SCPs would disrupt their clinic workflow (11%) or that SCP use would take too much time (14%). Most (75%) preferred receiving SCPs via EHR, vs paper (36%), having the patient provide (19%) or viewing the SCP on an external website (6%). Most deemed consistent provision (69%) and standard location (78%) important. With regards to timing, 42% reported desiring an SCP immediately after completion of primary treatment. However, PCPs requested some changes: 33% requested a shorter SCP (ideally 1-3 pages) and 53% advocated for SCPs specifically written for PCPs rather than producing one document for both PCP and survivor. Also, most (53%) felt that SCPs should be updated based on information changes rather than on a regular schedule, including changes to screening guidelines (100%), late or long term side effects (89%) and followup recommendations (95%). Conclusions: PCPs regarded EHR-generated SCPs as useful in coordinating care between oncologists and primary care. PCPs desired a standardized SCP accessible within the EHR. EHR-generated SCP content, length and layout will be revised based on the feedback provided. Clinical trial information: OS12122.

Gateway®-compatible plant transformation vectors.

Studies in functional genomics and crop improvement programs often rely on the introduction and expression of transgenes in plants. There are two essential components required for in planta transgene expression, a plasmid vector on which the transgene sequence is carried and a delivery system capable of transferring the vector to the target cells. Agrobacterium-mediated plant transformation and the binary plasmid vector system is the preferred method of transgene delivery. The cloning technologies used for DNA manipulation underpin many of these studies. Increased demand for efficient high-throughput transformation systems is driving forward improvements in gene cloning techniques. This chapter gives an overview of Gateway(®)-compatible binary vectors for use in Agrobacterium-mediated transformation systems. It describes a fast, efficient, and robust cloning protocol for the production of an over-expression binary vector using Gateway(®) recombinational cloning.

Continuing Educational Needs of APHA Members Within the Professional Public Health Workforce

To examine the continuing education needs of and method of course delivery for American Public Health Association (APHA) members. The APHA Education Board developed a list of 37 potential continuing education courses, 20 of which were linked to course competencies. An electronic survey of 22 104 APHA members was conducted to determine members' priorities. Survey data included age, gender, race/ethnicity, highest academic degree obtained, workplace setting, educational needs, and preferred method of course delivery. Data were primarily analyzed using descriptive statistics. Demographic data, educational needs, and preferred method of course delivery. Respondents numbered 5058, with 3836 (75.8%) interested in continuing education. For those indicating an interest, approximately 6 course areas per person were identified. A number of specific course areas were emphasized, including Leadership and Systems Thinking Skills and Policy Development and Program Planning. More than 50% of respondents favored obtaining courses using an online or computer-based format. Of the 24% uninterested in continuing education, 78% were in the age range of 25 to 65 years. Although this study identified continuing education needs of a wide cross section of APHA members, the response rate was low. Additional surveys should be conducted periodically to update course offerings and identify gaps in workforce training. Reasons for any disinterest in continuing education in public health should be explored.

Continuing professional development training needs of medical laboratory personnel in Botswana.

BackgroundLaboratory professionals are expected to maintain their knowledge on the most recent advances in laboratory testing and continuing professional development (CPD) programs can address this expectation. In developing countries, accessing CPD programs is a major challenge for laboratory personnel, partly due to their limited availability. An assessment was conducted among clinical laboratory workforce in Botswana to identify and prioritize CPD training needs as well as preferred modes of CPD delivery.MethodsA self-administered questionnaire was disseminated to medical laboratory scientists and technicians registered with the Botswana Health Professions Council. Questions were organized into domains of competency related to (i) quality management systems, (ii) technical competence, (iii) laboratory management, leadership, and coaching, and (iv) pathophysiology, data interpretation, and research. Participants were asked to rank their self-perceived training needs using a 3-point scale in order of importance (most, moderate, and least). Furthermore, participants were asked to select any three preferences for delivery formats for the CPD.ResultsOut of 350 questionnaires that were distributed, 275 were completed and returned giving an overall response rate of 79%. The most frequently selected topics for training in rank order according to key themes were (mean, range) (i) quality management systems, most important (79%, 74–84%); (ii) pathophysiology, data interpretation, and research (68%, 52–78%); (iii) technical competence (65%, 44–73%); and (iv) laboratory management, leadership, and coaching (60%, 37–77%). The top three topics selected by the participants were (i) quality systems essentials for medical laboratory, (ii) implementing a quality management system, and (iii) techniques to identify and control sources of error in laboratory procedures. The top three preferred CPD delivery modes, in rank order, were training workshops, hands-on workshops, and internet-based learning. Journal clubs at the workplace was the least preferred method of delivery of CPD credits.ConclusionsCPD programs to be developed should focus on topics that address quality management systems, case studies, competence assessment, and customer care. The findings from this survey can also inform medical laboratory pre-service education curriculum.

Students’ views on the incorporation of commercial awareness in real estate education

Purpose – The purpose of this paper is to review how real estate students perceive and define commercial awareness, which is one of the most important employability skills. This paper also examines students’ perceptions about how their courses support and develop their commercial awareness. In addition, it compares students’ and academics’ views on commercial awareness and identifies whether there are any gaps. Design/methodology/approach – This paper presents the research findings of a questionnaire survey and e-mail discussions with students who are currently studying Royal Institution of Chartered Surveyors (RICS)-accredited real estate courses in the UK. The questionnaire aimed to gather students’ views on the definitions and components of commercial awareness and identify what skills and attributes are required for its development. It also evaluates how commercial awareness has been embedded in the real estate courses. The aim of each discussion was to gain deeper insight on how components of commercial awareness are embedded in real estate courses, and 17 discussions were conducted. The contents of the e-mail discussions were analysed and similar themes were identified and coded. The frequency of the answer in the questionnaire and comments from interviewees is presented. The findings from students’ views have been compared to published research reporting UK RICS-accredited real estate course providers’ views on commercial awareness. In addition to descriptive statistics, Fisher's exact test was used to identify the statistical significance between the academics’ and students’ views on commercial awareness. Findings – The UK real estate students agreed that the most important definition of commercial awareness is a “person's ability to understand the economics of business”. They agreed that “financial” component is the most important component of commercial awareness and it is the largest portion of their courses. The most important skill and attribute for commercial awareness development are “critical thinking” and “ability and willingness to update professional knowledge”, respectively. Although the descriptive analysis shows students and academics have different views on the definition and components of commercial awareness and its incorporation within real estate courses, the Fisher exact test shows that only a few elements are different enough to be statistically significant. This analysis shows that while students and academics have slightly different views on commercial awareness they are not very different. Commercial awareness is an important employability skill, thus, it is still necessary for real estate academics to re-visit the curriculum and to ensure learning outcomes related to commercial awareness have been clearly explained and communicated to students. Furthermore, it is vital for students to obtain practical experience in order to fully develop their commercial awareness. Originality/value – This paper is a pioneer study focused on reviewing real estate students’ views on commercial awareness, including identifying its definition, components and evaluating the extent to which commercial awareness has been embedded in their courses. It also identifies the skills and attributes that students thought were required for the development of commercial awareness. Furthermore, it discusses students’ preferred ways of enhancing their commercial awareness as part of the course they are studying. It is the first study identifying the statistical difference between students’ and academics’ views on commercial awareness. The understanding of students’ views on commercial awareness, their preferred delivery method and the divergence between students’ and academics’ views on commercial awareness can provide useful insights for course directors on the development and renewal of real estate course curriculum.

Decision making after BRCA genetic testing. Down the road of transition.

The purpose of this study was to evaluate women who have completed hereditary cancer risk assessment and BRCA genetic testing to determine if they considered themselves prepared to proceed with decision making regarding cancer screening and prevention options. Levels of decisional conflict were explored, as was their preference for information delivery. The prospective, descriptive survey was conducted at a breast and clinical genetics clinic at a comprehensive cancer center in the northeastern United States. Twenty-seven female participants completed the Preparation for Decision Making scale, Decisional Conflict Scale, and a demographic questionnaire. Scores were consistent with high levels of preparation for decision making and low decisional conflict. The face-to-face approach was the preferred method for information delivery. Subgroup analysis demonstrated a difference in the measured objectives based on cancer status but not based on BRCA status. The current information delivery approach is meeting the decision-making needs of women considered to be at increased risk for hereditary breast and ovarian cancer.

Differences Among Preferred Methods for Furthering Aging Education in Ohio

Workers serving Ohio's aging population will require increased levels of gerontological education. Using data from 55 Ohio counties, this project investigated the educational needs and reasons for seeking education from professionals in aging. Respondents reported interest in attaining aging related education. Preferred delivery methods included web based and interactive satellite instruction. Continuing education credit was preferred over college credit even though a high percentage indicated a desire for an additional degree (69.8%). Despite over 30 years of Ohio's universities providing aging related education, 58.6% of respondents have no formal aging related training, and 11.7% have only a single course in aging. Gerontological topics that most interested participants in an area for further understanding were Alzheimer's/dementia, medication, and mental health issues.

The informational needs of patients with ANCA-associated vasculitis--development of an informational needs questionnaire

The aim of the study was to compare the informational needs of patients with ANCA-associated vasculitis (AAV). We developed a Vasculitis Informational Needs Questionnaire that was distributed to members of Vasculitis UK (VUK) by mail and registrants of the Vasculitis Clinical Research Consortium (VCRC) online registry with self-reported AAV. Patients were asked to use a 5-point scale (1 = not important, 5 = extremely important) to rank aspects of information in the following domains: disease, investigations, medication, disease management and psychosocial care. The source and preferred method of educational delivery were recorded. There were 314 VUK and 273 VCRC respondents. Respondents rated information on diagnosis, prognosis, investigations, treatment and side effects as extremely important. Information on patient support groups and psychosocial care was less important. There was no difference in the ratings of needs based on group, sex, age, disease duration, disease or method of questionnaire delivery. The most-preferred methods of providing information for both groups were by a doctor (with or without written material) or web based; educational courses and compact disc/digital video disc (CD/DVD) were the least-preferred methods. This study demonstrates that people with AAV seek specific information concerning their disease, treatment regimes and side effects and the results of investigations. Individuals preferred to receive this information from a doctor. Patients with AAV should be treated in a similar manner to patients with other chronic illnesses in which patient education is a fundamental part of care.

Adult protection training for community nurses: evaluating knowledge following delivery using participant-favoured training methods

Purpose – The purpose of this paper is to measure nurses’ knowledge about Adult Support and Protection (Scotland) Act 2007 before and after a one-day training course using participants’ favoured methods of training activities. Design/methodology/approach – A repeated measures design was used to evaluate the impact of a one-day Adult Support and Protection training on pre-training knowledge of community nurses across one NHS area. Participants’ favoured methods of training activities were used in the training. Participants were community nurses working in learning disability, mental health, older people's services, acute services, substance misuse, and accident and emergency. All completed a training needs analysis and training preferences study. Individual and group scores on an Adult Support and Protection knowledge questionnaire were analysed pre- and post-training. Findings – There was a statistically significant increase in scores post-training (Wilcoxon's signed-ranks test). Individual increases ranged from 2.5 to 27.5 per cent, with a mean score of 15 per cent. Evaluation of the impact of nationally approved Adult Support and Protection training is needed and training should take account of participants’ existing knowledge and preferred methods of training delivery to improve the transfer of learning into practice. Research limitations/implications – Participants were self-selecting. Existing knowledge was not controlled for in the sample. No longitudinal follow up to measure retention of any improvements in knowledge. No control group. Training methods used were based on the expressed preferences of 40 nursing staff, but only 18 of these staff participated in the training day. Originality/value – There is a dearth of research in evaluating the impact of the adult protection training on staff knowledge and understanding. Designing training activities and content to take account of participant preferences, and areas where knowledge is weakest may enhance the effectiveness of training in this area. This research was funded as a Queens Nursing Institute Community Project. It builds on a pilot project

Using Father Preference Data to Increase Father Engagement in Evidence-Based Parenting Programs

Survey (n = 161) and focus group (n = 15) methods were used to collect data from a community sample of New Zealand fathers about their knowledge and experience with parenting programs, and their preferences for program content, features, and delivery methods. The prevalence of perceived child behavioral and emotional difficulties, parenting risk and protective factors, fathers’ parenting confidence, and the family and personal correlates of father preferences were also examined. Survey results showed that fathers’ knowledge and experience of available parenting programs was low. The topics rated most highly by fathers to include in a program were building a positive parent–child relationship, increasing children’s confidence and social skills, and the importance of fathers to children’s development. Fathers’ most preferred program delivery methods were father only group programs, individually-tailored programs, and a range of low intensity options, including seminar, television series, and web-based. Program features most likely to influence father attendance were demonstrated program effectiveness, location of sessions, practitioner training, and that content addressed personally relevant issues. Fathers’ level of education, stress and depression, and perceptions of child behaviour difficulty were linked to program content and delivery preferences. New insights were gained from focus group participants about messages to include in program advertisements and program content to emphasise in order to engage fathers. Findings highlight a variety of program and delivery options that could be offered to meet a range of father parenting support needs, including concerns about coping with specific child behaviours and emotions, and managing personal and parenting stress.

Challenges, Needs, and Experiences of Recently Hospitalized Cardiac Patients and Their Informal Caregivers

Cardiovascular disease (CVD) is the leading cause of death in the United States. Unpaid family caregivers of patients who experienced a cardiac event may occupy a key position in disseminating continuous health messages to these patients, yet more information is needed to guide the development of educational and behavioral interventions targeting caregivers. The purpose of this qualitative study was to assess the challenges, needs, and personal experiences of cardiac patients and their informal caregivers to explore the types of programs and services that would be most beneficial in promoting adherence to national CVD guidelines among cardiac patients and their caregivers. Patients who had been admitted to the cardiovascular service line of a large urban academic medical center and their informal caregivers (N = 38, 63% women, 74% white) participated in semistructured interviews and focus groups. Participants were asked to speak about 4 major categories of their personal experiences: support, challenges, coping, and program delivery, to determine their needs, the kind of educational interventions that would be most helpful to them, and how they would prefer this information/education to be delivered. Both patients and caregivers ranked diet as the most pressing challenge (91% and 78%, respectively). The Internet, television, and social media were the preferred methods of delivery of such programs. Challenges most commonly cited by caregivers and patients included issues related to taking/administering prescribed medications and medication side effects, and mental stress. Caregivers expressed that not knowing what to expect after the patient's discharge from the hospital was a major stressor. These findings may inform the development of educational interventions targeted to cardiac caregivers so that they may be more effective in assisting the patients in their care to adhere to national CVD prevention guidelines.

Impact of mobile phone based agro-advisories on knowledge of sunflower (Helianthus annuus L.) farmers’

The productivity of rabi sunflower (Helianthus annuus L.) is low in Andhra Pradesh (892 kg/ha). In order to achieve higher productivity of sunflower, farmers need to access a wide range of information related to production technologies, post-harvest processes, remunerative markets, credit and weather. The increasing penetration of mobile phone networks and handsetsin India presents an opportunity to make useful information more widely available and plays a significant role in technology transfer. Thisstudy was conducted with sunflower farmers of Mahaboobnagar district, Andhra Pradesh, India with the objectives of assessing the farmers preferred extension delivery methods, their needs and perceptions of use of mobile phones and the gain in knowledge on sunflower production technologies due to mobile phones. The knowledge scores showed significant differences between pre- and postdissemination of messages over mobile phones, which indicated that substantial improvement in knowledge, is possible with the use of mobile phones as source of knowledge access.