Self-study Module Research Articles

Development of a STREAM-Based Self-Study Module to Stimulate HOTS in Petroleum Study Materials

This study aimed to develop a STREAM-based self-study module to stimulate HOTS in petroleum study materials and to test the effectiveness of the module. This developmental research used the 4D method. This research began with a literature study and observations of class XI MIPA students to see the material used and the learning process, as well as to find out the obstacles to learning. The initial conditions provided ideas for making STREAM-based self-study modules that are expected to stimulate students’ HOTS. The module was tested on a limited basis on online classes of XI MIPA 3 to see its practicality. In completing the module, an expert feasibility test was carried out. The expert test showed that the STREAM-based learning module to stimulate HOTS was in the very appropriate category with an average score of 94.55%. For the very decent quality category with a value of 93.13%, for the learning quality category, it was in the very feasible category with a score of 94, 28%., and 96.25% in the very decent category for technical quality (media). The very feasible category was at 96.67% for student readability. The use of STREAM-based self-study modules to facilitate HOTS was proven to be effective and can be used in the learning process. In modules with the STREAM approach to learning chemistry, students can develop independent learning skills and higher thinking skills.
 Keywords: STREAM-based self-study, HOTS, petroleum

Assessing Confidence and Competence of Student Pharmacists in a Virtual Medication Adherence Training Program

ObjectiveTo assess the impact of a virtual medication adherence training (VMAT) program on students' perceived confidence and perceived competency in delivering medication adherence services via telehealth. MethodsThis pilot pre-/post-observational study consisted of 2 subsequent sections: (1) 4 asynchronous self-study modules via Canvas (Instructure, Inc.) learning management system, and (2) 2 live application-based sessions involving virtual and telephonic standardized patients. A pre-/post-survey was given to first-, second-, and third-year Doctor of Pharmacy students to assess perceived confidence and perceived competence. Participants completed a 5-question multiple-choice quiz before and after each module to assess knowledge. ResultsStudents' overall perceived confidence and perceived competency significantly increased upon completing VMAT. Knowledge in each module assessment also significantly improved. During the assessment of performance throughout the live sessions, most participants lost points when resolving issues within the interaction, addressing the need for patient follow-up, and assessing patient knowledge of medication adherence. ConclusionThis novel VMAT suggests that this or similar programs would be beneficial to improve pharmacy students’ perceived confidence, perceived competence, and knowledge in delivering virtual medication adherence services in the telehealth setting. The incorporation of such training within the didactic curriculum of doctoral pharmacy programs should be considered to improve patient care skills for future medication experts.

Online educational interventions in pediatric intensive care medicine.

Online education has experienced explosive growth, particularly in the wake of the COVID-19 pandemic. We explored the current state of the evidence base for online education targeted towards healthcare professionals working in pediatric intensive care units (PICUs), to report how we are using online education in our field. We performed a literature review by systematically generating a list of publications indexed in PubMed describing online educational interventions in the PICU, using Medical Subject Header (MeSH)-based search terms and the following inclusion criteria: studies published after 2005 that describe online educational interventions aimed at healthcare professional working in the PICU. We reviewed the full text of all included articles, and summarized the study aims, design, and results. Our initial search yielded 1,071 unique articles. After screening abstracts and titles, then full texts, eight articles were included in the review. Many online learning modalities are represented, including websites, self-study modules, videos, videoconferencing, online self-assessment with feedback, virtual patient cases, screen-based simulation, and podcasts. Three studies focused on residents, two studies on nurses, two studies on a multidisciplinary team, and one study on transport nurses and paramedics. Most studies utilized participant surveys to assess satisfaction, and half included pre- and post-intervention multiple-choice question tests. Only one study included a patient-related outcome measure. Despite growth in online medical educational intervention research, there are relatively few published studies in pediatric critical care, and only one study evaluated the impact of online learning on patient outcomes. There remain significant opportunities for PICU educators to assess the impact of online educational interventions, especially related to clinician behaviors and patient outcomes.

MANAJEMEN KOLABORASI ANTARA GURU DENGAN PESERTA DIDIK PADA KEGIATAN BELAJAR MENGAJAR ERA NEW NORMAL DI SMP NEGERI 1 LHOKSUKON ACEH UTARA

This study aims to find out how collaborative management between teachers and students in teaching and learning activities in the New Normal Era so that teaching activities run effectively. This research is located at SMP Negeri 1 Lhoksukon North Aceh which is a field study with a descriptive qualitative approach. The data source consists of primary and secondary data. Data collection techniques use observation, interviews and documentation. Data analysis is carried out by means of data reduction, data presentation and drawing conclusions on the data that has been collected. Meanwhile, to ensure the validity of the data, triangulation techniques are used with theory. The results of this study show that SMP Negeri 1 Lhoksukon North Aceh applies collaborative management in teaching and learning activities in this New Normal era by paying attention to several elements, including: First, the planning carried out in the New Normal Era was very different before the pandemic, the planning applied was that there must be a stable internet connection, short materials and self-study modules as well as the existence of a zoom application or google classroom. Second, the implementation must be in accordance with what has been planned at the initial stage as well as the participation of the learners themselves. Third, the assessment / evaluation used by SMP Negeri 1 Lhoksukon North Aceh is almost the same as before, namely the assessment at the beginning of learning and at the end of learning as well as the existence of daily tests and semester tests.

“We’re all going through it”: impact of an online group coaching program for medical trainees: a qualitative analysis

BackgroundTrainees in graduate medical education are affected by burnout at disproportionate rates. Trainees experience tremendous growth in clinical skills and reasoning, however little time is dedicated to metacognition to process their experiences or deliberate identity formation to create individualized definitions of success and wellbeing. The purpose of this study was to understand the perspectives and experiences of trainees who participated in a 6-month, web-based, group coaching program for women residents in training.MethodsBetter Together Physician Coaching is a six-month, self-paced, online, asynchronous, coaching program with multiple components including live coaching calls, unlimited written coaching, and self-study modules. Semi-structured interviews of seventeen participants of Better Together from twelve GME programs within a single institution in Colorado were conducted from May to June of 2021. All identified as women and had participated in a 6-month coaching program. Both inductive and deductive methods were used in collecting and analyzing the data with an aim to understand learners’ perceptions of the coaching program, including “how and why” the coaching program affected training experiences and wellbeing.ResultsThree main themes emerged as benefits to the coaching program from the data: 1) practicing metacognition as a tool for healthy coping 2) building a sense of community, and 3) the value of a customizable experience.ConclusionsFemale trainees who participated in a group coaching program expressed that they found value in learning how to cope with stressors through metacognition-focused coaching. They also described that building a community and being able to customize the experience were positive aspects of the program.Trial registrationClinicalTrials.gov Identifier: NCT05280964. Date of registration: March 15th 2022. Retrospectively registered. URL of trial registry record.

Generating meaningful peer-to-peer engagement through a mentor-led, small group social learning experience on the evolving standards of care for advanced HER2+ breast cancer.

11040 Background: Although the COVID-19 pandemic quickly created a spotlight on distance learning, identifying models that can deliver effective educational programs and best serve the needs of oncology clinicians remains a significant challenge. Methods: We conducted an educational program on the evolving standards of care for advanced HER2+ breast cancer hosted on a novel digital platform that offers a personalized social learning experience which prioritizes engagement, peer-to-peer learning, and mentorship within a small group setting. Results: 87 learners within 10 groups of professionally-connected clinicians participated. Learners progressed through foundational self-study modules, collaborated on asynchronous group challenges, and participated in synchronous live group discussions over six weeks (approximately 4 hours total). Quantitative and qualitative analysis of data extracted from these components highlights the impact of this program (Table). Notably, the learner population was more specialized and engaged than could be expected of a traditional CME program. Feedback suggests strong impact of the live group discussions on learners’ intended practice changes. Additionally, analysis of group challenges and live group discussions revealed several key insights into learner thinking about treatment guidelines, including their differing opinions about the role of surgery/radiation in patient care, uncertainty about the mechanisms of action (MOAs) of discussed therapies, and their apprehension about implementing therapies that may impact the heart and lungs. Conclusions: The outcomes from this analysis highlight the utility of this type of social learning platform to create a safe, supportive learning environment that encourages multiple real-time and asynchronous interactions and shared experiences between clinicians who treat patients with advanced HER2+ breast cancer, as well as offering unique and convenient mentoring opportunities for clinicians interested in leading these digital small groups. Program impact.[Table: see text]

Modul Teknik Self-Instruction untuk Penerapan Nilai Waja Sampai Kaputing (Wasaka)

This study aims to determine the procedure for developing the self-study technique module and the effectiveness of the self-instruction technique module in applying the Waja Sampai Kaputing (wasaka) values. Wasaka means it is a well-known motto from the province of South Kalimantan, which means that endeavor until the end. This type of research is research and development with the ADDIE model, namely Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques in the form of observation and questionnaires. The module was tested on 21 students. Data analysis used paired sample T-test. The result of this research is the creation of a self-instruction technique module. It has a significant effect on the application of wasaka values to FKIP Universitas Lambung Mangkurat students with indicators of hard work, toughness, responsibility, and independence, so that the self-instruction technique module is effective in applying the values of Waja Sampai Kaputing (wasaka) on students.

Vaccine Hesitancy Counseling-an Educational Intervention to Teach a Critical Skill to Preclinical Medical Students.

IntroductionThere has been a recent rise in public perception that vaccines are unsafe, fostering vaccine hesitancy (VH). Few interventions have focused on teaching medical students’ communication skills for counseling vaccine-hesitant patients.MethodsOur educational intervention, designed for medical students, involved a self-study module followed by an interactive session on VH. Students practiced counseling vaccine-hesitant standardized patients (SPs). Faculty and SPs assessed student counseling skills. Students completed pre- and post-intervention surveys to assess attitudes and preparedness to counsel VH patients.ResultsStudents showed a better ability to talk to parents about Human Papillomavirus (HPV) vaccine concerns and Measles Mumps Rubella (MMR)/autism-related issues than to address patients’ concerns related to the Varicella Zoster Virus (VZV) vaccine.Students’ surveys pre- and post-intervention revealed significant improvement in their vaccination knowledge and comfort with counseling vaccine-hesitant patients. Student counseling skills as part of an Objective Structured Clinical Exam (OSCE) showed 73% of students asked about immunization and elicited SP concerns, but only 36% counseled appropriately.ConclusionsIn the face of emerging VH, physicians play a critical role in advising and influencing vaccination decisions. Therefore, it is a core responsibility of medical educators to train medical students on recommending vaccinations and responding effectively to vaccine-hesitant parents and patients. Our multifaceted interactive session provided preclinical students with knowledge and skills to improve communication skills with VH patients and parents and the need for ongoing practice of these VH counseling skills.

A Novel Method for Teaching Laser Peripheral Iridotomy and Selective Laser Trabeculoplasty Using Video Instruction and Model Eyes

Abstract Objective The aim of the study is to describe an inexpensive and easily-constructed model eye for the purpose of teaching laser peripheral iridotomy (LPI) and selective laser trabeculoplasty (SLT) to ophthalmology residents. Methods Easily constructed, inexpensive model eyes were utilized to teach residents SLT and LPI utilizing a remote self-study module. A teaching microscope attachment allowed for video-based instruction and feedback. Results This model eye, used in conjunction with video modules is an effective low-cost teaching tool for laser surgery among ophthalmology residents. Attending ophthalmologists rated the use of these model eyes using surveys and found them to be appropriate teaching tools that could lead to improved knowledge and translate to better patient care. Conclusion Our novel method for teaching glaucoma laser surgery allows residents to learn the principles and theory behind common laser procedures while having the opportunity to practice repetitive procedures on low-cost model eyes.

86 Virtual MacPeds: Leveling up to the new virtual reality of medical education

Primary Subject areaMedical EducationBackgroundThe COVID-19 pandemic and physical distancing measures limited in-person learning experiences for resident postgraduate learners through mandated social distancing measures. Our training program responded by creating online synchronous and asynchronous learning opportunities to supplement learning and replace lost experiences. Virtual MacPeds is an online curriculum created using Kern’s six-step approach to curriculum development to supplement resident learning during COVID-19. The curriculum included online lectures, a live teaching calendar that includes links to sessions across rotations and subspecialties, and a resource rolodex with links to online learning materials.ObjectivesThe purpose of this study is to evaluate the components of the Virtual MacPeds curriculum that were most useful to residents.Design/MethodsVirtual MacPeds was piloted from March 2020 to June 2020 to 51 core pediatric residents in PGY1-4. The Kirkpatrick Model for learning evaluation was used to assess resident reaction to the implementation of the curriculum. A voluntary online survey was emailed to residents with the opportunity to respond from June to July 2020. Descriptive statistics were used to assess learner engagement and perception of the curriculum.ResultsResident response rate was 38.2% (n=20, PGY1 =8, PGY2 =6, PGY3=5, PGY4=1). 95% of respondents had reduced in-person teaching sessions during COVID-19 and 80% had impacted clinical rotations (self-isolation, virtual care, patient volumes). Prior to Virtual MacPeds, 65% used online educational resources. 95% used the curriculum, all of whom found it helpful in fulfilling Royal College learning objectives. 85% of participants attended the online lectures - those who did not attend noted schedule conflict. 100% would use Virtual MacPeds in the future. Participants noted that Virtual MacPeds should include a live teaching schedule (100%), online lectures (84.2%), self-study modules (73.7%), resource rolodex (52.6%) with suggestions for recorded lectures (89.5%) and simulations (57.9%).ConclusionVirtual MacPeds is an acceptable and useful supplement to resident learning during COVID-19. Useful elements of the curriculum include online lectures, a live teaching schedule, resource rolodex and self-study modules.

Using the physiology of normal aging as a capstone integration exercise in a medical physiology course.

As the Baby Boomer generation reaches old age, there has been a significant increase in the number of older adults needing healthcare over the past decade. The physiology of aging is therefore a highly relevant topic for the preclinical medical curriculum. I describe a new capstone unit on the physiology of aging, placed at the end a medical physiology course, to provide a vehicle for integration of prior learning about physiology of each individual body system. Students were provided with online self-study modules as preparation for a mandatory small group case-based learning activity. A detailed case of an elderly female patient being assessed for fall risk was provided. Students were required to document a "Review of Systems" predicting decreased system functions due to senescence and to prepare a group concept map illustrating how physiologic deficits contributed to fall risk in the patient. Students successfully completed the activity and reported generally good satisfaction with the experience. The activity was judged an effective tool for students to consolidate prior learning and to apply physiology to an important medical topic. The lesson also provided several opportunities for curriculum integration with cell biology, biochemistry, anatomy, and clinical skills components.

P077 Upskilling rheumatology therapists in work rehabilitation: an evaluation of the Workwell training programme

Abstract Background/Aims Keeping people with arthritis working is an important goal of rehabilitation. Rheumatology therapists may provide work advice to employed patients but conducting a structured work assessment and providing vocational rehabilitation (VR) is unusual. As part of a VR trial, we developed a VR training course (Workwell). The course consisted of 3 elements: a pre-training self-study module (reading on ergonomics and activity analysis; activity analysis of at least 2 videos of people working; observing people working); a 2-day training course (how to conduct a structured work interview (the Work Environment Survey: WES); case studies; planning work interventions; practical workshops about VR strategies and solutions; addressing disclosure; writing reports); followed by a 1:1 one hour telephone call practising conducting the WES with a trainer, developing a treatment plan, and individual feedback. A “Workwell Solutions Manual” was also provided for use in practice, with information on legislation, patient booklets and work solutions linked to problems identified in the WES. Our aim was to evaluate therapists’ views about the course and its impact. Methods All therapists attending the Workwell course were asked to complete questionnaires pre- and post-training. These included: knowledge of and confidence in providing VR (measured on a 0-4 scale of very limited to excellent); the Evidence Based Practice Attitude Scale (EBPAS); and views about course content and duration. Results Three courses were delivered: 32/40 attendees completed pre-and-post training questionnaires. All were occupational therapists (OTs): 30 women and 2 men; 2 NHS Band 5, 15 Band 6, 11 Band 7 and 4 Band 8; with 11 (SD 7) years’ experience in Rheumatology. Median scores of Knowledge of: VR; the VR process; VR strategies; relevant legislation and policies; and Confidence in: conducting a work assessment; and identifying work solutions, significantly increased from 1 (limited: IQR 1-2) to 3 (good: IQR 2-3) (p < 0.001). Total EBPAS scores did not change. However, Openness sub-scale scores did (i.e. extent to which willing to use new research -based interventions): Pre 2 (moderate: IQR2-3) to Post 3 (great: IQR 3-3): p = 0.04. Most (i.e. 26-30) considered very/extremely relevant: the pre-training self-study; conducting the WES and case studies; practical workshops (workstation assessment; upper limb strategies; load handling; environment; disclosure); and the post-training 1:1 practice WES, treatment planning and feedback. The training about using the WES (roleplay by trainers; case studies and 1:1 telephone practice) was considered the most beneficial aspect. Of the 21 commenting on course length, 16 considered it about right and 5 wanted longer. Conclusion The 2-day VR course, plus 2 days self-study, led to significant improvements in knowledge and confidence in delivering VR amongst attending OTs. Work is a key component of OT. This training course could help expand work services in Rheumatology to keep patients working. Disclosure A. Hammond: None. S. Woodbridge: None. R. O'Brien: None. A. Ching: None. J. Parker: None.

Nutrition Education on the Wards: A Self-Study Module for Improving Medical Student Knowledge of Nutrition Assessment and Interventions.

IntroductionNutrition plays a key role in the prevention and treatment of disease. Hospitalized patients are often malnourished, which is a major contributor to medical complications, decreased quality of life, lengthened medical stay, increased health care costs, and mortality. However, medical students continue to have inadequate education in nutrition and report feeling poorly trained in nutrition. We proposed an online module that could be used by medical students as a self-study activity to learn about key signs for the diagnosis of malnutrition and the nutrition interventions available in the hospital setting.MethodsThird- and fourth-year medical students at Rutgers Robert Wood Johnson Medical School in medicine, surgery, and critical care clerkships were given access to an online nutrition education module discussing the signs of malnutrition in hospitalized patients and the interventions available in the inpatient setting. A premodule and postmodule survey was given via email at the beginning and at the end of the clerkship. A one-sample t test was used to assess the relationship between the mean scores of the pre- and postmodule surveys.ResultsOne hundred nine out of 255 students responded to the premodule survey. Thirty-two students completed the module and postmodule survey. There was a significant difference in mean scores between students who completed the module and postmodule survey compared to the overall student population prior to having access to the module.DiscussionMedical students have limited training in nutrition education, and our findings show that a self-study online module can improve students' knowledge.

A Strategy for Undergraduate Medical Education in Urology During the COVID-19 Pandemic

OBJECTIVETo provide a framework for a virtual curriculum during the COVID-19 pandemic for medical student educators that introduces and teaches clinical concepts important in urology and surgical specialties in general.METHODSWe created a 1-week virtual urology course utilizing interactive lectures, case-based exercises, and faculty-proctored surgical video reviews. Students were assigned self-study modules and participated in case-based discussions and presentations on a topic of their choice. Students’ perceptions of urology as a specialty and the utility of the course was evaluated through pre- and postcourse surveys. Understanding of urologic content was evaluated with a multiple-choice exam.RESULTSA total of nine students were enrolled in the course. All students reported increased understanding of the common urologic diagnoses and of urology as a specialty by an average of 2.5 points on a 10-point Likert scale (Cohen's measure of effect size: 3.2). Additionally, 56% of students reported increased interest, 22% reported no change and 22% reported a decreased interest in pursuing urology as a specialty following the course. Students self-reported increased knowledge of a variety of urologic topics on a 10-point Likert scale. The average exam score on the multiple-choice exam improved from 50% before the course to 89% after the course.CONCLUSIONSVarious teaching techniques can be employed through a virtual platform to introduce medical students to the specialty of urology and increase clinical knowledge surrounding common urologic conditions. As the longevity of the COVID-19 pandemic becomes increasingly apparent and virtual teaching is normalized, these techniques can have far-reaching utility within the traditional medical student surgical curriculum.

Evaluation of the National Sexually Transmitted Disease Curriculum: Reach, Utilization, and Engagement.

With increasing rates of sexually transmitted infections in the United States, there is a critical need to educate health professionals on the prevention, diagnosis, and treatment of sexually transmitted infections. The National Sexually Transmitted Disease Curriculum (NSTDC, https://www.std.uw.edu) is a free, online curriculum, funded by the Centers for Disease Control and Prevention. The purpose of this article is to evaluate the reach, utilization, and engagement of users with the curriculum. Data on NSTDC utilization was collected for 24 months after the February 1, 2017 launch. For all users, Google Analytics was used to determine total number of users, geographic location, age and sex, and average session duration. For registered users, additional data analysis included work-role, demographics, and completion of self-study modules, check-on-learning questions, and question banks. User satisfaction was measured on a 5-point Likert scale. During the evaluation period, 136,270 individual users accessed the NSTDC, including 24,652 registered users. Among all registered users, 10,660 (43.2%) were registered nurses, 2810 (11.4%) physicians, 4942 (20.1%) Advanced Practice Nurses and Physician Assistants, and 6213 (25.2%) nonclinicians. Among registered users, 18,533 (75.2%) completed at least 1 module, 7898 (32.0%) completed all 7 modules, and 19,804 (80.4%) answered optional check-on-learning questions. Median satisfaction with the content was (5) very satisfied (interquartile range, 4-5). The NSTDC is a free, guideline-based, online curriculum with novel dual functionality that has achieved extensive reach with a broad array of health professionals who engage deeply with the material. The wide usage of NSTDC demonstrates the need for high-quality, unbiased, free content in user-focused formats.

Penilaian Keberkesanan Modul Pembelajaran Kendiri Strategi Pemahaman Membaca Teks Bahasa Arab (MPK SPMBA) Untuk Pelajar Pengajian Islam Di Institusi Pengajian Tinggi

Penggunaan strategi kemahiran membaca di kalangan pelajar adalah salah satu faktor yang menyumbang kepada pencapaian akademik pelajar dalam bidang pengajian mereka. Walau bagaimanapun, banyak kajian menunjukkan bahawa penggunaan strategi kemahiran membaca dalam kalangan pelajar pengajian Islam adalah mengecewakan. Oleh itu, tujuan kajian ini adalah untuk menilai keberkesanan modul pembelajaran kendiri strategi pemahaman membaca teks bahasa Arab yang telah dibangunkan untuk membantu mereka menguasai kemahiran membaca bahasa Arab dengan lebih berkesan. Modul ini telah direka dan dibangunkan untuk membantu pembaca meningkatkan kepantasan dan ketepatan memahami bacaan bahasa Arab, untuk kegunaan pelajar, guru atau pembaca yang telah mempunyai asas bahasa Arab seperti asas nahw, sarf dan balaghah. Pengajaran strategi membaca dalam modul tersebut diadaptasi daripada strategi membaca SQ3R (survey, question, read, recite and review). Instrumen kajian yang digunakan adalah sebuah modul pembelajaran kendiri strategi pemahaman membaca bahasa Arab yang dikenali sebagai MPK SPMBA, dan ujian pencapaian yang terdiri daripada satu set soalan ujian pra kefahaman teks dan satu set solan ujian pasca kefahaman teks, dan satu set soal selidik penggunaan strategi membaca yang diuji selepas ujian pra kefahaman dan pasca kefahaman teks. Data dianalisis menggunakan ujian t untuk menunjukkan perbezaan antara pemboleh ubah kajian menggunakan program SPSS-Windows versi 20.0. Penemuan kajian menunjukkan bahawa penggunaan MPK SPMBA mempunyai kesan positif dalam meningkatkan kepantasan dan ketepatan pemahaman bacaan teks bahasa Arab dalam kalangan peserta kajian. Penggunaan modul pembelajaran kendiri ini adalah relevan dengan tuntutan Dasar Pendidikan Nasional Malaysia yang bertujuan untuk " memastikan setiap murid Islam berpeluang mengikuti Pendidikan Islam dan bahasa Arab yang berkualiti".
 The use of reading skills strategies among students is one of the factors contributing to students' reading and academic achievement in their field of study. However, many studies show that the use of reading skills strategies among Islamic students is disappointing. The purpose of this study is therefore to evaluate the effectiveness of a self-study module on Arabic language reading comprehension strategies that have been developed to help them master Arabic reading skills more effectively. The module is called the Self-Learning Module of Arabic Reading Comprehension Strategy (MPK SPMBA). This module has been designed and developed to help readers improve their reading speed and accuracy in reading Arabic material. The MPK SPMBA is specially designed for students, teachers or readers with basic Arabic language such as the basics of nahw, sarf and balaghah. It comes with the teaching of reading strategies adapted from the SQ3R reading strategies (survey, question, read, recite and review). The research instrument used in this study is a module known as the MPK SPMBA and achievement test consisting of two sets of text comprehension test questions, pre and post test, and a set of questionnaire using the reading strategy tested before the pre and post test. text comprehension. Data were analyzed using t-test to show differences between study variables using SPSS-Windows program version 20.0. The findings of the study indicate that the use of SPMBA MPK has a positive effect on improving comprehension and reading speed of Arabic texts among study participants. The study's findings suggest that the MPK SPMBA should be used as a self-directed teaching tool in enhancing the ability of Islamic students to understand Arabic text reading more accurately and quickly. The use of this self-learning module is relevant to the demands of the Malaysian National Education Policy which seeks to "ensure that every Muslim student has the opportunity to pursue quality Islamic Education and Arabic".

Bartholin Gland Cyst Educational Simulation Improves Knowledge and Confidence

PROBLEM: Our institution had an increasing number of ER consults for recurrent Bartholin gland cysts/abscesses between May of 2015 and June of 2016. The majority had incorrect placement of the incision and drainage site or limited or improper Word catheter use. Ob/Gyn, Family Medicine, and ER departments did not have specific training available for this diagnosis and treatment. INTERVENTION: We developed a simulation-based curriculum including a didactic presentation on Bartholin gland cyst/abscess diagnosis and treatment options, an instructional video demonstrating the steps of Bartholin gland cyst/abscess drainage with Word catheter placement, and supervised practice on an established Bartholin gland cyst model with feedback. Learner knowledge and confidence were assessed before and after the curriculum, and satisfaction with the simulation model for both I&D and Word catheter placement were assessed after the curriculum. CONTEXT: UTMCK has residencies for Ob/Gyn and Family Medicine with protected education time. There is an ER fellowship but most ER providers are ER physicians and PA’s with limited time for group learning. OUTCOME/LESSONS LEARNED: Implementation with 26 Ob/Gyn residents and 5 medical students showed increases in learner confidence and some aspects of knowledge. Participants were highly satisfied with the simulation model. Curriculum delivery will need to be tailored to the different specialties. Family Medicine residents are scheduled to complete the group training in January 2019 but the ER providers have requested to complete the training as self-study modules due to shift restrictions.

3080 Ensuring Quality in Investigator-Initiated Clinical Trials through Monitoring Concepts Training

OBJECTIVES/SPECIFIC AIMS: Because clinical trial results are instrumental in the approval of a new drug or changes to the practice of medicine, ensuring the accuracy and validity of collected data is critical in the clinical trial process. This function, routinely carried out by clinical trial monitors in industry-sponsored trials, is often lacking in investigator-initiated trials (IITs) conducted in academia. To address this challenge, we have developed a self-study module that can be used to cross-train academic researchers in essential concepts and practical approaches to monitoring. Furthermore, we are applying a framework drawn from implementation science in the development and launch of this initiative. This framework, as used in other educational programs, is employed here to close the gap between initiative and practice, thereby effectively disseminating this training would improve the quality of clinical trials in academia. METHODS/STUDY POPULATION: This research project applied exploration, installation and implementation stages of the implementation science process by 1) exploring the need for a new initiative, 2) disseminating results, 3) engaging stakeholders, 4) creating standard operating procedures (SOPs) for installation and implementation, 5) studying user satisfaction and effectiveness, 6) addressing feedback and 7) conducting implementation. RESULTS/ANTICIPATED RESULTS: From literature review and internet searches we determined that although numerous GCP training resources exist, most are too broad and lack the practical approaches to meet the complex requirements of monitoring. Moreover, most of the offerings identified are costly or inaccessible. With only about 65% of IITs reported as being monitored (Figures 1 and 2), it appears that there is a clear need for training tools that are easily available to a broader audience. And because monitoring skills are substantially different from those associated with research coordination, it is not surprising that research professionals believed that they would need additional training to become proficient. To address this need, we began developing a monitoring module. We engaged key stakeholders from academia and industry to gain insights into their needs. The results indicated that although our training module was effective, supplementary information on the fundamentals of clinical trials should be included for those new to the field. After incorporating suggested changes and completing the module, we conducted user testing to determine if our module is ready to be broadly disseminated (Figures 3 and 4). Following positive feedback from the group, we are currently in the process of disseminating our module and studying its impact. DISCUSSION/SIGNIFICANCE OF IMPACT: IITs are instrumental in translating academic research into product development. Deficiencies in the quality control of these trials can lead to inadequacies in data accuracy and validity that could lead to significant delays in bringing innovative therapies to patients. Recent NIH policies require data and safety monitoring for all of the trials it supports. The latest addendum to ICH GCP, E6(R2), discusses a need for quality management across the clinical trial lifecycle. As we continue to disseminate and share information during the development of our self-study monitoring module, we are engaging key stakeholders from academia, government, and private institutions to understand and address quality challenges in conducting clinical trials. Finally, this research informs dissemination and implementation research, specifically for creating training for academic research professionals.

Awareness, knowledge, and attitudes towards human immunodeficiency virus (HIV) pre-exposure prophylaxis (PrEP) among pharmacy students

IntroductionThe purpose of this study was to assess pharmacy students' awareness, knowledge, and perceptions towards human immunodeficiency virus (HIV) pre-exposure prophylaxis (PrEP), confidence and intentions to counsel patients on PrEP, and preferred PrEP training. MethodsA web-based cross-sectional survey was conducted with pharmacy students. Descriptive statistics and multivariate logistic regressions were performed. ResultsNinety-one percent of participants were aware of PrEP and 61% were familiar with PrEP prescription guidelines. In multivariate analysis, greater PrEP knowledge, attitudes towards PrEP, and familiarity with prescribing guidelines were significantly associated with confidence in PrEP counseling (p < 0.01 for all). Males had significantly higher odds of reporting confidence in PrEP counseling relative to their female counterparts (p < 0.01). Relative to fourth year students, second year students were less likely to report confidence in PrEP counseling (p < 0.01). Participants who were familiar with prescribing guidelines had significantly higher odds of PrEP counseling intentions (p < 0.05). Preferred educational topics regarding PrEP included training on side effects and adherence monitoring (65% and 51%, respectively). The most preferred modalities for receiving PrEP education were online education (47%), educational seminars in required courses (43%), and self-study modules (39%). ConclusionsGiven the key role played by pharmacists in patient engagement, they may be presented with opportunities to provide PrEP counseling and education. The development of educational modules for pharmacy students in an effort to increase PrEP uptake should consider addressing gaps in knowledge and preferred training modalities.

Impact of Integrating Self-Study Module in Chemical Engineering Course

In the current day method of instruction contextual education is the unique method to express learners the concepts that are being trained in a subject domain to physical industrial problems. Students are open to real-life problems to assimilate and increase the knowledge proficiencies from multi disciplinary developments that can enhance their engineering awareness talents, ability to work in diverse team. On other hand through self-study teacher gain deeper understanding of how to nurture motivation technique of teaching in classroom. Assessing students on basis of their critical thinking, creativity, attitude towards task, and approach towards the solution of engineering problem play a critical role in motivational technique of teaching learning process. Motivation derives from quantifying the students learning. This paper compares attainment of program outcomes (POs) and Course outcomes (COs) for comprehensive course with and without incorporating self-study module. Finally it is found that more percentage of outcome is achieved through implementation of self-study programme. The main findings from the self-study showed progressive outcomes regarding learning, organizing, time disbursed in the laboratory, creative thinking and student insight.