Self-reported Practices Research Articles

Knowledge, attitudes and practices of processors of deep-fried fish and potato chips with regard to cooking oil quality – A case of Kampala District, Uganda

It is a common practice amongst processors of deep-fried foods to recycle cooking oil to save costs. However, the quality of the oil deteriorates with every frying cycle yielding by-products that have harmful effects on human health. This study evaluated the knowledge, attitudes and practices of processors of deep-fried potato chips and fish in the five divisions of Kampala with regard to recycled cooking oil quality. A face-to-face interview with 301 processors was conducted. The majority (84.4 %) were females and more than half (52.7 %) were aged 19–28 years. Most processors (70.8 %) deep-fried potato chips and up to 78.9 % had less than 5 years’ experience in the business. The processors had sufficient knowledge (average score = 65.6 %) and attitudes (67.7 %) with regard to oil quality. The self-reported practices were just above the average score (54.8 %). Most (71.8 %) were not aware of the good quality characteristics of cooking oil. Most of the processors (87 %) kept cooking oil on heat for longer than is recommended. There was no significant relationship between knowledge and attitudes (p > 0.05). However, significant relationships (p˂0.05) between knowledge and practices and between attitudes and practices were observed. Therefore, this study showed that sufficient knowledge and attitudes on cooking oil quality amongst the processors in Kampala did not necessarily translate into good practices. Behavioral change communication and training on food safety practices may be essential in promoting the adoption of appropriate practices by processors.

Remembered childhood mealtime experiences influence on early childcare and education staff

Parent feeding styles, behaviors, beliefs, and practices are associated with developing children's eating behaviors. However, many children spend considerable time in childcare; thus, are exposed to child-feeding practices of other adults, e.g., early care and education (ECE) staff. Limited research exists on how and whether current classroom feeding practices of ECE staff associate with their own childhood experiences. The About Feeding Children survey, conducted in 2005, examined self-reported feeding practices and beliefs and personal characteristics of ECE staff in Western United States. An exploratory factor analysis of questions related to childhood experiences (N = 1189), revealed two Mealtime Factors: Remembered Adult Control and Remembered Child Autonomy Support. Structural equation modeling was conducted to examine the hypothesis that these remembered experiences would be associated with current feeding practices (Structural Mealtime Strategies, Verbal Mealtime Strategies, and Beliefs about Mealtimes). For each outcome, models had good to moderate fit. Across models, Remembered Autonomy Support was associated with less control, bribing, autonomy undermining, and concern-based control beliefs and greater support at meals and autonomy promoting beliefs in teachers' classroom feeding practices. More research is called for to consider whether reflection on remembered childhood experiences might be beneficial to consider during ECE staff training related to feeding young children.

Teachers’ Self-Reported Classroom Practices Regarding Dictionary Use: The Role of Teachers’ Attitude and School Level

Abstract This study examined the self-reported practices of 300 elementary and high school Quebec teachers regarding dictionary use (paper and electronic) in the classroom as a function of teaching level and attitudes towards dictionaries. ANOVA results highlighted the diversity of teachers’ pedagogical intentions and students’ learning goals while consulting dictionaries. Results, however, revealed a traditional portrait of dictionary use (e.g., correcting spelling, finding a word definition). In addition, teaching levels did not significantly influence teaching content and activities, nor teachers’ perceptions of students’ goals while using a dictionary. Nonetheless, teachers’ attitudes towards dictionary use were found to significantly predict their classroom practices: those with a positive attitude reported a greater variety of pedagogical intentions (e.g., searching for synonyms) and reported more frequent and diversified dictionary-related activities. In sum, findings underscore the importance of training students and teachers in dictionary use to acquire (and teach) proper and diversified dictionary skills.

Translanguaging in content-based EMI classes through the lens of Turkish students: Self-reported practices, functions and orientations

This qualitative study explored the perspectives of 15 EMI students on translanguaging in EMI classes, as well as the functions of translanguaging in content teaching and learning. It also examined how EMI stakeholders orient to such practices against the continuum of perspectives on bi/multilingual language use. Drawing on semi-structured interviews and qualitative content analysis, the data revealed that most lecturers tend to operate through English only, barring the use of L1 resources in classes, in line with the virtual position, which prefers English use only. On the other hand, most students adopt the optimal position, which values L1 resources in teaching, recognizing the vital role and pedagogical value of such resources in accessing content knowledge and socio-emotional resources. However, the study found that many lecturers, who demonstrated pejorative orientations towards bi/multilingual practices, did not hold the optimal position. Overall, the study underscores the need for a shift towards a multilingual turn in EMI classes with an understanding of English within multilingualism.

Examining the perceptions and self-reported practices of L2 teachers in China regarding oral fluency: A conceptual replication and extension

This study, a partial replication of Tavakoli and Hunter, examined the perceptions and self-reported practices of 72 second language (L2) teachers of English or Japanese in China regarding oral fluency. The research employed a mixed-methods approach, collecting both quantitative and qualitative data through questionnaires and interviews. The findings aligned with the original study conducted in the UK, suggesting that L2 teachers in China often viewed fluency as encompassing speaking ability in a broad sense. Therefore, these teachers reported a large majority of free production tasks that enhanced speaking ability, rather than specifically focusing on fluency development. Collectively, these findings highlight a discrepancy between the scholarly definition of fluency and teachers’ understanding of it, and underscore the importance of examining the impact of teacher perceptions on their practices for promoting fluency. Additionally, this study provided novel insights by exploring the influence of teacher variables on teachers’ confidence in their knowledge about fluency. The findings demonstrated that certified teachers, teachers of multiple L2s, more experienced teachers, and teachers in more socioeconomically advantaged regions exhibited greater confidence in their knowledge about fluency. Furthermore, the interaction effects among various teacher variables were found, underlining the complexity of teachers’ roles in perceiving fluency. Considering the findings from both studies, adopting a narrower definition of fluency and incorporating more fluency-focused activities in the classroom could enhance the effectiveness of fluency teaching. Moreover, this study emphasizes the importance of considering teachers’ variability in their understanding of fluency.

Major dietary patterns in the United Kingdom Women's Cohort Study showed no evidence of prospective association with pancreatic cancer risk

Diet is a modifiable risk factor for pancreatic cancer. We hypothesized that specific dietary patterns would increase/decrease pancreatic cancer risk. We evaluated the association of dietary patterns with pancreatic cancer risk in the UK Women's Cohort Study. Dietary patterns were assessed at enrollment using: (1) self-reported practice of vegan/vegetarian dietary habits, (2) diet quality indices (World Health Organization Healthy Diet Indicator and Mediterranean Diet Score), and (3) principal component analysis-derived dietary patterns. The association of dietary patterns with pancreatic cancer incidence was quantified using Cox regression survival analysis. Over a median follow-up of 19 years of 35,365 respondents, there were 136 incident cases of pancreatic cancer. No association between dietary habits/quality and pancreatic cancer incidence was evident after adjustments (hazard ratio (95% confidence interval): self-reported omnivores vs vegan/vegetarian dietary habit: 1.13 (0.73-1.76); per-unit increase in World Health Organization Healthy Diet Indicator scores: 0.99 (0.91-1.09); per-unit increase in Mediterranean Diet Score: 0.92 (0.83-1.02). Similarly, no association of principal component analysis-derived dietary patterns with pancreatic cancer risk was evident ("prudent:" 1.02 [0.94-1.10]; ``meat-based:'' 1.00 [0.92-1.09]; ``fast-food, sugar-sweetened beverages, and carbohydrate-rich snacks:'' 0.96 [0.86-1.07]; ``cereal and dairy-rich:'' 1.04 [0.94-1.16], and ``low-diversity and lowfat:'' 1.00 [0.89-1.13]). In this prospective cohort of women, several major dietary patterns were of poor quality. There was no evidence of a prospective association between any of the dietary patterns explored and pancreatic cancer incidence.

How has COVID-19 changed healthcare professionals' attitudes to self-care? A mixed methods research study.

The COVID-19 pandemic fundamentally changed the way services are delivered. Self-care, including good hygiene practices and avoidance of risk was emphasised as the key measure to tackle the pandemic in the early stages. To understand how self-reported professional attitudes, perceptions and practices of self-care have changed as a result of the COVID-19 pandemic. Cross-sectional online survey and semi-structured qualitative interview. Health care. 304 healthcare professionals (HCPs). A wide range of HCPs, including pharmacists, nurses, doctors, social prescribers and other designations took part in a 27-item anonymous online survey. Semi-structured qualitative interviews with nine healthcare professionals explored attitudes to and practices of self-care before and during the pandemic. Views were sought on the permanence and implications of changes. Data were analysed using routine statistics and thematic analysis to identify major themes. A total of 304 HCPs responded to the survey fully. Nine participated in a semi-structured interview. There was agreement that the importance of self-care has increased markedly during the pandemic. The percentage of respondents who felt that self-care was 'very' important to their clients increased from 54.3% to 86.6% since the pandemic. Personal empowerment and capacity of service users to self-care increased significantly during the pandemic. Willingness of patients to engage (74%) and poor understanding of self-care (71%) were cited as the two main barriers to self-care. A close third was digital exclusion (71%), though 86% of respondents recommended online resources and 77% the use of smartphone apps. Survey respondents believed the changes to be permanent and positive. Interviewees reported a major, and positive move to self-care with the pandemic seen as an opportunity to be grasped, but professional education would have to be aligned to make the most of it. They raised concerns as to whether the shift to self-care was perceived by users as 'abandonment' rather than 'empowerment' and whether problems had been stored rather than dealt with through self-care and therefore whether the positive changes would continue after the pandemic. Reporting their views before the pandemic, barely more than half of the professionals surveyed saw self-care as fundamentally important to the individuals they served. This changed to 86% as a result of the pandemic. Patient/client engagement with and understanding of self-care were reported as major barriers, as was digital exclusion, though increased technological solutions were used by all respondents. Concerns were raised that the permanence of the changes depended upon continued encouragement and empowerment of individuals to self-care and on its inclusion in professional education as a substantive subject.

Midwives' attitudes to and practice of prevention of nosocomial infections in Nigeria

Background/Aims Nosocomial infections are transmitted in hospitals and can be air- or vector borne, through direct or indirect transmission. Medical appliances and surfaces serve as reservoirs for micro-organisms that cause nosocomial infections. This study aimed to assess midwives' attitudes and self-reported practice of nosocomial infection prevention in Olabisi Onabanjo University Teaching Hospital, Nigeria. Methods A cross-sectional descriptive study was conducted to investigate midwives' attitudes to and practice of prevention of nosocomial infections in a sample of 107 respondents. Data were collected with a structured pre-tested questionnaire. Attitude was measured using a 5-point Likert scale to rate agreement with seven statements (maximum score: 35) while practice was measured using a 4-point scale against eight statements (maximum score: 32). The data were analysed using descriptive and inferential statistics, with the Chi-squared test used to assess associations between characteristics and adequacy of practice. Results The majority of midwives (84.1%) had a positive attitude to prevention of nosocomial infections, with a mean score of 3.42±0.16. However, 51.4% had inadequate practice of prevention, with a mean score of 3.84±3.22. A significant association was found between education and practice of nosocomial infection prevention (P<0.001), and experience and practice (P<0.001). Conclusions While midwives' attitudes to nosocomial infections were good, their practice was below average. This highlights the need for efforts to ensure compliance with standard precautions.

Knowledge, Attitude, and Self-reported Practices on Prevention of Respiratory Infections among Two Groups of Islamic Pilgrims, Thailand, 2021

Religious mass gatherings can foster contagious disease transmission in the home countries of pilgrims. Thailand has two major Muslim pilgrims: the Hajj and the Dawah. This study aimed to compare their knowledge (K), attitude (A), and self-reported practice (P), and qualitatively evaluate their perceptions regarding the prevention of respiratory infections. A cross-sectional mixed methods study was conducted. Multistage sampling was conducted in Hajj participants, while convenience sampling was used with the Dawah participants at two gathering places. Pearson’s chi-square test was used to compare KAP scores between the two groups. We conducted qualitative interviews with 13 purposively chosen participants. There were 111 Hajj and 228 Dawah participants. Most Hajj respondents were in the age group of ≥50 years, while most Dawah respondents were between 30–49 years. Overall, the Hajj group had a significantly higher proportion of good knowledge scores than the Dawah group, with 76.6 and 56.1, as well as the positive attitude score of 97.3 and 87.7. The Hajj group was more receptive to receive health education about respiratory infections before their pilgrimage. Preparatory education classes should be initiated for Dawah Muslims before they attend a foreign gathering event.

An exploratory study to assess the knowledge of quarantine and self-reported preventive practices for prevention of COVID 19 infection among the citizens of Pune city

An exploratory study to assess the knowledge of quarantine and self-reported preventive practices for prevention of COVID 19 infection among the citizens of Pune city

Shared book reading: a Norwegian survey of reading practices in families

ABSTRACT Access to books and a rich language environment at home are important for children’s language development. In this study we explored self-reported reading practices in families in Norway (N = 1001) to gain insight into the reading habits parents have with their young children, and the factors that best explain book reading in Norwegian homes. By investigating relationships between how many books parents reported reading with their child last week, demographic factors, and orientational variables, we found that book reading is better explained by orientational factors – such as children’s interest in books and having reading routines in the home – than by demographic factors (such as parents’ educational level). The proportion of parents reporting reading no books, or only one book with their child in the last week was unexpectedly large (33%). The implication of these findings for the culture of reading in Norwegian homes is discussed.

Participation in Online Mindfulness was Associated with Improved Self-Compassion and Prosocial Attitudes

ObjectivesOnline mindfulness programs have become popular due to their increased accessibility compared to face-to-face programs. Although research has demonstrated that face-to-face mindfulness programs can increase trait mindfulness, self-compassion, and prosocial attitudes, fewer studies have explored these outcomes in online programs. This study aimed to test whether an online mindfulness program improved trait mindfulness, self-compassion, and prosocial attitudes, and whether improvements related to self-reported quality and quantity of mindfulness practice.MethodRepeated-measures ANOVAs compared measures of trait mindfulness, self-compassion, and prosocial attitudes between 209 pre- and post-program survey responses from participants who completed a 4-week online mindfulness program. Regressions were used to test whether the quantity or quality of mindfulness practice predicted changes in these measures, and mediation analyses tested whether associations between mindfulness practice and outcomes were mediated by changes in trait mindfulness.ResultsThe study found that participation in the mindfulness program was associated with improved trait mindfulness, self-compassion, and prosocial attitudes (all p < 0.01) and that males showed larger increases in prosocial attitudes (p < 0.05). The study also showed an association between the quality of formal mindfulness practice and improvements in both self-compassion and trait mindfulness (p < 0.01). Lastly, the mediation analysis suggested the association between the quality of formal practice and self-compassion was mediated by changes in trait mindfulness (p < 0.05).ConclusionThese results suggest online mindfulness programs can lead to improved trait mindfulness, self-compassion, and prosocial attitudes. Our results also indicate that higher self-reported practice quality is related to improved trait mindfulness, and that changes in trait mindfulness mediated improved self-compassion.Pre-registrationThis study was not pre-registered.

Measuring and exploring the barriers to translating palliative care knowledge into clinical practice in rural and regional health-care settings.

This study aims to measure and explore the barriers to translating theoretical knowledge of palliative care into clinical practice. A mixed-method study, combining a cross-sectional survey and key interviews was conducted. The quantitative data were obtained from 173 nurses and the key interviews were conducted with 42 health professionals drawn from multiple settings. For quantitative data analysis, Statistical Package for the Social Sciences software were conducted, and a thematic analysis supported with NVivo software were used for analyzing qualitative data. Of the 220 nurses invited, 173 completed the survey (79%). Most (78%) had a bachelor's degree in nursing. Fewer than half, 69 (40%) scored 75% or more for the knowledge test; 173 (100%) scored 50% or greater for attitude; and only 32 (18.5%) scored 75% or greater for self-reported practice. While there was a small, positive correlation between palliative care attitudes and self-reported practice (r=0.22, p=0.003), the qualitative findings indicated that nurses had significant challenges in translating their theoretical knowledge into clinical practice. Limited clinical practice was linked to inadequate knowledge resulting from insufficient integration of palliative care content in undergraduate curricula and a lack of follow-up training. This was further exacerbated by shortages of medicine, staff, and financial resources and was linked to limited attention accorded to palliative care by the government. While the results showed the majority held positive views toward palliative care, improving palliative care practices requires, and enhancing nurses' knowledge of palliative care. This requires changing teaching methods and engaging policymakers.

Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices

AbstractIn recent decades, there have been growing expectations for language teachers to use differentiated instruction (DI) in their classrooms to address the diverse needs of their students. Currently, however, relatively little is known about how teachers of English as a foreign language (EFL) working in Hungarian public education view the concept of DI and implement it in practice. The present study sought to explore this question by interviewing eight Hungarian primary and secondary school EFL teachers on their views and practices of DI. More specifically, the study strove to explore the participants' understanding of and attitude towards DI as well as the differentiation strategies they report to use and the challenges and enablers they perceive when implementing DI. The data were subjected to template analysis. Results suggest that teachers have a solid understanding of the goals of DI and show a primarily positive attitude towards the approach but are less conscious about the strategies available to them and tend to differentiate mostly intuitively. They perceive challenges both in planning and delivering differentiated lessons, such as coping with increased preparation time and having to multitask in class. Exchanging good practices in formal and informal training sessions, cooperating with colleagues and parents, and having rearrangeable furniture and digital tools in the classrooms emerged as enablers of DI. Implications point toward the need for professional development opportunities that help teachers conceptualize their intuitive approaches and extend their repertoire of DI strategies. Researching how technology may enhance DI practices also appears to be warranted.

PATIENT’S PERCEPTION ABOUT CROSS-INFECTION PREVENTION IN NISHTER INSTITUTE OF DENTISTRY (NID), MULTAN, PAKISTAN

Cross-contamination is the transmission of microbial agents from one subject to another. It can be spread from individual to individual or through infected agents. The source of cross-infection can be saliva, blood, body secretions, infected instruments with blood, and necrotic tissue debris. Every year lives are lost because of the spread of infections in hospitals becomes a serious cause of world public health issues. In this descriptive cross-sectional study, a consecutive sampling technique was applied in the periodontology department of Nishter Institute of Dentistry, Multan. 450 participants completed a questionnaire. Self-administered close-ended questionnaire in the English language was used and used local language to familiarize with the questionnaire. Results of the study revealed that 68 – 89% of the participants had a satisfactory level of knowledge about infection and infection prevention and most of them were well educated. 239 participants perceived that AIDS and Hepatitis can be transmitted during dental treatment. Regarding self-reported practice, most of the participants were aware of the fact that sterilized instruments should be used during dental treatment. 89.8% of participants stated that dentists should wear gloves and facemasks to prevent cross-infection from dentist to patient and vice versa. There was a statistically significant difference between occupation and personal protective equipment. There was enough knowledge and awareness of patients presented to the periodontology department of Nishter Institute of Dentistry regarding the infections which can spread in dental clinics like hepatitis and AIDS. There is an increased need in enhancing the awareness of the patients through social media, and also a need to provide knowledge of patients about cross-infection and how can it be prevented through educational programs both for the patients and service providers. It can also be done through awareness campaigns in different shopping places and educational institutes and public places. Key Words: Infection control guidelines, Personal protective equipment, Health care workers, World Health Organization, Centre of Disease Control

Digital Rectal Examination: Perspectives on Current Attitudes, Enablers, and Barriers to Its Performance by Doctors-in-Training.

Background Digital rectal examination (DRE) is a valuable diagnostic tool for diagnosing multiple conditions, but its use has declined in practice. This study sought to provide perspectives on current attitudes, enablers, and barriers to performing DRE for doctors-in-training (DiTs) and explore strategies to improve and facilitate consistent, efficient, and effective execution of DRE.​​​​​​​ Methodology Self-reported DRE practice among DiTs (n = 1,652) across three metropolitan health service regions in Western Australia was surveyed using a de-identified multiple-response ranking, dichotomous quantitative and qualitative survey. Data were analyzed using SPSS version 27 (IBM Corp., Armonk, NY, USA). Results A total of 452 (27%) DiTs responded to the survey, with an even distribution of key demographics between regions and specialties. The median post-graduate year was 2. Half of DiTs reported being comfortable with performing DRE. Most had training in medical school (71%), while 9.7% had no training in DRE. Chaperone availability, perceived invasiveness, and lack of confidence were key barriers; key enablers were formal training and senior colleague/departmental support. The multivariate logistic regression showed that DiTs who reported being comfortable in performing DRE were significantly and independently associated with being a high-volume practitioner (p < 0.001), confident in diagnosing benign (p < 0.001) or malignant pathology (p < 0.001), perceived adequate DRE training (p < 0.001), prior formal DRE training (p = 0.007), and surgical subspeciality interest (p = 0.030). Conclusions Low levels of confidence and comfort in the performance of DRE among DiTs have resulted in the underutilization of a critical diagnostic tool. Future curriculum and departmental clinical practice interventions should address barriers while promoting enablers.

Exploring leadership in health professionals following an industry-based leadership program: A cross-sectional survey.

To evaluate the self-reported leadership practices and behaviours of health professionals following a leadership program and explore factors that impacted leadership style. An online cross-sectional survey was conducted from August to October 2022. The survey was disseminated via email to leadership program graduates. The Multifactor Leadership Questionnaire Form-6S was used to measure leadership style. Eighty completed surveys were included in the analysis. Participants scored highest on transformational leadership and lowest on passive/avoidant leadership style. Participants with higher qualifications scored significantly higher in the inspirational motivation scores (p = 0.03). As years in their profession increased, there was a significant decrease in contingent reward scores (p = 0.04). The younger participants scored significantly higher on the management-by-exception than older participants (p = 0.05). There were no significant associations with the year the leadership program was completed, gender or profession and Multifactor Leadership Questionnaire Form - 6S scores. Most participants (72.5%) strongly agreed that the program enhanced their leadership development and 91.3% strongly agreed or agreed that they routinely apply the skills and knowledge learnt in the program in their workplace. Formal leadership education is important in developing a transformational nursing workforce. This study found that program graduates had adopted a transformational leadership style. Education, years of experience and age impacted the specific leadership elements. Future work needs to incorporate longitudinal follow-up to relate changes in leadership with impact on clinical practice. Transformational leadership as a dominant style can contribute to nurses and other disciplines positively contributing to innovative and person-centred approaches to health service delivery. What already is known-Leadership amongst nurses and other health professionals impacts patients, staff, organizations and ultimately healthcare culture. What this paper adds-Formal leadership education is important in developing a transformational healthcare workforce. Implications for practice/policy-Transformational leadership can enhance nurses and other disciplines commitment to innovative and person-centred approaches. This research identifies that lessons learnt from formal leadership education are retained over time by healthcare providers. This is important for nursing staff, and other healthcare providers, who are leading teams and overseeing care delivery, can ensure leadership behaviours and practices are enacted to influence a transformational workforce and culture. This study adhered to STROBE guidelines. No Patient or Public Contribution.

Characterization of COVID-19 Mitigation Measures Among Workers from May 2020-June 2021

Objectives: To determine the relationship between early adherence to COVID-19 mitigation measures (before vaccine availability) and later vaccination status (after vaccines were widely available) in the Southwest Indiana workforce population.&#x0D; Design: Retrospective analysis of existing longitudinal cohort from two surveys: a COVID-19 prevalence survey in May 2020 and a follow up survey in June 2021.&#x0D; Setting: This study focused on secondary analysis of existing data from two surveys of the same Southwest Indiana workforce population, spanning manufacturing, finance, healthcare, and service industries.&#x0D; Participants: The analysis included participants who completed the 2020 survey (845), 2021 survey (492), or both (343).&#x0D; Main Outcome Measures: Relationship of adherence to early mitigation measures on vaccine adoption. We also examined differences in demographic characteristics including age, rurality (rural, rural/mixed, or urban county based on zip code of residence), education level, gender, and workplace environment.&#x0D; Results: Significant differences in age (p=0.02) and education (p=0.01), but not rurality, were observed between the vaccinated and unvaccinated groups. Furthermore, comparison of vaccinated and unvaccinated groups found significantly different responses to the degree of self-reported mitigation practices in early 2020.&#x0D; Conclusions: Consistent with previous studies, we found that demographic characteristics such as age and education may influence vaccination status. Furthermore, our data suggest an association between willingness to practice mitigation measures at the beginning of the pandemic and willingness to receive the COVID-19 vaccine.

Mathematics Teachers' Self-Reported Practices of Formative Assessments in Teaching Mathematics Online

The current study examined the mathematics teachers' awareness toward and practices of different forms of assessments (of, for, and as learning) in teaching mathematics online during the pandemic. A cross-sectional online survey design was applied among 450 high school mathematics teachers in Nepal. Mean, standard deviation, Mann-Whitney and Kruskal Wallis tests, and structural equation modeling (SEM) were major statistical techniques used in the research. The findings of the study indicated that the level of formative assessment practices in mathematics teaching was found to be high during online classes. Age, gender, teaching experience, time for online classes, and mode of the online learning environment (OLE) are determinant factors associated with the assessment component and strategy, assessment of learning, for learning, and as learning. Assessment strategy and its components are significant predictors of the assessment for and as learning, whereas the assessment component is a significant predictor of the assessment of learning.

Using the Project ECHO Model to Increase Pediatric Primary Care Provider Confidence to Independently Treat Adolescent Depression.

The model for the Extension for Community Healthcare Outcomes (Project ECHO®) was used to extend specialist support to the pediatric medical home for the treatment of adolescent depression by taking a comprehensive, disease-specific approach. Child and adolescent psychiatrists constructed a course to train community pediatric primary care providers (PCPs) to screen patients for depression, initiate evidence-based interventions, and provide ongoing management. Participants were assessed for changes in clinical knowledge and self-efficacy. Secondary measures included self-reported practice change and emergency department (ED) mental health referrals 12months pre- and post-course completion. Sixteen out of 18 participants in cohort 1 and 21 out of 23 participants in cohort 2 completed the pre- and post-assessments. Clinical knowledge and self-efficacy showed statistically significant improvement pre- and post-course completion. ED mental health referrals from participant PCPs decreased by 34% (cohort 1) and 17% (cohort 2) after course completion. These findings indicate that utilizing the Project ECHO format to provide subspecialist support and education on the treatment of depression can improve pediatric PCPs' clinical knowledge and confidence in their ability to independently treat depression. Secondary measures suggest that this can translate into practice change and improved treatment access with decreased ED referrals for mental health assessments by participant PCPs. Future directions include more robust outcomes measurement and developing more courses with an in-depth approach to a single or similar cluster of mental health diagnoses such as anxiety disorders.