Self-perceived Knowledge Research Articles

Improving Interprofessional Provider Perceptions About Opioid Use Disorder in the Acute Care Setting Through a Blended Educational Simulation Intervention

Background The influx of patients in the acute care setting with opioid use disorder (OUD) has outpaced many hospitals’ ability to educate interprofessional staff. This creates distressing experiences for interprofessional staff and patients, leading to moral distress and burnout in staff and poor patient outcomes. Objective The purpose of this study was to improve interprofessional staff knowledge, attitudes, and perceptions toward working with patients who have OUD using a blended classroom-simulation–based curriculum. Methods A preintervention and postintervention design was selected. Interprofessional staff (n = 46) participated in a blended classroom-simulation educational intervention focused on the neurobiology of OUD, stigma reduction, pain management, and harm reduction principles, followed by 3 high-fidelity simulation scenarios. Participants completed the Drug and Drug Problems Perceptions Questionnaire to measure staff self-perceived knowledge, skills, and attitudes when working with patients who use drugs before, immediately after, and again 3 and 6 months postintervention. Results Most respondents were nurses with an average of 7.6 (SD, 9.6) years of experience. The majority did not have prior training in substance use disorder before (75.6%). There was a statistically significant decrease in mean Drug and Drug Problems Perceptions Questionnaire scores across the total score mean: 55.2 (95% confidence interval, 52.2-58.3) versus 45.5 (95% confidence interval, 43.9-47.1), P < .001. Decreased score indicates improved attitude and perception. Discussion A curriculum consisting of a blended classroom-simulation intervention was successful at improving several domains regarding perceptions of caring for patients with OUD. This educational intervention can serve as a model for health care systems with goal of improving patient outcomes and staff well-being.

A needs assessment of hospital management and leadership training among Indian medical undergraduates

BackgroundMedical undergraduate students are often unaware of the managerial aspects of operating a healthcare facility. This leads to confusion and a sense of being lost when they assume administrative roles, highlighting the need for hospital management and leadership training. This prompted us to evaluate the needs of medical undergraduates concerning these crucial aspects.MethodsAn exploratory study was conducted on 240 medical undergraduate students to assess the medical undergraduates’ need to learn about hospital management and leadership training, their views about the importance and their self-perceived knowledge of the various elements of hospital management and leadership training. A meticulously validated questionnaire, comprising three essential parts, based on the Likert scale was effectively employed in the study. Part A asked students to evaluate the importance of 15 selected elements of hospital management and leadership training, ranging from not important to very important, in their role as a doctor. Part B required the students to assess their self-perceived knowledge levels on a scale from no knowledge to very adequate for the same 15 elements. Part C inquired about the students’ opinions on including these topics in their curriculum and, if so, the appropriate timing.ResultsNearly 75% of the students felt that time management, stress management, and patient safety issues were very important for their role as doctor. Closely following these were communication/ public relation skills, hospital information system & record keeping, quality improvement/assurance, law, ethics & code of conduct. Only 25% of the students reported their self-perceived knowledge as very adequate for almost all the elements. For inclusion in the curriculum, the majority wanted to learn about these elements and throughout the course was the preferred timing.ConclusionThe students felt that hospital management and leadership training were pivotal for their roles as doctors. They expressed a lack of sufficient knowledge in these areas and the need for these important aspects to be included in their curriculum as a longitudinal course.

Inaugural Australian urology bootcamp for early-career medical officers: improving knowledge, skills, and confidence to prepare for registrar years.

Surgical bootcamps provide hands-on learning opportunities for junior doctors and trainees in low-pressure, non-clinical environments. Participants develop skills, knowledge, and confidence in preparation for their registrar years. A number of international urology-specific bootcamps have demonstrated improvements in these technical and non-technical domains. However, there was no such opportunity for Australian doctors. In the first urology bootcamp in Australia, we aimed to assess participants' knowledge, technical skills, and confidence in managing urological conditions pre- and post-bootcamp. Twenty-five early-career medical officers attended the bootcamp and completed a comprehensive written survey at the beginning and end of the bootcamp. Results showed that self-perceptions of knowledge, confidence, and technical skill all improved at the conclusion of the bootcamp (P = 0.01). All participants reported the bootcamp to be 'useful' or 'very useful' in furthering their urological training. This study demonstrates the success of an inaugural Australian urology bootcamp in preparing junior doctors and unaccredited registrars for their registrar training years.

Impact of a National Virtual Oncology Course on Medical Student Competency and Interest in Oncology.

Globally, surveys have identified that medical learners of all levels perceive their oncology instruction to be inadequate. To address these gaps, we systematically developed and implemented the Oncology National Course for Advocacy, Research, and Education (ONCARE), a novel, nationally organized virtual course available to all Canadian medical students and evaluated its impact on oncology competency and interest. ONCARE was designed utilizing Kern's Six-Step Model for Curriculum Development. Components of ONCARE included lectures, career panels, and a mentorship program. Pre-course and post-course survey responses were collected to determine course impact on oncology knowledge and interest. Between October 2023 and March 2024, ONCARE enrolled 235 students representing 14 Canadian medical schools. One hundred forty (60%) students enrolled reported having only 0 to 10h of formal oncology instruction. Baseline interest in a career in oncology was high (mean Likert score 3.9/5) and remained unchanged following course completion. ONCARE increased both self-perceived knowledge in clinical oncology (mean Likert score 3.9/5 vs 2.9/5, p < 0.001) and confidence in oncology communication skills (mean Likert score 3.6/5 vs 3.1/5, p < 0.001). Ninety-seven percent of students were satisfied with the course (mean Likert score 4.6/5). The implementation of ONCARE as a proof-of-concept initiative builds upon previous educational interventions in oncology and highlights important principles for the development of related initiatives. Future work will target greater interdisciplinary and multinational collaboration as well as long-term follow-up of the ONCARE cohort.

Exploring the influence of a massive open online course (MOOC) for preparing rehabilitation professionals to meet the needs of forcibly displaced persons

BackgroundTo assist in the global training of rehabilitation professionals to address the unique needs of forcibly displaced persons, a free massive open online course (MOOC) was developed. This study aimed to explore self-perceived knowledge following completion of courses within the MOOC, ability to implement changes in practice, and participant engagement with the MOOC content.MethodsThe Kirkpatrick Model was used to assess the effectiveness of the course with a focus on reaction, learning, and behavior. Participant interaction with the course content was explored using thematic analysis of the MOOC’s discussion forum content. Participants in the MOOC were asked to complete pre and post-surveys of self-perceived knowledge regarding the rehabilitation of displaced persons. Mean within-subject pre and post-MOOC data were compared using the Mann U Whitney test. Knowledge implementation after six months was assessed with a follow-up survey.ResultsSelf-reported knowledge following completion of the MOOC improved significantly on individual survey questions (p≤.004) as well as composite score (p < .001). Six months following completion of the course, participants noted the ability to implement multiple strategies into practice. Three themes emerged from the discussion forum postings: (1) Understanding the persons lived experience to provide effective, holistic, patient-centered care, (2) Communication to develop a sense of connection and facilitate the provision of quality care, and (3) The importance of culturally responsive practice.ConclusionThe MOOC effectively delivered the fundamental knowledge to address the complex needs of displaced individuals among a diverse group of practicing rehabilitation professionals and can play a role in preparing the rehabilitation workforce for increased population displacement, alongside specialist programs in related themes.

An Evaluative Study of a Nurse-Led Surgical Information Initiative for Gender Diverse Individuals Seeking Genital Surgery.

To evaluate the impact of nurse-led one-on-one psychoeducation sessions on gender diverse individuals seeking gender-affirming genital surgery. A quasi-experimental, pre- and post-test research design was employed to examine the impact of a nurse-led initiative on improving patients self-perceived knowledge and confidence pertaining to gender affirming genital surgery. The study followed the SQUIRE 2.0 (Standards for Quality Improvement Reporting Excellence) guidelines and the COREQ (Consolidated Criteria for Reporting Qualitative Research) guidelines. The curriculum for the initiative was crafted through literature reviews, expert panel engagements, multidisciplinary team input and was delivered by two specialist gender nurses. The results indicated a statistically significant increase in all participants' self-perceived knowledge and confidence scores. Furthermore, the study increased confidence in the ability to ask questions and plan for the logistical and financial aspects of surgery. Participants reported that the sessions were very useful, and for most, the information did not change their desire to seek surgery but did help them make more informed choices about the procedure, timing and preferred surgeon. The study underscores the imperative role of support networks and recommends interventions to facilitate open communication within families. The study emphasises the importance of customising healthcare approaches to align with the preferences of patients. The study addressed the need for psychoeducation sessions for individuals considering gender-affirming genital surgery. The main findings revealed a significant increase in participants' self-perceived knowledge and confidence, following a nurse-led intervention. The research's impact extends to gender-diverse individuals seeking surgery globally. Four individuals who had undergone gender-affirming surgeries contributed their perspectives to the study design, ensuring that the educational content addressed specific information needs and concerns.

Pre-service teachers’ world history discussions: Distancing global citizenship, justice, and identity

In this qualitative multi-case study, we illustrate how three pre-service teachers from varying programs and social positions framed discussions in world history classrooms, and we discuss the broader narratives about the world their discussions communicated. Using critical theories of global citizenship education (GCE) and the Dynamic Systems Model of Role Identity (DSMRI), three primary data sources inform our analysis: observations of participants’ discussions, decision memos written while reflecting on their discussion facilitation, and semi-structured interviews. The three participants prioritized making discussion content relevant to their students. However, their facilitation practice ultimately contradicted such aims by favoring dominant and distancing global narratives, though this tendency went unacknowledged in interviews and while writing reflective memos. Our DSMRI cross-case analysis reveals how candidates’ role identities manifested in classroom discourse, with ontological and epistemological beliefs reliant on dominant global narratives. Despite varied personal experiences offering potential strengths for critical GCE teaching, participants’ self-perceived limited world history content knowledge appeared to condition their distanced and power-neutral facilitation approaches. By unconsciously relying on dominant narratives, teachers’ discussion facilitation positioned global issues firmly in the past and distant from students’ lived experiences and agency.

Enhancing Proficiency: Evaluating Criminology Students' Competency in Security Services NC II for Certification

Security services are crucial in protecting individuals, properties, and communities. The field has evolved significantly, with an increase in private security personnel and opportunities for criminology professionals. This study aims to evaluate the confidence and proficiency of criminology students in achieving the Security Services NC II certification. The study employs a quantitative-descriptive design; a self-made questionnaire was used to gather data from 128 respondents. The survey includes self-perceived confidence, knowledge, and skills proficiency regarding security services competencies. Findings revealed that most respondents are confident and rate their proficiency as excellent or good in all competency areas. However, there are indications of needing more proficiency, particularly in marksmanship, report writing, and communication skills. In conclusion, while overall confidence and proficiency are positive, gaps have been identified to address and enhance proficiency in security services.

Assessing Emergency Department Staff Knowledge, Competency, and Implementation of Pre- and Post-Trauma-Informed Care Training

IntroductionTrauma-informed care has been posited as a framework for creating ideal and safe environments for patients to participate in treatment. However, there are limited studies that demonstrate the impact of a focused trauma-informed care training on ED staff. We implemented a 4-hour trauma-informed care training in a general emergency department. We aimed to measure changes in knowledge, opinions, self-rated competency, barriers, and recent practices before and after implementing trauma-informed care training. We hypothesized that the training would result in significant self-reported improvement in all domains. MethodsWe performed a pre/post interventional study with the intervention being a trauma-informed care training adapted for ED clinical care staff. A validated, publicly available survey tool (Center for Pediatric Stress Trauma-Informed Care [TIC] Provider Survey) was used to assess knowledge, opinions, competency, and utilization of and perceived barriers to trauma-informed care. Pre- and post-training surveys were collected. Responses were stratified by role. Continuous variables were compared using analysis of variance; categorical variables compared using Pearson’s chi-square. ResultsParticipants demonstrated a high level of perceived knowledge and opinions of trauma-informed care before and after training. We observed significant increases in self-reported competence for all ED staff, some increase in utilization of trauma-informed care in recent practice, and significant decreases in perceived barriers to providing trauma-informed care. DiscussionTrauma-informed care training is an effective means to improving ED staff self-perceived competence and practice of trauma-informed care even among those with high self-perceived knowledge and opinions of trauma-informed care before the training. Future study should explore the patient-level impact of trauma-informed care training, as well as how to continue to reduce barriers to system-wide implementation of trauma-informed care practices.

Pediatric Dentists' Practice Patterns in the Screening, Diagnosis, and Management of Temporomandibular Disorders.

Pain associated with temporomandibular disorders (TMDs) is the main non-odontogenic cause of orofacial pain among youth. Pediatric dentists are often the first healthcare practitioners to perform a comprehensive oral examination in children, which should include evaluation of the temporomandibular joint, masticatory muscles, and surrounding structures for signs and/or symptoms of TMD. This study assessed pediatric dentists' practice patterns in the screening, diagnosis, and management of TMD. A 19-item online survey was used to assess pediatric dentists' clinical practice patterns and perceived knowledge and comfort levels in the screening, diagnosis, and management of TMD. The survey was distributed in July 2024, with a one-month window open for the study. Confidence levels and perceived knowledge were compared according to years from graduation and frequency of TMD screening assessment with ANOVA or independent t-test, as appropriate. Open-ended items were analyzed thematically. A total of 206 pediatric dentists and pediatric dentistry residents participated in this study. A share of 72.8% of respondents reported that up to 25% of their patients per week present with signs and symptoms of TMD. About one-fifth of pediatric dental providers never complete a screening history for TMD (22.1%) or a clinical assessment of TMD-related structures (21.6%). There was overall low self-perceived knowledge and confidence among pediatric dentists regarding the diagnosis, screening, and management of TMD in children and adolescents, regardless of the number of years from graduation. Respondents who reported seeing up to 50% of TMD patients reported significantly more knowledge and confidence in diagnosing pediatric TMD than those who encountered fewer TMD patients. An overwhelming majority (81.6%) indicated a need for continuing education courses and training focused on the management of TMD in pediatric patients. Providers reported low confidence and self-perceived knowledge about TMD in pediatric populations, a high rate of referral of patients with TMD, and a particular interest for professional development opportunities focused on management of TMD.

Defibrillator Training in the Virtual Setting is Feasible and Improves Medical Student Self-Efficacy; A Pilot Study

Background Management of in-hospital cardiac arrest includes many component skills that require considerable training in order to gain mastery. Practicing defibrillation skills in a simulated setting improves performance and time to shock delivery but is cumbersome and costly. Virtual reality (VR) simulation training may provide an alternative platform to help medical students learn and build confidence in the critical steps required to operate a manual defibrillator. Intervention We performed a pilot study to implement a VR simulation that trains learners on the stepwise operation of a manual defibrillator. Methods We conducted a cross-sectional survey that measured the feasibility, usability, and likeability of a VR simulation among fourth-year medical students at a large urban academic medical center. Secondary outcomes included self-efficacy with operating a defibrillator before and after the VR simulation, and time to defibrillation within the simulation. Results Twenty-six participants completed the VR simulation. The majority of participants found the VR simulation easy to use (71% agreed), liked the experience (96% agreed), found it realistic (87.5% agreed), and would recommend it to their peers (96% agreed). Most students (96%) agreed that the training improved their knowledge of how to use a defibrillator, and all (100%) students agreed that they were more confident than beforehand in using the defibrillator to defibrillate a patient with cardiac arrest. Self-reported knowledge and comfort with using the defibrillator significantly improved from before to after the VR training, as did average time to defibrillation. Discussion VR simulation for defibrillator training is feasible and well-liked by senior medical students and is associated with improved self-perceived knowledge and comfort with using a manual defibrillator.

Using Performance Improvement Methods to Evaluate Processes for Writing Multiple-Choice Test Questions in the Postlicensure Clinical Environment: A Case Study.

This article is the last of a four-part series to guide educators on the construction and evaluation of multiple-choice test items in the post-licensure environment. Previous articles in this series described the problem and the mechanics of test item construction and evaluation. A replicable strategy for evaluating the organizational process for constructing multiple-choice test questions is provided. Steps taken to create change are described; work tools are provided. Guidance and training are needed to create multiple-choice test questions. Many educators have not had training in item construction. Educators welcomed training. Personalized mentorship resulted in improvement. Asynchronous learning alone was helpful and well received and improved self-perceived knowledge, yet fell short of achieving competence. Voluntary training may not be adequate to assure enculturation of best practices without accountability standards and monitoring. Future research is indicated to assess the situation and provide national standards for adoption within health care organizations. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].

Unlocking Learning: The Impact of an Educational Escape Room on Energy Transition

Since the first escape room opened in 2007, the industry has grown to attract people from all over the world and is expected to continue to grow. This trend of rising social and recreational interest has, in turn, being introduced in the education sector in many countries. The use of escape rooms for educational purposes has become increasingly popular across different levels of education, including higher education institutions. This innovative and ludic approach involves students in their learning environment, encourages the use of numerous soft skills (creativity, problem solving, teamwork, etc.), and provides opportunity to escape the ‘routine’ of traditional and less student-centered learning methods. Although Educational Escape Rooms (EER) are becoming more prevalent in formal education, initiatives related to the topic of energy transition are scarce. As a result, there is limited information on the impact of these strategies to promote youth motivation and learning towards the energy transition. Exploring this issue is particularly relevant as young people have the potential to play an active and important role in achieving a sustainable future. This case study employs a quasi-experimental pretest-posttest design with mixed data. The sample consist of 32 students playing an EER, designed by higher education students, on energy transition. The study aims to assess the quality of the resource design and its impact on students’ knowledge, motivation to learn, soft skills utilization, and engagement. The study results show a noteworthy improvement in self-perceived knowledge regarding the energy transition after playing the EER. This increase is associated with new knowledge gained by the players about energy consumption, production and transformation. The results indicate that the EER is ineffective in increasing or decreasing motivation to learn among players. Engagement is perceived as positive with respect to the experience of playing the EER. However, there is no correlation between motivation to learn and engagement. The study also suggests that the EER has the potential to improve various soft skills, especially teamwork, communication, and problem-solving. Finally, the EER was generally praised by the players for its engagement, on both quantitative and qualitative data in the study. On the other hand, the thematic analysis revealed some design issues that may have affected the players' experience and learning outcomes. These included excessive difficulty in some puzzles, lack of guidance, and insufficient time to complete. These issues need to be addressed in order to improve the overall impact of the EER, despite players' generally positive perceptions of it. In relation to the four puzzles that compose the EER (which relate to energy consumption, production, storage and transformation), they were generally positively rated by the participants, with the energy consumption puzzle being the highest rated for its practical application.

What does the general public know about palliative care? A population-based survey

ObjectivesThe need for public education on palliative care has been widely argued for. To develop effective educational strategies, a stronger evidence base is needed on what exactly is known and...

Blockchain, Holochain, and OtherDistributed Ledger Technologies:Web3 Awareness, Privacy Concerns,and Cryptocurrency Use AmongStudents in a Medical School

&lt;br&gt;&lt;b&gt;Aim:&lt;/b&gt; We aimed to reveal awareness of distributed ledger technologies (DLTs) among clinical year students (fourth, fifth, and sixth years in undergraduate medical training) in a medical school.&lt;/br&gt; &lt;br&gt;&lt;b&gt;Methods:&lt;/b&gt; This was a descriptive study. The participants were clinical year medical students in a medical school. We developed an electronic survey form on blockchain, Holochain, and other DLTs. Self-perceived knowledge levels on DLTs and Web3 were solicited, as well as DLT-based cryptocurrency-related questions to understand their practical involvement. This approach was taken because, while DLTs are used in healthcare and education, their most common application is in cryptocurrencies. We reported descriptive statistics.&lt;/br&gt; &lt;br&gt;&lt;b&gt;Results:&lt;/b&gt; Total number of participants was 546. Of the students, 74.7% have never heard of blockchain, and 86.3% have never heard of Holochain. DLTs such as DAG (Directed Acyclic Graph), Hashgraph, and Tempo have never been heard of by over 90% of the students. 75.3% stated they are worried about the security and privacy of their data on the internet. 20.3% of the students stated that they have purchased a cryptocurrency at least once, 7.9% used a cryptocurrency wallet where they hold its private key, and 6.8% used a decentralized exchange. If there were an elective course on DLTs in the faculty, 54.8% of the students would be willing to take this course.&lt;/br&gt; &lt;br&gt;&lt;b&gt;Conclusions:&lt;/b&gt; DLT and Web3 awareness among medical students is low. However, there is an interest in taking an elective course on these technologies. In order to create awareness, medical schools could leverage this interest to learn more about Web3 solutions.&lt;/br&gt;

Re-Evaluating the Appropriateness of the "Don't Know" Response Option: Guessing Rate as a Source of Systematic Error on Autism Knowledge Assessments.

Several autism knowledge assessments include "don't know" as a response option. The inclusion of this response option may lead to systematic error, such that participants' guessing rate affects the measurement of their autism knowledge. This study examines both predictors of guessing rate for autism knowledge and predictors of autism knowledge, including guessing rate. School-based professionals (n = 396) completed the Autism Spectrum Knowledge Scale Professional Version-Revised (ASKSP-R; McClain et al, Journal of Autism and Developmental Disorders 50(3):998-1006, 2020). and the Autism Stigma and Knowledge Questionnaire (ASK-Q; Harrison et al, Journal of Autism and Developmental Disorders 47(10):3281-3295, 2017). Both assessments include "don't know" as a response option. Guessing rate was the strongest predictor of autism knowledge across both the ASKSP-R and the ASK-Q assessments. For the ASKSP-R, participants who were school psychologists, practicing for more years, had more autism-related clinical experiences, and who personally knew an autistic person had a higher guessing rate. School psychologists and participants who worked with more autistic students scored higher in autism knowledge. For the ASK-Q, participants with greater self-perceived autism knowledge had a higher guessing rate. Participants with a doctorate degree, who personally knew an autistic person, and who worked with more autistic students scored higher in autism knowledge. Guessing rate can be a source of systematic error on autism knowledge assessments. Potential solutions to correct for guessing rate are examined and recommended for future use.

Hospitalised patients as stewards of their own antibiotic therapy: a qualitative analysis informing the strategic design of interventions to encourage shared decision-making in tertiary hospital settings in Singapore.

Shared decision-making (SDM) on antibiotic therapy may improve antibiotic use in tertiary hospitals, but hospitalised patients are apprehensive about being involved in it. Understanding the facilitators and barriers to SDM can inform the design and implementation of interventions to empower these patients to engage in SDM on their antibiotic therapies. We conducted qualitative interviews with 23 adult patients purposively sampled with maximum variation from the three largest tertiary-care hospitals in Singapore (April 2019─October 2020). Thematic analysis was conducted using the Theoretical Domains Framework and Capability, Opportunity, Motivation, Behaviour (COM-B) model to identify areas for intervention. Hospitalised patients lacked comprehensive knowledge of their antibiotic therapies and the majority did not have the skills to actively query their doctors about them. There was a lack of opportunities to meet and interact with doctors, and patients were less motivated to engage in SDM if they had a self-perceived paternalistic relationship with doctors, trusted their doctors to provide the best treatment, and had self-perceived poor knowledge to engage in SDM. To empower these patients, they should first be educated with antibiotic knowledge. Highlighting potential side effects of antibiotics could motivate them to ask questions about their antibiotic therapies. Environment restructuring, as facilitated by nurses and visual cues to nudge conversations, could create opportunities for interactions and motivating patients into SDM on their antibiotic therapies. Education and environmental restructuring should be explored to empower hospitalised patients to engage in SDM on their antibiotic therapies.

Assessing self-reported public health emergency competencies for civil aviation personnel in China: a pilot study

IntroductionCOVID-19 has demonstrated the importance of competent staff with expertise in public health emergency preparedness and response in the civil aviation system. The civil aviation system is a critical sentinel and checkpoint to prevent imported cases and slow the spread of communicable diseases. Understanding the current competencies of staff to deal with public health emergencies will help government agencies develop targeted training and evidence-based policies to improve their public health preparedness and response capabilities.MethodsThis cross-sectional pilot study was conducted from November 2022 to October 2023, involving 118 staff members from various positions within China’s civil aviation system. A 59-item questionnaire was translated and developed according to a competency profile. Data were collected using the self-report questionnaire to measure the workforce’s self-perceptions of knowledge and skills associated with public health emergency proficiency, categorized into (1) general competency, (2) preparedness competency, (3) response competency, and (4) recovery competency. KMO & Bartlett test and Cronbach’s α reliability analysis were used to test the reliability and validity of the questionnaire. Descriptive statistics, independent sample T-test, ANOVA, and linear regression models were performed to analyze the competencies.ResultsA total of 107 staff members from the aviation system were surveyed in this study. The KMO & Bartlett test, (KMO = 0.919, P < 0.001) and Cronbach’s α coefficients (α = 0.985) for this questionnaire were acceptable. The results suggested that respondents scored a mean of 6.48 out of 9 for the single question. However, the staff needed to acquire more knowledge in investigating epidemic information (5.92) and case managing (5.91) in the response stage. Overall, males scored higher (409.05 ± 81.39) than females (367.99 ± 84.97), with scores in the medical department (445.67 ± 72.01) higher than management (387.00 ± 70.87) and general department (362.32 ± 86.93). Additionally, those with completely subjective evaluation (425.79 ± 88.10) scored higher than the general group (374.39 ± 79.91). To predict the total score, female medical workers were more likely to have lower scores (β = -34.5, P = 0.041). Compared with those in the medical department, the management workers (β = -65.54, P = 0.008) and general workers (β = -78.06, P < 0.001) were associated with a lower total score.ConclusionsThere was still a gap between the public health emergency competencies of the civil aviation system and the demand. Staff in China’s civil aviation systems demonstrated overall competence in public health emergency preparedness and response. However, there was a need to enhance the accumulation of practical experience. Implementing effective training programs for public health emergencies was recommended to mitigate knowledge gaps. Meanwhile, regular training evaluations were also recommended to give comprehensive feedback on the value of the training programs.

Awareness of Opioid Use for Pain Control among Healthcare Practitioners: A Systematic Review

Objectives: To compile the recent literature's findings and shed light on knowledge of healthcare personnel about the use of opioids in pain management. Methods: A thorough search of pertinent databases was done in order to find studies that satisfied the requirements for inclusion. A thorough search of PubMed, Web of Science, SCOPUS, and Science Direct was conducted to find pertinent literature. Results: Ten studies, including a total of 58,234 participants and 21,769 (37.4%) of them were females, were included in our data. There were notable differences found between the clinical skills of physicians in managing pain and prescribing opioids and their self-perceived knowledge in these areas. Many studies reported that nearly half of the participants had poor knowledge about using opioids for pain management. Physicians with higher clinical knowledge ratings prescribed fewer opioids. Only two studies reported that professionals with advanced degrees were found to have a sufficient level of understanding regarding pain and opiate use. Conclusion: This study demonstrated a lack of and insufficient knowledge about opioids on pain management among healthcare personnel. Prospective investigations ought to concentrate on crafting customized instructional curricula and decision-assistance instruments for primary care practitioners, as well as analyzing the influence of interdisciplinary pain treatment groups on patient results.

Testing the efficacy of a narrative short film in educating the public about providing emotional support to individuals with fertility problems

Background To educate the public on how best to support people with fertility problems, a narrative short film “Ten Things Not to Say to Someone Struggling with Infertility” was created, depicting the impact that helpful versus unhelpful dialogue has on someone with fertility problems. Methods Before and after watching the video, 419 participants from the public were presented with a hypothetical vignette describing a woman experiencing fertility problems and asked about the likelihood that they would endorse a series of helpful and unhelpful statements when communicating with the protagonist. Pre and post endorsement of helpful versus unhelpful statements were compared, as were self-perceived knowledge about the mental health aspects of fertility problems, confidence in providing emotional support to someone with fertility problems, and empathy for the protagonist. Results Participants endorsed fewer unhelpful statements after the video relative to before (M(SD) = 2.2(2.3) vs. 1.3(2.3), p < .001) and fewer participants endorsed at least one unhelpful statement (72% to 47%, p < .001). Self-perceived knowledge of fertility problems, confidence in providing support, and empathy increased at post-test (ps < .001; Cohen’s d = .56–.83) indicating medium-large effects. Conclusions A narrative short film appears to be an effective dissemination strategy for sensitizing the public to the emotional struggles of individuals experiencing fertility problems.