Self-reported Interest Research Articles

Rural clinical placements in clinical education: impact on rural practice interest in Canada: a scoping review.

Statistics Canada defines rural areas as towns or municipalities outside the commuting zone of larger urban centres.(1) Clinical students included are students in the nursing and medical field at all levels of education. There is an inequitable distribution of healthcare professionals in Canada.(2) Research has shown that 8% of physicians practice in rural areas, whereas 19% of Canadians live in rural areas. (3, 4) This trend has raised concerns about inequitable access to healthcare practitioners in rural regions. Despite concerns raised, there is a lack of comprehensive research investigating incentives for nursing and medical students to stay and practice in rural settings. Furthermore, much of the research that investigates healthcare student settlement in rural areas is outdated, and given the COVID-19 pandemic, many intentions have changed. Objective This scoping review seeks to explore the influence of rural clinical placements on the choice of practice locations among nursing and medical students in Canada. The aim is to address the critical gap in healthcare provision in rural areas by assessing whether experiential learning in these settings encourages graduates to pursue careers in similarly underserved areas. In studying the effectiveness of clinical placements on self-reported interest, methods of improving long-term outcomes for primary healthcare staffing in rural areas can be evaluated and applied to current training. The goal is to address disparities in healthcare accessibility and gain an understanding of policy development and educational practices. Design A scoping review Methodology The review will synthesise available qualitative and quantitative literature in English language spanning from 1970 to the present to ascertain the relationship between rural clinical placements during educational training and the subsequent selection of rural practice settings. Publications will be sourced from scientific databases such as CINAHL and Ebscohost. Grey literature will also be included, and journal citations will be searched. Screening will be carried out by two independent reviewers, and all disputes will be settled by a third reviewer.

Patterns in student self-reported situational interest in online introductory geoscience labs during COVID

Triggered situational interest in introductory courses can encourage student engagement, motivation, and value for the geosciences. In-person labs have traditionally played a unique role in triggering situational interest compared to lectures, but the COVID transition online disrupted these dynamics. We examine students’ self-reported situational interest from 6,463 responses to weekly surveys in online introductory geoscience lab courses at five U.S. institutions during fall 2020 and spring 2021. Approximately half of students reported that labs were equally (49.4%) or more interesting (4.3%) online, compared to a hypothetical in-person option. Analysis showed a statistically-significant interaction between student situational interest and the combined effect of 1) the course the students were enrolled in and 2) the topic of the lab session (F (20, 6395) = 4.038, p < 0.001). However, topic and course together explain only about 4% of the variance in the dataset, indicating that other factors have a large role in triggering interest. Students who indicated that labs were less interesting online (46.3%) most often cited not being able to physically interact with instructional materials (56.3%) and difficulty interacting with peers (30.6%). When asked what revisions would increase their situational interest, additional hands-on interaction (22.8%) and increased relevance to their life or future career (20.2%) were the answer choices students selected most frequently. These findings identify modifications and enhancements grounded in students’ self-reported interest that can inform the design of online introductory geology labs.

The role of truth and bias in parents’ judgments of children’s science interests

Parents’ judgments about their children’s level of interest in different science topics may affect the science-learning opportunities they provide their children. However, little is known about how parents judge these interests. We used the truth and bias model of judgment of West and Kenny (Psychological Review [2011], Vol. 118, pp. 357–378) to examine factors that may affect parents’ judgments of their children’s science interests such as the truth (children’s self-reported interest) and potential sources of parental bias. We also investigated whether several individual difference measures moderated the effect of truth or bias on judgments. Children (N = 139, ages 7–11 years) rated their level of interest in five science and five non-science topics. Separately, parents (N = 139) judged their children’s interest in the same topics. Overall, parents accurately judged their children’s science interests, but we also found evidence of some forms of bias, namely that parents generally under-estimated their children’s science interests. In addition, parents’ personal science attitudes were related to judgments of science interests, such that parents more favorable of science tended to rate their children’s interest in science topics higher than parents with a less favorable view. We did not find evidence that individual differences among parents moderated the effect of truth or bias on judgments; however, parents were more accurate at judging the non-science interests of older children than younger children. Parents should be aware that they may be under-estimating their children’s interest in science topics and that their personal attitudes about science may be influencing their judgments of their children’s science interests.

Pharmacists working in residential aged care: a survey of pharmacist interest and perceived preparedness

BackgroundPharmacists involvement in residential aged care facilities has traditionally been limited to that of an external contractor providing medication reviews, or medication supply.AimTo explore Australian pharmacists’ interest and perceived preparedness to work as on-site pharmacists in residential aged care.MethodNational cross-sectional anonymous online survey open for two weeks (September 17th to October 1st 2022) consisting of Likert-type, multiple choice and multiple selection questions. Australian pharmacists were recruited using a broad advertising strategy which included social and traditional media platforms, and snowball sampling. Data were collected on pharmacist self-reported interest and perceived preparedness to work as on-site aged care pharmacists in residential aged care. Data were analysed using descriptive statistics.ResultsResponses were received from 720 participants, 643 were eligible. Most participants were female (n = 466, 73%) and mean (SD) age was 43.5 (SD 12.5) years. Over half the participants were interested or extremely interested in working as an on-site aged care pharmacist (56%, n = 360), and agreed or strongly agreed (n = 475, 76%) that they felt prepared to work as an on-site aged care pharmacist. Most pharmacists felt prepared to engage in a variety of roles within the facilities (> 73% for each role), including resident and system level roles, and the majority agreed they felt prepared to engage with stakeholders, including general practitioners (93%) and medical specialists (86%).ConclusionPharmacists reported they are interested and feel prepared to work as on-site aged care pharmacists. These findings will inform the roll-out of this new model of care to enhance multidisciplinary collaboration in residential aged care.Graphical

Impact on patient attitudes towards lung cancer screening and smoking cessation with radiology consultation: Pilot survey project

PurposeWe developed a novel patient-radiologist consultation for patients scheduled for lung cancer screening (LCS). We hypothesized that this intervention would improve patient attitudes towards LCS adherence and smoking cessation. MethodsThis quality improvement project enrolled 38 LCS patients (a majority were African American) and included 20 current and 18 former smokers. The intervention, a 5–10 min consultation with a radiologist who provided preliminary interpretation of pertinent imaging findings in conjunction with smoking cessation counseling, took place in the radiology reading room immediately after the low dose computed tomography (LDCT) patient scan. Pre- and post-intervention surveys assessed patient attitudes towards LCS and smoking cessation. ResultsAll recruited patients consented to participate in this project. Regarding viewing their LCS imaging, 86.8% (33/38) expressed general interest initially, with 100.0% (38/38) being more interested afterwards. On LCS logistics, 71.1% (27/38) reported prior knowledge at baseline, while 89.5% (34/38) reported being more informed following the intervention. Among current smokers, 90.0% (18/20) were already motivated towards quitting smoking at baseline, with 100.0% (20/20) exiting the intervention being more interested in doing so. Regarding smoking cessation resources, 95.0% (19/20) were interested in accessing such resources at baseline, and 90.0% (18/20, 2 were same/neutral) were more interested afterwards. ConclusionsPatients’ attitudes towards LCS and self-reported interest in quitting smoking were directionally higher after the consultation than at baseline. Incorporating LCS consultations with radiologists as part of patient-centered care provides a resource to educate patients on their own LCS imaging findings while promoting LCS adherence and smoking cessation.

Students’ interest, engagement, and achievement in online high school science courses

Though documented extensively using self-report measures—especially in post-secondary course contexts—the relations among students’ interest, engagement, and academic achievement in high school science courses has been studied far less—especially when considering online versions of these courses. Self-reported interest collected at the beginning of the semester, process measures of emotional, behavioural, and cognitive engagement measured with textual analysis using the Linguistic Inquiry and Word Count (LIWC) measures of online discussion threads and time spent on the learning management system were collected throughout the semester, and final course grades were collected at the end of the semester. A sample of 622 high school students were recruited from five STEM courses to participate in this study. Results indicate that interest predicts behavioural engagement, behavioural and cognitive engagement predict final course grade, and interest predicts final course grade. Findings extend research by describing the role of engagement in online high school STEM courses.

The sound of respondents: predicting respondents’ level of interest in questions with voice data in smartphone surveys

AbstractWeb surveys completed on smartphones open novel ways for measuring respondents’ attitudes, behaviors, and beliefs that are crucial for social science research and many adjacent research fields. In this study, we make use of the built-in microphones of smartphones to record voice answers in a smartphone survey and extract non-verbal cues, such as amplitudes and pitches, from the collected voice data. This allows us to predict respondents’ level of interest (i.e., disinterest, neutral, and high interest) based on their voice answers, which expands the opportunities for researching respondents’ engagement and answer behavior. We conducted a smartphone survey in a German online access panel and asked respondents four open-ended questions on political parties with requests for voice answers. In addition, we measured respondents’ self-reported survey interest using a closed-ended question with an end-labeled, seven-point rating scale. The results show a non-linear association between respondents’ predicted level of interest and answer length. Respondents with a predicted medium level of interest provide longer answers in terms of number of words and response times. However, respondents’ predicted level of interest and their self-reported interest are weakly associated. Finally, we argue that voice answers contain rich meta-information about respondents’ affective states, which are yet to be utilized in survey research.

Texas Developmental Center for AIDS Research CFAR Diversity, Equity, and Inclusion Pathway Initiative Program.

The Texas Developmental Center for AIDS Research (D-CFAR) diversity program, termed the CFAR Diversity, Equity, and Inclusion Pathway Initiative (CDEIPI), was created in 2021 to engage high school students and graduate students from Underrepresented Minorities/Black, Indigenous, and People of Color populations. The Texas D-CFAR CDEIPI has partnered with 2 Texas high schools with predominantly economically disadvantaged and minority student populations-Michael E. DeBakey High School for Health Professions in Houston, TX, and the South Texas Independent School District Medical Professions High School in Olmito, TX in the Rio Grande Valley. A total of 370 high school student learners at both partner schools participated in presentations of research and career paths related to HIV-1 and SARS-CoV-2 during the 2021-2022 academic year. Afterward, learners completed anonymous surveys to share their self-reported interest in research degrees and careers. Learners reported increased knowledge of related science content and interest in research careers, including HIV-1 research, after each of the sessions. The programming has been of interest to student learners, and future additions intend to build upon the Texas D-CFAR CDEIPI.

Acceptance of smart sensing: a barrier to implementation-results from a randomized controlled trial.

Accurate and timely diagnostics are essential for effective mental healthcare. Given a resource- and time-limited mental healthcare system, novel digital and scalable diagnostic approaches such as smart sensing, which utilizes digital markers collected via sensors from digital devices, are explored. While the predictive accuracy of smart sensing is promising, its acceptance remains unclear. Based on the unified theory of acceptance and use of technology, the present study investigated (1) the effectiveness of an acceptance facilitating intervention (AFI), (2) the determinants of acceptance, and (3) the acceptance of adults toward smart sensing. The participants (N = 202) were randomly assigned to a control group (CG) or intervention group (IG). The IG received a video AFI on smart sensing, and the CG a video on mindfulness. A reliable online questionnaire was used to assess acceptance, performance expectancy, effort expectancy, facilitating conditions, social influence, and trust. The self-reported interest in using and the installation of a smart sensing app were assessed as behavioral outcomes. The intervention effects were investigated in acceptance using t-tests for observed data and latent structural equation modeling (SEM) with full information maximum likelihood to handle missing data. The behavioral outcomes were analyzed with logistic regression. The determinants of acceptance were analyzed with SEM. The root mean square error of approximation (RMSEA) and standardized root mean square residual (SRMR) were used to evaluate the model fit. The intervention did not affect the acceptance (p = 0.357), interest (OR = 0.75, 95% CI: 0.42-1.32, p = 0.314), or installation rate (OR = 0.29, 95% CI: 0.01-2.35, p = 0.294). The performance expectancy (γ = 0.45, p < 0.001), trust (γ = 0.24, p = 0.002), and social influence (γ = 0.32, p = 0.008) were identified as the core determinants of acceptance explaining 68% of its variance. The SEM model fit was excellent (RMSEA = 0.06, SRMR = 0.05). The overall acceptance was M = 10.9 (SD = 3.73), with 35.41% of the participants showing a low, 47.92% a moderate, and 10.41% a high acceptance. The present AFI was not effective. The low to moderate acceptance of smart sensing poses a major barrier to its implementation. The performance expectancy, social influence, and trust should be targeted as the core factors of acceptance. Further studies are needed to identify effective ways to foster the acceptance of smart sensing and to develop successful implementation strategies. identifier 10.17605/OSF.IO/GJTPH.

Curriculum Innovation: Teaching Neuroethics Through a Case-Based Undergraduate Medical Education Workshop: Implementation and Evaluation.

Medical students on their clinical neurology clerkship often encounter ethically challenging situations, yet formal neuroethics training is limited. This study sought to evaluate a case-based small-group workshop that was implemented to introduce students to important neuroethics concepts and resources. (1) To define decision-making capacity and describe how it is assessed in neurologic illness; (2) to define the legal category of brain death and its evolution over time; (3) to describe the legal process for surrogate decision making in the state of Maryland; (4) to identify barriers to goals-of-care conversations; and (5) to reflect on how personal beliefs of patients and physicians influence delivery of care and medical decision making. A 1.5-hour interactive curriculum for medical students on the neurology clerkship covering ethical considerations in brain death, surrogate decision making, and navigating conversations surrounding these topics (with reference to lesbian, gay, bisexual, transgender, queer/questioning, and others' health and health disparities) was designed and implemented over 2 years. Curriculum outcomes were measured by preworkshop and postworkshop self-assessment surveys. Learner reactions were measured by self-reported interest in ethics and perceived utility of the curriculum. Content knowledge was measured through multiple-choice questions on brain death and capacity assessment, which were scored for correctness by the study team, and self-reported confidence in ethical reasoning. Changes in these metrics were analyzed for paired precourse and postcourse responses to determine the effectiveness of the session. The study recruited 234 of 356 rotating students (65.7% response rate). Presurvey data revealed that 36% had encountered a challenging clinical scenario before the intervention. Preintervention and postintervention paired data were available for 184 (79%) respondents. Of these, 66% reported increased confidence in their knowledge of ethics, and 42% reported increased interest in ethics. Presession performance on content questions did not differ significantly based on prior clinical ethics experience. Performance on neuroethics content questions improved significantly after the session as demonstrated by the increase in the percentage of students providing correct answers to content questions between the presurvey and postsurvey (17% increase for capacity assessment, 19% increase for brain death, and 22% increase for surrogate decision making, p < 0.0001). An interactive neuroethics workshop using a case-based discussion format integrates ethics and health disparity education into the clinical neurology curriculum and enhanced knowledge and confidence in medical ethics. This curriculum increases student interest in ethics, confidence in their ability to perform ethical reasoning tasks, and content knowledge of brain death and surrogate decision making.

Tailored Mentorship for the Underrepresented & Allies in Radiation Oncology: The ARRO Equity and Inclusion Subcommittee Mentorship Experience

Background There are limited opportunities for mentorship for Underrepresented in Medicine (URM) trainees and physicians in radiation oncology (RO). The purpose of this study was to create a formal mentorship program open to URMs and allies with interests in equity and inclusion as well as track metrics for evaluating program impact and identifying areas for improvement. Methods A mentorship program incorporating a virtual platform was designed by the Association of Residents in Radiation Oncology Equity and Inclusion Subcommittee. It was structured to include 6 sessions over 6 months with matched mentor/mentee pairs based on responses to a publicized online interest form. A compilation of evidence-based guidelines was provided as a reference for optimizing the mentorship relationship. Linked pre- and post-program surveys were administered to collect demographic data, define baseline goals and level of support, and evaluate program satisfaction. Results 35 mentor-mentee pairs were matched; 31 mentees completed the pre-program survey and 17 completed the post-program survey. Pre-program, 15 (48%) mentees reported lack of current mentorship/professional development support, 3 (9.7%) reported satisfaction with current mentorship, and 5 (16%) reported specific URM mentorship. Areas that were identified in the pre-program survey as important to mentees were addressed with high reported satisfaction based on the post-program survey. Mentees also reported high satisfaction with mentor attributes and high overall satisfaction. Opportunities for improvement include additional support for maintaining longitudinal relationships and reducing attrition rates with an adaptive approach of re-matching pairs when appropriate. Discussion Our results demonstrate that there is self-reported interest for better mentorship for URMs in RO, and that it is feasible to develop a nationwide structured mentorship program that addresses participants' goals with high satisfaction. Program expansion could provide URMs and allies in RO more opportunities for career development and promote a greater sense of community and inclusion. There are limited opportunities for mentorship for Underrepresented in Medicine (URM) trainees and physicians in radiation oncology (RO). The purpose of this study was to create a formal mentorship program open to URMs and allies with interests in equity and inclusion as well as track metrics for evaluating program impact and identifying areas for improvement. A mentorship program incorporating a virtual platform was designed by the Association of Residents in Radiation Oncology Equity and Inclusion Subcommittee. It was structured to include 6 sessions over 6 months with matched mentor/mentee pairs based on responses to a publicized online interest form. A compilation of evidence-based guidelines was provided as a reference for optimizing the mentorship relationship. Linked pre- and post-program surveys were administered to collect demographic data, define baseline goals and level of support, and evaluate program satisfaction. 35 mentor-mentee pairs were matched; 31 mentees completed the pre-program survey and 17 completed the post-program survey. Pre-program, 15 (48%) mentees reported lack of current mentorship/professional development support, 3 (9.7%) reported satisfaction with current mentorship, and 5 (16%) reported specific URM mentorship. Areas that were identified in the pre-program survey as important to mentees were addressed with high reported satisfaction based on the post-program survey. Mentees also reported high satisfaction with mentor attributes and high overall satisfaction. Opportunities for improvement include additional support for maintaining longitudinal relationships and reducing attrition rates with an adaptive approach of re-matching pairs when appropriate. Our results demonstrate that there is self-reported interest for better mentorship for URMs in RO, and that it is feasible to develop a nationwide structured mentorship program that addresses participants' goals with high satisfaction. Program expansion could provide URMs and allies in RO more opportunities for career development and promote a greater sense of community and inclusion.

Tailored Mentorship for the Underrepresented and Allies in Radiation Oncology: The Association of Residents in Radiation Oncology Equity and Inclusion Subcommittee Mentorship Experience

There are limited opportunities for mentorship for Underrepresented in Medicine (URM) trainees and physicians in radiation oncology (RO). The purpose of this study was to create and evaluate a formal mentorship program open to URMs and allies with interests in diversity, equity, and inclusion (DEI). A mentorship program incorporating a virtual platform was designed by the Association of Residents in Radiation Oncology (ARRO) Equity and Inclusion Subcommittee (EISC). It was structured to include 6 sessions over 6 months with matched mentor/mentee pairs based on responses to a publicized online interest form. A compilation of evidence-based guidelines was provided to optimize the mentorship relationship. Linked pre- and post-program surveys were administered to collect demographic data, define baseline goals and level of support, and evaluate program satisfaction. Thirty-five mentor-mentee pairs were matched; 31 mentees completed the pre-program survey and 17 completed the post-program survey. Pre-program, only 3 mentees (9.7%) reported satisfaction with current mentorship and 5 (16%) reported mechanisms or mentorship in place at their program to support URMs. On the post-program survey, mentees reported high satisfaction with areas of mentorship, mentor attributes, and the program overall. Opportunities for improvement include implementation of mechanisms to enhance communication with mentor-mentee pairs and maintain longitudinal engagement. In the first-ever tailored mentorship program in RO for URMs and those with DEI interests, our results demonstrate that there is self-reported interest for better mentorship for URMs in RO, and that a nationwide structured mentorship program can address participants' goals with high satisfaction. Program expansion could provide URMs and allies in RO more opportunities for career development and promote a greater sense of community and inclusion within the field.

Impact of Increased Patient-Clinician Virtual Visits During the COVID-19 Pandemic on Medical Student Enthusiasm for Future General Practice Careers.

The COVID-19 pandemic restricted the availability of face-to-face primary care visits. This rapidly increased the proportion of primary care patient-clinician visits conducted virtually and asynchronously (remote consultations via video, telephone, and web-based text/email), altering the educational environment for medical students. Our study explored the impact of the increased proportion of primary care visits conducted virtually and asynchronously, on medical students' self-reported interest in pursuing a career in general (family) practice. We conducted a cross-sectional survey study of medical students at six universities within England and Wales to explore the impact of the increased proportion of primary care visits conducted virtually and asynchronously on medical students' interest in pursuing a career in general practice. One hundred fifty-four medical students were recruited between December 2020 and May 2021; 79 (51%) of the participants reported being less interested in pursuing a career in general practice as a result of the increased proportion of virtual and asynchronous primary care visits during the COVID-19 pandemic. This increased to 104 (68%) of the participants reporting being less interested should primary care visits continue to be delivered virtually or asynchronously by default. Analysis of open-ended survey questions identified a poorer educational experience, concerns regarding the impact on patient care, an isolated working environment and technological challenges as key negative themes. Sociable, supportive working and learning environments and offering equitable care are important motivators for the future workforce. There is a need to develop robust training and assessment in patient-clinician virtual visits and asynchronous communication and to integrate this into curricula.

Design creativity in Industry 4.0: Gravity Sketch and 3D printing in a Luminaire design project

PurposeThis study aims to explore the impact of experiencing virtual reality (VR) and three-dimensional (3D) printing during the design process on the creativity of interior design students in a luminaire design project.Design/methodology/approachThis study used the case-study approach within the context of a nine-week luminaire design project. Collected data included self-reported interest and engagement of students from a Qualtrics questionnaire and the ratings of their creativity via the Creative Product Semantic Scale (CPSS) with two judges.FindingsDescriptive statistics from the Qualtrics questionnaire indicated an overall high level of student interest and engagement with the VR and 3D printing learning experience. Paired t-tests from CPSS ratings of the two judges showed a moderate increase in novelty and a significant increase in style with the introduction of VR and 3D printing technologies, respectively.Research limitations/implicationsSpearman’s correlations (rho) showed no statistical evidence for the relationships between CPSS ratings for creativity and students’ self-reported interest and engagement in VR and 3D printing learning experience.Practical implicationsAmple access time to VR technology and sufficient control over the 3D printing process are important for effective applications of Industry 4.0 technologies in organizations.Social implicationsThis study dissected the confounding variables in its results as practical considerations for intergrading VR and 3D printing technologies for organizations in Industry 4.0.Originality/valueThis study acknowledged VR and 3D printing technologies as simulants for interest and engagement, which benefit creativity.

Interest in Serving the Underserved: Role of Race, Gender, and Medical Specialty Plans.

Medical students often express their plans to care for medically underserved populations, but little is known about how this interest remains during medical school (MS). This study examined how self-reported interest in working with medically underserved communities may change during MS training based on several student characteristics. A secondary data analysis of all student records in the Electronic Residency Application Service (ERAS) from 2005 to 2010 is presented. Predictors included gender, under-represented in medicine (URiM) status, age, academic metrics, career interest, and medical specialty choice. Outcomes included interest in caring for medically underserved populations when entering MS, graduating MS, and graduating MS controlling for entering interest. The total population included 6890 student records (49.5% women and 18.2% URiM). Women had a higher likelihood of being interested in practicing in underserved communities when entering and graduating MS (odds ratio [OR] 1.55, 95% confidence interval [CI] 1.37-1.77; OR 1.24, 95% CI 1.09-1.40). For all outcomes, URiM students had a higher likelihood of planning on a career with underserved populations compared with their non-URiM peers. Compared with Emergency Medicine, Internal Medicine/Pediatrics and Family Medicine had a higher likelihood of plans to work with underserved populations upon entering, graduating, and at graduation controlling for entering interest. Gender, race, and specialty choice all had meaningful associations with a student's plans on practice in an underserved community. This study's findings can help support efforts to improve MS diversity nationally and drive study on cultural effects embedded within medical specialty identity.

ATTITUDES, PRACTICES, AND IMPACTS OF EDUCATION ON ORAL PATHOLOGY AND MEDICINE DURING COVID-19 PANDEMIC IN BRAZIL

ObjectivesThis study aims to evaluate the attitudes, practices, and effects of education in oral pathology and medicine during the COVID-19 pandemic in Brazil.Study DesignDental students and faculty members were invited to participate through an online questionnaire with 31 questions on agreement and frequency regarding the teaching and learning process before and during the COVID-19 pandemic.ResultsA total of 318 individuals involved in oral pathology and medicine education participated. Before the pandemic, discussion of clinical cases was the main teaching method (73%), and written exam (91%) was the main testing method. During the pandemic, remote synchronous lectures (77%) and individual assignments (69%) were applied. For the learning process, 53% totally disagree and 24% disagree that remote lectures are better than conventional ones. Undergraduate students have more difficulties in online access than lecturers (P < .0001), and students have a greater lack of self-reported interest when compared to lecturers (P < .0001).ConclusionsThere was a significant change in the attitudes and practices in teaching oral pathology and medicine. Thus, the effects on the professional training need to be considered as a factor that may reflect on clinical practice. In addition, there is a need for digital inclusion policies.

Assessing Heterogeneity in Students' Visual Judgment: Model-Based Partitioning of Image Rankings.

Differences in the ability of students to judge images can be assessed by analyzing the individual preference order (ranking) of images. To gain insights into potential heterogeneity in judgement of visual abstraction among students, we combine Bradley–Terry preference modeling and model-based recursive partitioning. In an experiment a sample of 1,020 high-school students ranked five sets of images, three of which with respect to their level of visual abstraction. Additionally, 24 art experts and 25 novices were given the same task, while their eye movements were recorded. Results show that time spent on the task, the students’ age, and self-reported interest in visual puzzles had significant influence on rankings. Fixation time of experts and novices revealed that both groups paid more attention to ambiguous images. The presented approach makes the underlying latent scale of visual judgments quantifiable.

The Relationship Between Medical School Clerkships and Primary Care Specialty Choice: A Narrative Review

There is a persistent shortage of primary care physicians in the United States. Medical schools can help meet societal primary care health needs by graduating more students who select family medicine and other primary care careers. The objective of this narrative review was to evaluate the relationship between clerkships and primary care specialty choice. We conducted a systematic literature search and narrative review of research articles examining the association between clerkships and primary care specialty choice. We evaluated the quality of included articles using a validated scale, assessed for methodology and outcomes, and synthesized using a narrative approach. We identified 59 articles meeting our research criteria. A required primary care clerkship in the core clerkship year was associated with increased primary care specialty choice. This finding was strongest for family medicine clerkships and family medicine specialty choice. Clerkships that were longer, were of higher quality, exposed students to a wider scope of primary care practice, and occurred within an institutional climate supportive of primary care were also correlated with more students choosing a primary care specialty. While student self-reported interest in primary care often increased following a primary care clerkship, this interest was not always sustained or consistently associated with a primary care residency match or primary care career. Required family medicine and primary care clerkships were correlated with primary care specialty choice. More high-quality research is needed to better understand how to maximize the impact of clerkships on primary care specialty choice.

The role of in-person focus groups in the management of urinary incontinence in women from a mixed-methods, randomized pilot study.

To assess the quantitative and qualitative components of in-person focus groups as a potential intervention for female patients with urinary incontinence. Women over the age of 18 seeking treatment for UI were randomized to standard care with focus group participation or to standard care alone. All participants completed validated questionnaires: MESA, UDI-6, OAB-SAT-q, PGI-S, PGI-I, SQoL-F, PHQ-9, IPAQ at the beginning and conclusion of the study. Questionnaires were analyzed with repeated measures of ANOVA models in an intention-to-treat manner. Three moderated focus group sessions were held and audio recorded. Recordings were transcribed and categorized by frequency into themes using grounded theory methodology. A total of ten control and eight intervention participants agreed to participate. Seven women attended all three focus group sessions and were included in the final analysis. Transcripts from focus group sessions observed women identified most with (1) urinary incontinence (UI) as a chronic disease, (2) shame managing UI, and (3) social constraints of toileting. Participants self-reported appreciation of focus group participation and desire for on-going sessions. Analysis of the questionnaires did not demonstrate statistically significant differences. Data ascertained from questionnaires were unable to demonstrate a meaningful effect in improved treatment outcomes for control and intervention participants. Grounded theory analysis of transcripts identified four primary themes: (1) appreciation of the focus group, (2) UI as a gendered issue, (3) lack of public awareness, and (4) history of negative provider interactions. All focus group participants self-reported interest in attending future focus group sessions.

0342 Use of a Diffused Fragrance Before Bed May Contribute to Improved Objective and Perceived Sleep

Abstract Introduction This study examined if a diffused fragrance used at home before bedtime would contribute to sleep improvement in a sample of healthy females. Existing evidence regarding the sleep-promoting properties of fragrances often has been anecdotal or based on clinical research, thereby limiting the generalizability and ecological validity of results. Methods 26 women with self-reported interest in air care to support healthy sleep participated in a 9-week field study. A within-subjects, counterbalanced intervention design was implemented, comparing 3 weeks of nightly product use to 3 weeks without using the product after a baseline period. Intervention consisted of the use of a fragrance diffuser and fragrance by Reckitt’s Scientific Platform Fragrance Research for at least an hour at the participants’ preferred settings in the room where they spent the most time before going to bed. Sleep was measured objectively with SleepScore Max every night. Self-report data were collected at bedtime, in the morning, and after each measurement period. Multilevel regression and paired t-tests were used to test for statistical significance. Results Across all participants there were 835 nights of tracked sleep. Participants (100% female, age 21 to 55, average 36 years old) showed improvement in both objective and perceived sleep during the intervention. Participants got more deep sleep, spent a greater proportion of the night in deep sleep, and had an improved BodyScore, a measure of deep sleep (ps&amp;lt;.05). Additional objective improvements were related to sleep consistency: fewer awakenings during the night, less time awake during the night, and better sleep maintenance (ps&amp;lt;.05). Self-report results complemented the objective findings. Participants felt sleepier at bedtime, felt they woke up less often and spent less time awake after initially falling asleep, reported better sleep quality, and experienced better mood both at bedtime and in the morning (ps&amp;lt;.05). No significant negative impacts were seen on sleep in the objective and self-report measures. Conclusion Using the fragrance diffuser before bed may contribute to improvement of many aspects of sleep within this study population of females without underlying sleep conditions. Objectively improved sleep outcomes were supported by self-report, showing multifaceted benefits of the diffused fragrance on sleep. Support (If Any) Reckitt