Self-paced Learning Modules Research Articles

The feasibility of developing an online teacher training program for a neuroscience-informed mental health intervention for Japanese students

Background Neuroscience-informed mental health intervention involves integrating neuroscientific knowledge into mental health interventions, showing potential in effectively enhancing children's mental health. Online platforms are deemed suitable for teaching these strategies to Japanese teachers, especially, under the coronavirus disease (COVID-19) pandemic. However, there is a lack of research investigating the appropriateness, feasibility, learning needs and goals to develop an online teacher training program focuses on teaching neuroscience-informed mental health intervention. Methods Employing a single-group survey design, this study sought to fill the research gap by conducting surveys and interviews to 20 teachers and 245 students in a Japanese primary school. This study adopted a mixed-method approach, incorporating both qualitative and quantitative data collection from students and teachers. Results Quantitative analysis of student surveys revealed that nearly 30% of students had low subjective well-being and high emotional distress. Thematic analysis of teacher interviews revealed the challenges faced by Japanese educators in delivering effective mental health support, partly attributed to a lack of training in mental health intervention. Approximately 80% of teachers expressed strong or moderate interest in learning about neuroscience-informed mental health intervention. These findings supported the appropriateness and feasibility of an online teacher training program in this domain. Thematic analysis of teacher interviews also revealed the importance of practicality, providing teachers with easily deployable intervention resources, and delivering comprehensive instruction in both intervention and prevention strategies. The analysis also suggested that a format consisting of 6-10 concise, self-paced learning modules, complemented by a brief online interactive session, would be suitable for the online teacher training program focused on teaching neuroscience-informed mental health intervention. Conclusions Future research should focus on developing and evaluating an online teacher training program dedicated to delivering neuroscience-informed mental health intervention. Such a program holds promise for enhancing the mental health of children, integrating the findings from this study.

Feasibility of Teaching Emergency Department Nurses to Determine Fetal Heart Rates Using Bedside Ultrasound Versus the Hand-Held Doppler

BackgroundThe current nursing standard for assessment of injured pregnant patients ≥12 weeks presenting to the emergency department (ED) includes obtaining an auditory fetal heart rate (FHR) measurement using a handheld Doppler (HHD). If the audible lower maternal heart rate is mistakenly determined as the FHR, the misidentified rate can cause false concern for fetal distress. PurposeA feasibility study was performed to investigate if nurses could accurately determine FHRs using point-of-care ultrasound (POCUS). MethodsNurses completed a self-paced learning module along with 2-hour hands-on simulation to determine FHRs using POCUS. Competency achievement was determined by ED physician clinical supervision on pregnant patients ≥8 weeks presenting to the ED between May 9 to November 29, 2022. FindingsEight of 11 nurses achieved competency. DiscussionThe participants had mixed reviews on using POCUS but favored POCUS over the HHD for reliability of locating and determining the FHR.

Building Teacher Capacity for Inclusive Education: A Professional Development Model Using Technology and UDL

This study proposes a professional development model for building Teacher capacity in Inclusive Education, utilizing technology and Universal Design for Learning (UDL) principles. The model was developed based on a review of literature on inclusive education, teacher professional development, technology integration, and Universal Design for Learning (UDL). The proposed model includes three phases: (1) pre-training activities, (2) training activities, and (3) post-training activities. Pre-training activities involve a needs assessment, goal setting, and preparation for the training. The training activities include synchronous and asynchronous online sessions, collaborative activities, and self-paced learning modules. The post-training activities focus on ongoing support, coaching, and evaluation. The proposed model incorporates Universal Design for Learning (UDL) principles to ensure that the training is accessible and effective for all teachers, regardless of their learning preferences or disabilities. Universal Design for Learning UDL works on three principles. The model incorporates the use of technology to facilitate the training and support phases, including an online learning platform and virtual coaching sessions. The UDL framework is used as a guiding principle throughout the model, ensuring that teachers have the tools and knowledge to design instruction that is accessible to all students, regardless of their learning needs or abilities. The study concludes that the proposed professional development model can effectively build teacher capacity for inclusive education and promote positive outcomes for students with diverse needs.

Micro Learning: A Modernized Education System Using the VIKOR Method

A micro-teaching clinic marks a performance plateau once educators attain an advanced level. Enhancing teacher performance serves as a beneficial catalyst. Despite highly skilled teachers reaching career peaks initially, they often lack motivation to further elevate their capabilities. Introducing new ideas and effortlessly encouraging them to explore fosters professional growth, benefiting student learning outcomes significantly. A live snake in the hands of a class of micro-teachers. Her lesson's goal was to point out traits unique to snakes that other creatures do not have. His dramatic arrival made the students immediately engaged, and they remained so for the whole five-minute HD instruction. By the time the lesson ends, it's actual Furthermore, it is undeniable that laboratory instruction is not. Supervisors assess and assign scores to pupils of teachers in accordance with the Stanford Assessment Guide. Overall, he scored really well, with an exception of "improving the learning material." This gifted instructor covering a lot of ground in a short amount of time using the lecture method while providing immediate feedback. It was advised that the student concentrate again to give a more succinct summary that was more robust close, and that the topics be restricted to the minimum of three fundamental traits that set snakes apart from other kinds of creatures. The similar handling of snakes lesson was repeated by the teacher, who also provided instant comments on proposed advancement. The instructor, students, and supervisors all saw that the lesson had advanced considerably with frequent repeating. Everyone was in agreement that the content had been well examined and had an extremely clear structure. In addition to "accelerating the curriculum," The VIKOR method, that was developed for multifaceted optimization in complicated systems is becoming more and more common. Its main objective is to rank and choose among alternatives that have disparate and contradictory unit requirements. Concession in the VIKOR method approach is defined as a decision based on common preferences, and compromise ranking is determined by evaluating its degree of near to the optimal solution. Online Courses and Tutorials, Micro-Credentials and Badges, YouTube and Podcasts, Mobile Learning Apps and Self-paced Learning Modules. Cost and Affordability group Learning, Outcomes and Application group, Environment group and Interactivity and Engagement. the final Results of Micro education analysis using the Vikor Method. Micro education in Self-Paced Learning Modules is showing the highest Rank and Mobile Learning Apps is showing the Lowest rank

Training Intervention and Program of Support for Fostering the Adoption of Family-Centered Telehealth in Pediatric Rehabilitation: Protocol for a Multimethod, Prospective, Hybrid Type 3 Implementation-Effectiveness Study.

Children with disability face long wait times for rehabilitation services. Before the COVID-19 pandemic, telehealth adoption was low across pediatric rehabilitation. Owing to the COVID-19 pandemic restrictions, pediatric therapists were asked to rapidly shift to telehealth, often with minimal training. To facilitate the behavior changes necessary for telehealth adoption, provision of appropriate evidence-based training and support is required. However, evidence to support the effective implementation of such training is lacking. The successful real-world implementation of a training intervention and program of support (TIPS) targeting pediatric therapists to enhance the adoption of family-centered telerehabilitation (FCT) requires the evaluation of both implementation and effectiveness. This study aimed to evaluate TIPS implementation in different pediatric rehabilitation settings and assess TIPS effectiveness, as it relates to therapists' adoption, service wait times, families' perception of service quality, and costs. This 4-year, pan-Canadian study involves managers, pediatric occupational therapists, physiotherapists, speech-language pathologists, and families from 20 sites in 8 provincial jurisdictions. It will use a multimethod, prospective, hybrid type 3 implementation-effectiveness design. An interrupted time series will assess TIPS implementation. TIPS will comprise a 1-month training intervention with self-paced learning modules and a webinar, followed by an 11-month support program, including monthly site meetings and access to a virtual community of practice. Longitudinal mixed modeling will be used to analyze indicators of therapists' adoption of and fidelity to FCT collected at 10 time points. To identify barriers and facilitators to adoption and fidelity, qualitative data will be collected during implementation and analyzed using a deductive-inductive thematic approach. To evaluate effectiveness, a quasi-experimental pretest-posttest design will use questionnaires to evaluate TIPS effectiveness at service, therapist, and family levels. Generalized linear mixed effects models will be used in data analysis. Manager, therapist, and family interviews will be conducted after implementation and analyzed using reflective thematic analysis. Finally, cost data will be gathered to calculate public system and societal costs. Ethics approval has been obtained from 2 jurisdictions (February 2022 and July 2022); approval is pending in the others. In total, 20 sites have been recruited, and data collection is anticipated to start in September 2022 and is projected to be completed by September 2024. Data analysis will occur concurrently with data collection, with results disseminated throughout the study period. This study will generate knowledge about the effectiveness of TIPS targeting pediatric therapists to enhance FCT adoption in pediatric rehabilitation settings, identify facilitators for and barriers to adoption, and document the impact of telehealth adoption on therapists, services, and families. The study knowledge gained will refine the training intervention, enhance intervention uptake, and support the integration of telehealth as a consistent pediatric rehabilitation service option for families of children with disabilities. ClinicalTrials.gov NCT05312827; https://clinicaltrials.gov/ct2/show/NCT05312827. PRR1-10.2196/40218.

Undergraduate Students In Kinesiology Exploring Health Disparities

Undergraduate pre-health professional students are graduating from Kinesiology programs with little to no understanding about disproportionate health outcomes that impact the well-being of marginalized groups. Health disparities (HD) are differences in health outcomes that disproportionately impact individuals based on race and ethnicity, gender, sexuality, socioeconomic status, ability, and geographic location. Integrating HD into undergraduate academic courses proves beneficial for informing, equipping, and engaging future health and medical professionals in re-imaging equitable systems of health that minimize disparities. PURPOSE: The purpose of this ethnographic case study was to explore how 142 undergraduate (Sophomores 2%, Juniors 54%, and Seniors 45%) pre-health professionals engaged in learning about health disparities. METHODS: The health disparities curriculum consisted of four online self-paced learning modules embedded into a Kinesiology course. The instruction was designed to improve student awareness of HD, engage them in reflective writing practices and collaborative learning. Pre-post surveys, student reflections, and online discussions were triangulated to observe how students were making sense of HD topics. Drawing on constructs of Critical Consciousness, data were coded using thematic analysis. RESULTS: A small percentage (29%) of students reported learning about HD in their undergraduate courses, research, or volunteer experiences. Students overall reported an increase (75%-95%) in their understanding of the term HD and the groups most impacted by them. Three themes emerged that represented how students navigated HD learning: eye-opening experiences, lived experiences, and learning in motion. Broader themes included seeking mentorship for improving learning and implementing equitable practices. CONCLUSIONS: Disparities are linked to conscious or unconscious bias of health professionals and result in poor care and treatment. Engaging in HD learning early increases the level of consciousness and strategies for critiquing inequitable practices that have major implications for eliminating disparities.

Novel medication safety training module.

Escape rooms are effective educational tools for engaging learners and may serve as a strategy for medication safety training to increase perceived learned safety measures and knowledge retention. Escape rooms are lifelike environments in which participants work together to solve a succession of puzzles to escape a locked room in the allotted time. Novel medication safety training modules such as a pharmacy escape room allow medical errors to be simulated in a team-based, controlled environment focusing on system improvement to establish a culture of safety. This project was conducted to improve medication safety knowledge using a novel pharmacy escape room training module piloted within a large, integrated pharmacy department. Several pilot groups of 2 or more pharmacy employees took part in a virtual medication safety escape room as part of a training module at Advocate Aurora Health between January and March 2021. Participants included pharmacists and pharmacy technicians employed at Aurora St. Luke's Medical Center, Aurora Sinai Medical Center, and Pharmacy Integrated Clinical Services. Assessments were administered before and after completion of the escape room module to evaluate medication safety knowledge and perceived learned safety measures by comparing scores. A total of 101 employees participated in the pharmacy escape room, with an average escape time of 42 minutes. Overall assessment scores before completion of the escape room module ranged from 20% to 86.6%, while those afterwards ranged from 33.3% to 93.3%. Participant feedback was positive, with reports that the novel escape room training module was more engaging and interactive than the alternative online self-paced learning modules. Virtual escape rooms can be used as a novel medication safety training module to increase medication safety knowledge and allow medical errors to be simulated in a controlled environment. Incorporating high-reliability tools and tactics into development of the escape room can promote safe medication practices and reinforce principles of high-reliability organizations.

Developing a Framework for Blended Design-Based Learning in a First-Year Multidisciplinary Design Course

Contribution: While design project courses offer first-year students a practical introduction to engineering, a portion of class time is usually spent on lecturing foundational knowledge instead of practicing engineering design. This article presents a blended design-based learning (bDBL) approach that makes class time more efficient and explores the changes in students’ design competencies and intrinsic motivations. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Background:</i></b> Current approaches to cornerstone courses face challenges, such as heavy faculty involvement and heterogeneity of design projects. bDBL draws on the self-directedness of blended learning and the open-ended nature of design-based learning which may be a worthwhile instructional approach for cornerstone courses. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Intended Outcomes:</i></b> bDBL was applied in a cornerstone course that intended to let students understand what engineers do and motivate them in the field. Students’ design competencies and intrinsic motivations were examined through pre- and post-self-reported surveys. Focus group interviews were conducted to elicit students’ views on bDBL. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Application Design:</i></b> Online self-paced learning modules were created to deliver knowledge-based content. Students transfer what they learned from the online modules through launch-level demos. Then, students spend most of the class time working on team design projects to learn through mistakes and receive first-hand feedback from peers and instructors. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Findings:</i></b> From Fall 2018 to Spring 2020, 201 first-year students experienced bDBL. Quantitative results demonstrated increases in students’ design competencies and intrinsic motivations. Four themes representing both positive and negative views of bDBL were elicited. A conceptual framework that connects the theoretical foundation, design elements, examined effects, and students’ perceptions, is proposed.

196 Assessment of Learning Modules Promoting Team Science Practices to the Translational Scientist

OBJECTIVES/GOALS: The overarching objective is to assess the value of promoting team science practices across a diverse clinical translational science community through the development of learning modules. We aim to share lessons learned to help inform best practices for CTSA hubs interested in promoting team science. METHODS/STUDY POPULATION: We recently created a series of self-paced learning modules focused on the science of team science, which include a variety of text and multimedia content. A preliminary assessment was conducted to determine the perceived value of six video team science Learning Shots and to identify areas for improvement. Significant content revisions are underway based on respondent feedback. In early 2022, a follow up survey will solicit feedback from a larger sample of researchers to reassess the learning modules and to ensure that desired improvements were achieved. We will incorporate continuous improvement cycles to gather future feedback, track improvements, and identify potential future direction for new content. RESULTS/ANTICIPATED RESULTS: The preliminary assessment identified the most effective aspects of the modules to be the variety and knowledge of speakers, diversity of topics, organization of the content, and appropriateness of length. Least effective aspects included a desire for more information in some content areas and not enough focus on the challenges of team science for junior faculty. Suggested areas for improvement include a desire for supplemental descriptive text, links to tools that enable teams to be productive, and additional examples from researchers. The follow up study is expected to yield more detailed information on the impacts of the improvements and the overall effectiveness of the modules. DISCUSSION/SIGNIFICANCE: This project provides insights for CTSA Hubs interested in promoting team science and best practices when developing learning modules. Results contribute to what is known about researchers interest in learning about team science and the effectiveness of using online formats for delivery.

The Brighter Side of Distance Learning: An Emergent Theory

The COVID-19 pandemic has brought major changes in the landscape of the educational system around the world. In a matter of three months, learning institutions have to make all the necessary adjustments to assure continuing learning to its beneficiaries. One of which is the adaptation of the distance learning. Distance learning, a totally different set-up from face-to-face learning, implies studying from home, where the students are distant from teachers. Synchronous meetings may be done using online platforms, but learning modality may be asynchronous like the use of self-paced learning modules. This qualitative study used Active Interviewing and followed Strauss an grounded theory design to collect and code interview data to identify emergent themes and generate a theory. The research participants unveiled three emergent themes, (1) Adaptation to the New Learning Environment, (2) Independence and Learner Control, and (New Leaning Skills and Opportunities), with the Students Attitude Towards the New Learning Environment as the core category. The Grounded Theory of Adaptation-Autonomy reveals that students’ ability to adapt (adaptation) to a new learning environment is crucial for them to thrive and continue their formal education. This would then allow them to gain self-control and independence (autonomy) which leads to new doors of learning opportunities, and a perspective that the new learning environment may bring a lot of good things in their academic life. In summary, the theory highlights on the students’ attitude towards a new learning environment and the adaptability and autonomy they need to flourish.

Training Needs Assessment Survey in Pediatric Consultation-Liaison Psychiatry.

Despite growing recognition of how curriculum modules can benefit child and adolescent psychiatry (CAP) training, there are few standardized teaching resources for pediatric consultation-liaison psychiatry (PCLP). A Special Interest Group (SIG) of the American Academy of Child and Adolescent Psychiatry Physically Ill Child Committee (PICC) conducted a needs assessment to establish interest in, and availability of, a library of online, self-paced learning modules specific to PCLP. An email needs assessment survey was distributed to the PICC listserv in the fall of 2019 with four core areas of inquiry: (1) clinical service description, (2) teaching barriers, (3) interest in curriculum resources, and (4) interest in evaluation resources. Respondents were representative of typical academic PCLP programs. The response rate was 28% (n = 39). Programs endorsed barriers to teaching including high service obligations and limited protected teaching time. All respondents indicated that they would utilize high-quality, online learning modules. Psychiatric complications of medical illness, catatonia, and delirium were identified as priority topics in the care of pediatric patients with comorbid medical conditions. There are currently no published educational studies regarding the training needs for PCLP programs, even among tertiary care academic facilities. This training needs assessment is the first step in establishing a national PCLP training curriculum. New paradigms to develop standardized curriculum resources for PCLP are needed.

Embracing the Challenges of Modular Approach in Teaching in the Time of Pandemic

This study was conducted to explore the challenges that college instructors faced during module preparation in this time of pandemic when educational systems around the globe are forced to flex and adjust to the new normal. Mixed methods was used as research design to quantitatively and qualitatively delve into the challenges of college instructors towards preparation of selfpaced learning modules used for teaching in this time of pandemic. Forty-nine instructorrespondents form a Higher Education Institution in the Philippines were selected to participate in the study; they were assigned to teach in various courses, have different length of service, academic preparations and subjects handled. A questionnaire that underwent experts’ validity and reliability test was used as primary instrument to gather quantitative data which were later subjected to appropriate statistical analysis. Qualitative data were gathered through interviews and gave deeper insights on numerical results. Findings revealed that college instructors were dominantly non-education graduates but with Professional Educational Subjects (PES), relatively young in teaching, mostly teaching core/major subjects and have minimal preparations and modules crafted for the current semester. They experienced serious to very serious problems regarding module preparation which challenged and pressured them. Those who were new to the service were better in handling pressure as to meeting deadlines and were more flexible about giving examples in explaining concepts; but those who were veterans were problematic that modules did not undergo instructional material review. Non-education graduates with PES were very particular on the availability or sufficiency of materials for the printing. Those who have more preparations did not find the unavailability or insufficiency of references and making explanations easier to be understood as serious as those who have lesser module preparations. The various problems and challenges that college instructors faced during their preparation of modules in adherence to the government’s directive of non-face-to-face conduct of classes pose a greater challenge for educational systems to assist these teachers by providing sufficient resources, technologies and tools; proper training and a sort of expressive emotional reinforcement.

Development and evaluation of an online integrative histology module: simple design, low-cost, and improves pathology self-efficacy

ABSTRACT Integration of core concepts is an important aspect of medical curriculum enhancement. Challenges to improving integration include the risk of curtailing the basic sciences in the process and the push to decrease contact hours in medical curricula. Self-paced learning tools can be developed that deliberately relate basic and clinical sciences to aid students in making interdisciplinary connections. The purpose of this project was to develop, implement, and evaluate a self-paced learning module that would be applicable to integration of different disciplines in medical education. The module was intended to improve integration between histology and anatomic pathology before a respiratory pathology laboratory session. Qualtrics XM, a survey software commonly available at educational institutions, was used in a novel manner to create the module. Module activities included pre- and post-module quizzes; four short videos emphasizing normal histological features and recalling associated pathologies; three categorization activities designed for students to recognize normal versus abnormal characteristics of lung specimens; and post-activity feedback. Preliminary data from first-year medical students showed that post-module quiz scores were significantly higher than pre-module quiz scores (p < 0.001) and that module users’ pre-laboratory pathology self-efficacy was significantly higher than non-users (p < 0.05). These data suggest that module use facilitated short-term knowledge gain and improved pathology self-efficacy before the laboratory session. Online modules can be developed affordably using Qualtrics XM to integrate anatomical sciences with other disciplines, while providing students interactive learning resources without increasing contact hours. The module presented in this report focused on normal versus abnormal morphology, guiding students through recognizing the continuum from healthy to disease states before learning about the pathologies more in depth. A similar module design would likely be effective in integrating other disciplines in medicine, especially in disciplines that require recognition of changes in morphology.

Design and Implementation of an Emergency Undocking Curriculum for Robotic Surgery.

Current training for robotic surgery crisis management, specifically emergency robotic undocking protocol (ERUP), remains limited to anecdotal experience. A curriculum to impart the skills and knowledge necessary to recognize and complete a successful ERUP was developed using an education approach then evaluated. Baseline knowledge and confidence regarding ERUP were established for 5 robotic teams before completing 2 full-immersion simulations separated by an online self-paced learning module. In each simulation, teams operated on a perfused hydrogel model and were tasked to dissect a retroperitoneal tumor abutting a major vessel. During vascular pedicle ligation, a major vascular bleed and nonrecoverable robotic fault were remotely induced, necessitating ERUP with open conversion. After the simulation, participants completed surgery task load index (cognitive load assessment) and realism surveys. Weighted checklists scored participants' actions during each simulation. Surgical metrics including estimated blood loss, time to control bleeding, and undocking time were recorded. Curriculum retention was assessed by repeating the exercise at 6 months. Participants experienced high levels of cognitive demand and agreed that the simulation's realism and stress mimicked live surgery. Longitudinal analysis showed significant knowledge (+37.5 points, p = 0.004) and confidence (+15.3 points, p < 0.001) improvements from baseline to completion. Between simulations, checklist errors, undocking time, and estimated blood loss decreased (38⇾17, -40 seconds, and -500 mL, respectively), whereas action scores increased significantly (+27 points, p = 0.008). At 6 months, insignificant changes from curriculum completion were seen in knowledge (-4.8 points, p = 0.36) and confidence (+3.7 points, p = 0.1). This simulation-based curriculum successfully improves operative team's confidence, knowledge, and skills required to manage robotic crisis events.

Abstract PS8-05: Randomized controlled trial of decision support tools for patients and providers to increase breast cancer chemoprevention

Abstract Background: Breast cancer chemoprevention with selective estrogen receptor modulators (SERMs) and aromatase inhibitors (AIs) have been shown in randomized controlled trials to reduce breast cancer incidence by 50-65% among high-risk women. However, chemoprevention is still underutilized with fewer than 5% of high-risk women offered chemoprevention agreeing to take the medications. Reasons for low chemoprevention uptake include inadequate knowledge about chemoprevention among patients and healthcare providers, concerns about side effects, competing comorbidities, and time constraints during the clinical encounter. To address these barriers to chemoprevention uptake, we developed decision support tools for patients and providers. Methods: We conducted a randomized controlled trial of standard educational materials alone or combined with web-based decision support tools, RealRisks and BNAV, among 300 high-risk women and 50 healthcare providers, respectively. Patient eligibility criteria included: 1) women, age 35-75 years; 2) high-risk for breast cancer, defined as a 5-year invasive breast cancer risk ≥1.67% according to the Gail model or history of lobular carcinoma in situ (LCIS); 3) no prior use of a SERM or AI; 4) No personal history of breast cancer; 5) Access to the internet. Providers included primary care providers, such as internists, family practitioners, gynecologists, and nurse practitioners, and specialists, such as breast surgeons and medical oncologists. The RealRisks decision aid (DA) is available in English and Spanish and includes interactive modules to communicate personalized breast cancer risk and the risks and benefits of chemoprevention. The BNAV tool includes self-paced learning modules on breast cancer risk factors and chemoprevention and was made available to all providers through the electronic health record (EHR) dashboard. The primary endpoint was chemoprevention uptake at 6 months as assessed via the EHR. Secondary outcomes included validated measures of perceived breast cancer risk, breast cancer worry, chemoprevention knowledge, self-efficacy, decision conflict, chemoprevention attitudes, intention, and informed choice, which were administered to patients at baseline, 1 month, and 6 months after randomization. Results: Among 282 evaluable high-risk women enrolled from November 2016 to March 2020, mean age was 57 years (SD, 9.9), including 59% white, 14% black, 21% Hispanic, and 6% other. Mean 5-year invasive breast cancer risk was 2.98% (SD, 1.42), including 67% of women with benign breast disease and 64% with a first-degree family history of breast cancer. Comparing the intervention and control arms at 1 month, there were significant differences among high-risk women in accurate breast cancer risk perceptions (56% vs. 39%, p=0.017), adequate chemoprevention knowledge (49% vs. 27%, p&amp;lt;0.001), informed choice (41% vs. 23%, p=0.003), and mean decision conflict (34.0 vs. 47.0, p&amp;lt;0.001). There were no significant differences between the two groups in other patient-reported outcomes. Among patients who completed their 6-month follow-up, only 2.3% of high-risk women in the intervention arm and 3.8% in the control arm initiated a SERM or AI for breast cancer chemoprevention. Conclusions: With short-term follow-up, exposure to our decision support tools was associated with improvement in decision antecedents (accurate breast cancer risk perceptions, adequate chemoprevention knowledge) and decision quality (increased informed choice, reduced decision conflict). However, actual chemoprevention uptake in both arms remained low at less than 5%. Future research should focus on targeting high-risk women with LCIS or atypical hyperplasia and better incorporating decision support into clinic workflow through EHRs and patient portals. Citation Format: Katherine D Crew, Gauri Bhatkhande, Thomas Silverman, Tarsha Jones, Jennie Mata, Ashlee Guzman, Ting He, Jill Dimond, Rita Kukafka. Randomized controlled trial of decision support tools for patients and providers to increase breast cancer chemoprevention [abstract]. In: Proceedings of the 2020 San Antonio Breast Cancer Virtual Symposium; 2020 Dec 8-11; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2021;81(4 Suppl):Abstract nr PS8-05.

Production of an Anatomical Video of the Middle Cranial Fossa and Its Conversion into an Interactive Teaching Module (550.12)

Videos are an excellent tool to present and introduce anatomy to students. They especially provide an overview that includes a three dimensional appreciation of the subject matter. A high resolution video of the middle cranial fossa was produced using Adobe software. The significant anatomical points of interest were described by narration. The video presentation included the boundaries and bony landmarks of the middle cranial fossa. Numerous blood vessels and nerves associated with the region are well illustrated. Camera angles, zooming and motion were implemented during the capture to enhance three dimensional appreciation of the viewer. In the present study, I have sought to extend the students learning experience to include an interactive self‐paced learning module of the subject matter. Images from the video were captured and placed in a sequence to so that the viewer can operate a timeline scrubber to advance the images at their own pace. They can do a quick overview of the images and then come back and focus on more detail. The images in the timeline are labeled with links that enact popups for access to more detailed descriptions and explanations of the of the item indicated in the image, e.g. information regarding the distribution of the ophthalmic division of the trigeminal nerve. The use of an interactive module should enhance the students attention and cater to the pace of the individual student. It is planned that such modules will be introduced within the context of their initial anatomy studies to augment student learning. The study modules are projected to be used as a review and refresher of previously learned material. This approach will use the same material for both initial learning and subsequent review.

A step out of the dark: Improving the sleep medicine knowledge of trainees

Over 40-million Americans are undiagnosed, misdiagnosed, or untreated for sleep disorders. Despite the growing need to integrate sleep medicine knowledge into the medical education curriculum, educational leaders have struggled to incorporate contemporary medical topics such as sleep medicine into the already packed curricula. We set out to examine the efficacy of an online, self-paced, sleep medicine learning module as an educational tool for medical students. We studied 87 Johns Hopkins medical students. Participants were randomly assigned to the sham module (SM, n=40) or learning module (LM, n=47). The efficacy of the tool was assessed based on changes in performance (pre- and post-module completion) on a validated sleep knowledge questionnaire (the Dartmouth Sleep Knowledge and Attitude Survey). Improvement in overall sleep knowledge, as measured by the Dartmouth Sleep Knowledge and Attitude Survey, was significantly higher in the LM group compared to the SM group (F(1,84)=9.71, p<.01, η(2)=0.10). Although the SM group's improvement was significantly lower than the LM group, within-subject comparisons did show improvement from their pre- to post-assessment scores as well. A self-paced learning module is an effective educational tool for delivering sleep medicine knowledge to medical students.

Poster Session II, July 14th 2010 — Abstracts: Mobile multimedia learning and basketball coaching

The purpose of the Poster is to present a summary of my thesis investigating the impact of Mobile Multimedia Learning, using Multimedia Content (Animation-Audio-Text) designed on the principles of Mayers Multimedia Learning Approach (1991), in a sports education domain. In particular for the learning of basketball plays, situational tactical tasks set by a coach, which in principle is a problem-based learning environment. The arrival of the twenty-first century has brought with it a new generation of young people who are no longer interested in being educated by traditional teaching methods. We live in an era where the net generation are searching to become part of the learning process by interactively getting involved with multimedia, simulation games, individual selfpaced learning modules, problem solving computer games, interactive TV, on-line library, bulletin boards, search engines and social networking. With this in mind the study aimed to provide selected basketball Coaches and Players with a number of multimedia animations to aid learning of team plays. The Plays were designed using Mayer’s (1991) Multimedia Learning Theory and were delivered using the Apple iPod media device The thesis also investigates other relevant learning theories, the development and design implications of the use of digital media in a contemporary classroom and the function of the tool in reality to facilitate learning in accordance with traditional domain oriented learning approaches. The Poster includes summarized data (with Headings) for the following areas:Introduction, Methods, Results/Conclusions, Acknowledgements, References, Contact

A Prospective Evaluation of a Simulator-Based Laparoscopic Training Program for Gynecology Residents

To determine prospectively if simulator-based laparoscopic training could improve laparoscopic skills of gynecology residents. Twenty-six gynecology residents were enrolled in a laparoscopy training curriculum involving didactics, self-paced learning modules, and graded simulator-based laparoscopic training modules. Six simulator tasks were developed to introduce incremental levels of difficulty. Residents were tested on bead/peg manipulation, passing of a specially designed "key," cutting of lines and circles on a two-layer latex glove, and laparoscopic suturing followed by both intra- and extracorporeal knot tying. Times for each task and penalties for errors were assessed at baseline and after 3 months of training. Twenty-six residents completed initial baseline and 3-month evaluations. Average summary time (including 30-seconds penalties for each error) at baseline was 64 minutes and 36 minutes at 3-month evaluation (p < 0.001). For PGY1 baseline summary times averaged 83 minutes compared with 50 minutes at 3 months (p = 0.006). For PGY4 baseline summary times averaged 49 minutes compared with 28 minutes at 3 months (p = 0.05). All individual tasks demonstrated substantial improvement (p < 0.001) from baseline to 3-month evaluation. Baseline summary scores demonstrated correlation between PGY training year and overall score (p < 0.001) consistent with earlier ability and training. Three-month scores demonstrated equalization of skill level across PGY2 through PGY4. A dedicated simulator-based laparoscopic training curriculum has the ability to improve basic laparoscopic skills in a gynecologic residency, as measured by timed and scored simulator tasks. Construct validity was demonstrated by measuring substantial improvement in performance with increasing residency training, and with practice.

Decreasing stress among nurse managers: a long-term solution.

A self-paced learning module was developed and tested to determine whether knowledge relative to stress and hardiness could be increased among nurse managers. The module was administered to 31 nurse managers in rural hospitals in east Texas. Using pretest and posttest module questionnaires and the Hardiness Scale, changes in mean scores were significant at the .001 level for both instruments. These findings indicate the self-paced learning module had a significant effect on participants' understanding of stress and coping, with a subsequent increase in hardiness levels. Use of an educational module can be effective in increasing knowledge of stress and hardiness, and increasing hardiness levels. Through increased hardiness among managers and staff, organizations can expect higher levels of commitment, more involvement of staff in workplace issues, and greater receptivity to changes in the work environment.