Education Sessions Research Articles

Evaluating objectivity in reflective writing assessments: A comparative study of Niemi’s and Moon’s approaches

Objectives: Reflective writing is a key component of competency-based medical education, promoting critical thinking, professionalism and the integration of knowledge into clinical practice. However, assessing reflective writing remains inherently subjective. This study aimed to evaluate student reflections from two MBBS batches using two different assessment approaches and to determine if there were differences in grading between the two methods. Materials and Methods: We conducted a retrospective audit of reflections from MBBS students in the 2021 and 2022 batches, focusing on their perspectives regarding the doctor-patient relationship, a crucial part of the ethics module. Following an instructional session on Rolfe’s model of reflection, conducted 1 week after the attitude, ethics and communication session, reflections were graded using Niemi’s and Moon’s approaches. Reflections categorised as ‘diffuse’ by Niemi and those receiving grades E or F by Moon were considered below standard. Results: In the 2021 batch (n = 156), 16.02% of reflections were categorised as ‘diffuse’ according to Niemi, with 55.76% receiving grades A and B, and 10.24% receiving grades E and F by Moon. In the 2022 batch (n = 146), 11.64% were classified as ‘diffuse’, 53.41% received grades A and B, and 4.78% received grades E and F. Analysis revealed significant overlap in grades using Moon’s approach. No statistically significant difference was found between the assessments of the two batches using Niemi’s approach, suggesting greater reliability of this method. Conclusion: Our study supports the use of Niemi’s approach for a more objective evaluation of reflections. The findings highlight the need for refining assessment criteria and minimising interrater variability to ensure more accurate and equitable evaluations.

The Effectiveness of PMTCT Education in Increasing Pregnant Mothers' Knowledge on HIV/AIDS Prevention for Their Babies

Mother-to-child transmission (MTCT) of HIV is a pressing global health issue, particularly in regions with limited access to healthcare and education. Although advancements in prevention strategies have significantly reduced transmission rates, knowledge gaps among pregnant women often limit the effectiveness of Prevention of Mother-to-Child Transmission (PMTCT) programs. This study evaluated the impact of PMTCT education on increasing maternal knowledge and fostering adherence to HIV prevention practices.A pre-test and post-test design was implemented with 30 pregnant women attending antenatal care services in a resource-limited setting. Participants completed a knowledge assessment questionnaire before and after a culturally and linguistically tailored PMTCT education session. Data were analyzed using paired ttt-tests to evaluate knowledge improvement and logistic regression to assess changes in adherence intentions. The results showed a significant improvement in knowledge scores, increasing from 42.5% (SD = 11.7%) pre-intervention to 80.3% (SD = 8.9%) post-intervention (t(29) = 10.85, p < 0.001, Cohen's d = 2.01), and behavioral intentions to adhere to PMTCT protocols improved from 40% to 85%. Logistic regression analysis revealed a strong association between higher post-intervention knowledge scores and increased adherence intentions (OR = 5.6, 95% CI = 2.3–13.4, p < 0.001). These findings underscore the importance of integrating structured PMTCT education into antenatal care services to empower mothers, reduce MTCT rates, and enhance adherence to preventive measures. Future research should explore long-term outcomes and the inclusion of family members to amplify intervention impact.

Exploring pre-clinical medical students' perception of and participation in active learning: A mixed-methods transnational study.

Active learning is a learning process that promotes student engagement in constructing knowledge and conceptual understanding, improves critical thinking skills and develops professional competency. In recent years there has been a significant shift of emphasis in higher education from passive teacher-centred didactic teaching to active student-led learning. Although there is abundant literature about active learning, there is a gap in the knowledge of students' perception regarding factors that affect engagement in active learning activities. This project aimed to explore pre-clinical year medical students' perception of active learning and examine the factors that affect their participation in active learning activities. A mixed-method study was conducted with pre-clinical medical students at Newcastle University Medical School, UK, and Newcastle University Medicine Malaysia. A total of 266 students participated in an online survey questionnaire, with 25 students participating in focus group discussions (FGD). Quantitative data were analysed using descriptive analysis and qualitative data was analysed with thematic analysis. The majority of students (94.7%) recognised that active learning is important for their learning, but had a narrow definition of what active learning constituted, and familiarity with active learning techniques was lacking. Many students' independent learning techniques were centred around methods of 'active recall', with factors affecting the utilisation of active learning techniques mainly focused on time availability, group dynamics in active teaching sessions and teaching styles of educators. Students acknowledged the importance of active learning but are generally unfamiliar with ways to effectively utilise a broad range of active learning strategies. This study demonstrated that it is important for educators to understand firstly how students define active learning as well as how students interact with active learning taught sessions, to ensure that they create an environment where students feel confident to engage in active learning techniques.

Improving the neonatal mask ventilation skills of non‐airway experts using the “Five Breath Method”: A simulation study

AbstractTrainees in several medical disciplines are expected to achieve competence in neonatal resuscitation. Managing the neonatal airway requires faculties in mask ventilation. Many trainees, however, have limited clinical experience with this skill. An algorithmic method incorporating the steps an airway expert would use for neonatal mask ventilation was designed. The goal of teaching this system, the “Five Breath Method,” is to assist trainees with learning and incorporating the steps of neonatal mask ventilation into clinical practice. We hypothesized that for pediatric residents, participating in a teaching session on the Five Breath Method would significantly decrease the time to achieve ventilation (“air entry”) in a resuscitation scenario. A pilot study was completed on the Five Breath Method with 23 pediatric residents as subjects. Training in the Five Breath Method reduced the time required to achieve air entry using a neonatal simulator. Subjects required 57 [29–149 and 13–180] seconds (median [interquartile range and minimum–maximum]) before the teaching session and 16 [10–35 and 8–60] seconds after learning the Five Breath Method; Z = −4.11, and P < 0.001. For the 14 of the original subjects who were able to participate in the follow‐up study 2–5 months later, 24 [22–38 and 12–69] seconds (median [interquartile range and minimum–maximum]) were required to achieve air entry in the identical experimental scenario. This showed an improvement in time to air entry when compared to that before training; Z = −2.42, and P = 0.01552. This study showed that as little as 10 min of training could drastically improve skills. Learning the Five Breath Method also led to retention of skills over time.

EMPOWER: educating movement and physical activity opportunities for women experiencing residence insecurity

ABSTRACT This study aimed to model a replicable physical activity education program and its relationship to health-related quality of life as measured via Healthy Days (HD) questionnaire and empowerment of women and individuals assigned female at birth (AFAB) who are navigating the challenges of residence insecurity Participants were 27 individuals residing in shelters in the Greater Harrisburg area. Once a week, for 4 weeks, the participants engaged in a 60-minute educational session encompassing physical activity and a short exercise routine. Participants completed an Empowerment in Exercises (EES) Scale after each session and the Healthy Days questionnaire before and after the 4-week intervention. There was a statistically significant difference in the Healthy Days question 1 (HD1) from the pre to post-test [t(16) = −4.8, 0.0002], which asked participants to rank their overall health. Empowerment scores improved from Week 1 (mean 4.38, SD 0.78) to Week 4 (mean 4.83, SD 0.47) with a Cohen d effect size of 0.70, indicating a moderate effect. This suggests that a 4-week educational program may influence participants’ perceptions of their overall health. Providing education and opportunities for physical activity may empower women experiencing residence insecurity to be more active and positively affect their overall health.

Enhancing Knowledge and Attitudes Toward Modern Temporary Family Planning Methods: A Nurse-Led Intervention Study among Reproductive-Age Women

ABSTRACT Background: Limited knowledge and negative attitudes toward modern temporary family planning methods remain significant barriers to reproductive health. Nurse-led interventions play a crucial role in improving awareness and acceptance of these methods among reproductive-age women. Objective: This study aimed to evaluate the effectiveness of a nurse-led intervention in enhancing knowledge and attitudes toward modern temporary family planning methods among reproductive-age women in Choolai, Chennai. Methods: A quasi-experimental study design was employed, involving 120 participants divided into experimental and control groups. Pre- and post-intervention data were collected using structured questionnaires. The intervention included educational sessions led by nurses focusing on various temporary family planning methods. Statistical analyses, including paired Student’s t-tests, were conducted to assess improvements in knowledge and attitudes. Results: The intervention led to a substantial increase in adequate knowledge (from 16.67% to 75%) and positive attitudes (from 25% to 70%) in the experimental group, while minimal changes were observed in the control group. The mean pre-test knowledge score was 8.23 (SD = 2.56), which significantly increased to 15.15 (SD = 0.95) post-intervention (t = 31.30, P = 0.001). Similarly, the mean pre-test attitude score improved from 45.83 (SD = 5.83) to 79.48 (SD = 3.32) post-intervention (t = 35.46, P = 0.001). A statistically significant association was observed between demographic factors such as age, husbands’ age, education level (graduated women), and regular menstrual cycles with post-test knowledge and attitude levels. Conclusion: The findings highlight the effectiveness of nurse-led interventions in improving reproductive health education. Integrating such educational programs into community healthcare services can significantly enhance family planning awareness and acceptance, ultimately contributing to better reproductive health outcomes.

Uptake of Peritoneal Dialysis (PD) by Minoritized Patients: The Role of Modality Education.

In a cohort of patients with late-stage kidney disease who completed dialysis modality education and who self-identified as racial ethnic minorities, we studied characteristics of those choosing PD, and perception of usefulness of the education session in modality selection. In this study of individuals with kidney failure cared for by nephrologists at Montefiore Medical Center, Bronx, NY, who were referred for modality education, we: 1-tested the association of patient characteristics with modality selection in 113 patients from 2021-2023, and 2-examined patient perception of the quality of modality education from 13 semi-structured interviews. We compared sociodemographic, clinical attributes, and patient responsiveness to attempts made by staff among those who selected and initiated PD to those who a-did not select PD, or b-initiated on HD urgently . We performed qualitative analysis of interviews to reach consensus on theoretical domain framework concepts and how they fit events in the kidney failure trajectory. Compared to individuals who required urgent HD, those who selected, and were initiated on, PD were younger (54 yrs vs 66 yrs), had fewer comorbidities, and did not require as many attempts to schedule modality education. Qualitative analysis of interviews showed that experience with staff and quality of information conveyed during education was generally positive, but the following gaps were identified: lack of support for the emotional trauma of kidney failure diagnosis, inability to address structural barriers to PD specific to the patient population, and the lack of a deliberate program to lessen anxiety about the responsibility of PD. Incorporation of tailored content that addresses clinical comorbidity, structural barriers to care and emotional trauma constitute aspects of modality education that can be improved to increase PD uptake among minoritized patients.

Prevalence and predictors of hand hygiene compliance in clinical, surgical and intensive care unit wards: results of a second cross-sectional study at the Umberto I teaching hospital of Rome.

Hand hygiene is the most cost-effective procedure for the prevention of healthcare-associated infections, but healthcare worker compliance is often insufficient. The objective of this second cross-sectional study was to quantify hand hygiene compliance among the healthcare workers of a large teaching hospital, to explore associated factors and to compare results to those of the 2021 study. In 2022, educational sessions were conducted within each hospital department during which hospital healthcare workers received tailored feedback on the hand hygiene compliance registered in the previous year. Then, one month later, direct observations of hand hygiene compliance with five World Health Organization recommendations were collected again by anonymous observers in each ward. Data were grouped by healthcare area (clinical, surgical and intensive care), and three multivariable logistic regression models were built to identify predictors of hand hygiene compliance. Overall, 5,426 observations were collected by 73 observers in three weeks. Hand hygiene compliance was 79.7%, 73.5% and 63.1% in clinical, surgical and intensive care areas, respectively, increasing in clinical wards but decreasing in surgical departments compared to the 2021 study. The multivariable analyses showed that hand hygiene compliance after patient contact was consistently higher than before patient contact, while there was some variability in compliance with other factors across the three areas. The study found suboptimal adherence to good hand hygiene practice, with the lowest rates observed before patient interaction, which, together with the variability recorded across departments, underscores the challenges involved in achieving a uniform level of compliance. Hence, additional training is essential to raise awareness among healthcare workers, while repeating this survey over time will also be crucial, so that hand hygiene compliance can be monitored and any major issue identified.

Assessment of knowledge and behaviors of an opioid overdose education and naloxone distribution program during the coronavirus disease 2019 pandemic

BackgroundThe state of Louisiana ranked 4th in the US for per capita overdose rates as 56 out of 100,000 persons died due to overdose and 1,300 of those deaths involved opioids. Opioid involved deaths increased 131% between 2019 and 2022. A pharmacist-led opioid overdose education and naloxone distribution (OEND) program was developed at a SSP in New Orleans during the COVID-19 pandemic. The purpose of this research is to characterize the clients who participated in the OEND and to assess their learned knowledge and behaviors over time.MethodsA pharmacist led OEND program was created in April 2020 at a syringe service program (SSP) in New Orleans, Louisiana. OEND was provided by a licensed pharmacist and student pharmacists. OEND coincided with the SSPs activities one time a week. Participants first received harm reduction supplies through the SSP and then had the option of receiving OEND. Patients' demographic information was collected. Participants who said they received opioid overdose education from our OEND program were verbally given a knowledge and behavior assessment. Participants knowledge and behaviors were scored using a rubric.ResultsA total of 32 OEND sessions were held from July 2020 through February 2023 resulting in 1453 overall participant interactions. Repeat participants completed 269 visits and averaged 2.3 visits in three years. The average age of participants who received OEND was 40 years old. Additionally, participants who accessed OEND were primarily white (67.77%, n = 811/1300) and mostly male (59.15%, n = 769/1300). Among the participants who visited the OEND station more than once, 160 responses were collected for how helpful the previous education session had been. Of these responses, 75% (= 120/160) were “Very helpful”. Participants who repeated the program retained knowledge and showed a positive change in their behaviors regarding opioid overdose reversal.ConclusionsOEND programs established at SSPs play an important role in providing education to PWUD. Participants knowledge sustained over time; however, refresher education sessions may be valuable to ensure participants stay accurately informed. Participants find OEND helpful. As naloxone continues to become increasingly available, OEND is necessary in preventing opioid overdose deaths.

Effect of Assertive Communication Training on the Confidence of New Graduate Nurses.

New graduate nurses (NGNs) often face challenges during conflicts with health care providers, fellow nurses, and patients. A pilot educational session was created to address conflict challenges in communication. The session discussed assertive communication, communication tools to be used in practice, and video simulations with standardized clients. A total of 17 NGNs in a transition to practice program completed the pretest, educational session, and posttest measuring confidence in managing conflicts. The NGNs rated their belief in their ability to be assertive in communication, and a significant improvement in confidence was seen from pre- to posttest. Specifically, NGNs reported an 18.03% increase in confidence when discussing difficult care decisions with health care providers and a 20.07% increase when discussing decisions with more experienced nurses. Posttest qualitative vignettes supported these quantitative findings, highlighting NGNs' growing confidence in advocating for patient care concerns. Educational interventions similar to this one may benefit other transition to practice programs and prelicensure nursing programs. [J Contin Educ Nurs. 2025;56(2):71-77.].

Transvaginal Ultrasound Simulation: Educational Benefits on Obstetrics and Gynaecology Clerkship.

Transvaginal ultrasound (TVUS) is the primary imaging modality in obstetrics and gynaecology (OB/GYN); however, it is highly user dependent. TVUS education for medical students is often sporadic and inconsistent. Simulation-based training (SBT) is a well-established innovation for learners to safely develop proficiency. A TVUS curriculum was developed using motivational theory and SBT. Five 2-h educational sessions were held at the beginning of five OB/GYN clerkships, including didactics on TVUS indications/technique, TVUS simulation and a pathology competition. A digital nine-question survey assessing students' experience and comfort level with TVUS was administered after the clerkship. Students who completed their clerkship prior to the curriculum being delivered or were not present for it were administered the same survey. These students served as the control group. Eighty-nine of 111 (80.1%) students who participated in the curriculum and 77/211 (36.4%) who did not participate completed the postclerkship survey. Twenty-seven of 84 (32.1%) in the simulation group who observed a TVUS performed one during their OB/GYN clerkship compared to 13/76 (17.1%) students in the control group (p = 0.04). Students present for the TVUS curriculum reported greater understanding of the TVUS they observed during their OB/GYN clerkship, OR 3.11 [1.71, 5.78] (p < 0.001); increased comfort recognising normal anatomy, OR 6.63 [3.55, 12.74] (p < 0.001); and gynecologic pathology, OR 7.56 [4.09, 14.33] (p < 0.001), on TVUS. Implementation of TVUS simulation curricula should be considered in undergraduate medical education given the potential to improve educational experience during the OB/GYN clerkship.

Peningkatan Kemampuan Berbicara Siswa dengan Menggunakan Teknik Presentation, Practice, Production (PPP) pada Siswa Kelas X SMKN 1 Siborongorong

This classroom action research aimed to assess the effectiveness of the Presentation, Practice, and Production (PPP) Technique in enhancing students' speaking skills. The participants included 32 students from the tenth-grade TKJ 2 cohort at SMK N 1 Siborongborong. Analysis of the pre-test results conducted during the pre-cycle indicated that the students' proficiency in narrating experiences was inadequate, with a total pre-test score of 1444 and a mean score of 45.12. Only 6.25% of the students achieved the Standard Minimum Achievement (KKM) threshold set at 72. Data were collected through the implementation of the PPP Technique across two carefully planned cycles, each consisting of two instructional sessions. The outcomes of post-test I revealed a significant improvement in the students' speaking abilities, with a total score of 1596 and a mean of 49.87. In post-test I, 12.5% of the participants reached the KKM. Results from cycle II indicated further progress, with a total score for post-test II of 2276 and a mean score of 71.12. In post-test II, 65.62% of the students achieved the KKM, indicating that the intervention was successful in advancing their speaking skills. Additionally, this research illustrated a positive transformation in learning behavior, attributed to the favorable responses elicited by the techniques employed. In summary, this action study establishes that the PPP Techniques significantly contributed to improving the speaking abilities of tenth-grade students at SMK N 1 Siborongborong, and it is anticipated that these findings will motivate educators in their efforts to teach speaking, particularly in vocational school contexts.

A Comparative Study of Time to Initiate Chest Compressions and Chest Compression Fraction in the Supine and Prone Positions Using Simulation.

Repositioning a patient from the prone to supine position can delay the initiation of cardiopulmonary resuscitation (CPR). Investigators used high-fidelity simulation to assess the time to initiate chest compressions and the time during which compressions did not occur for supine and prone CPR. Sixty participants completed a knowledge assessment before and after attending an education session and completing two simulations (ie, supine, prone). Mean (SD) knowledge scores improved from 48.7% (17.4%) to 85.3% (14.7%) after the education and simulations (t59=-12.32, P<.001). Prone CPR resulted in a significant reduction in the time to initiate chest compressions (13 seconds, prone; 314 seconds, supine; t11=-31.79; P<.001) and a higher chest compression fraction (84% prone versus 42% supine; t11=19.1, P<.001). When compared to repositioning to supine, prone CPR decreased chest compression interruptions, and may therefore be beneficial during the perioperative period.

Efficacy of a 24-month behavioral intervention focused on sugary beverage reduction for Latino mother-infant dyads: evidence from a randomized controlled trial.

Childhood obesity disproportionately impacts marginalized and under-resourced communities, particularly Latinos. Although consumption of sugar-sweetened beverages and juices (SSBJs) in infancy is linked to increased obesity, few early-life interventions have targeted SSBJ reduction. To determine the efficacy of a culturally tailored home intervention for reducing SSBJ intake and obesity risk in Latino mothers and infants. Mother-infant dyads (N = 210) were randomly assigned to 1 of 3 interventions for 2 years: 1) general health education (Control); 2) SSBJ intake reduction education (Intervention); 3) intervention plus home water delivery (Intervention + Water Delivery). Trained interventionists delivered education sessions 2 days/month during year 1 and 1 day/month during year 2. Mixed-effects models were used to examine changes in sugar consumption and weight-related outcomes over time by group for mothers and infants separately. The mean prepregnancy BMI for mothers was 28.1 ± 5.6 kg/m2. Mothers receiving Intervention + Water Delivery demonstrated significantly greater reductions in consumption of free sugars from beverages from baseline to 12 months compared to the other 2 groups, where free sugars are total sugars except lactose (B: -7.98 g; 95% CI: (-13.96 g, -2.00 g), P = 0.009, PFDR= 0.036). However, this effect was not apparent in year 2. Group differences for infant sugar consumption followed a similar pattern but were smaller and nonsignificant. Weight-related outcomes were not significantly associated with treatment group for mothers or infants. This intervention, combined with home delivery of bottled water, was effective in reducing sugar consumption from beverages for Latina mothers by roughly 8 g/day in the first year after childbirth. However, this effect was not maintained and was not significant for infants. More comprehensive and sustained strategies are likely needed to maintain efficacy and improve outcomes related to weight or body composition, particularly for infants. This trial was registered at clinicaltrials.gov as NCT03141346.

Promoting aged care COVID-19 and influenza vaccination through education of Australian residential aged care staff: A mixed methods project evaluation.

Vaccination coverage against COVID-19 and influenza among Australian aged care residents remains suboptimal, placing this vulnerable population at heightened risk of severe illness, frailty, and death. Health care professionals' recommendations significantly influence vaccination uptake. Aged care staff, with their unique proximity to residents, play a pivotal role in promoting vaccination. The aims of this study were to evaluate the acceptance of a vaccine education project and determine the impact on vaccine conversation confidence. This quality improvement project aimed to enhance aged care staff's knowledge and confidence in discussing vaccination with residents and their families. It included a 30-min face-to-face educational session for staff members of residential aged care facilities. The session featured a didactic component on COVID-19 and influenza vaccines, an interactive question and answer component, and role-play exercises to demonstrate effective vaccine conversation skills. Evaluation of the project involved participant survey data collected immediately after the sessions and then again at a delayed timepoint. Project developers, co-ordinators, and facilitators also provided feedback on their experience which was analysed through qualitative thematic analysis. The educational program was delivered to 27 facilities across 32 sessions, with 316 staff members attending (median session attendance: 9, IQR 8-13). 95.4% of attendees reported improved knowledge and skills, 95.8% reported increased confidence in vaccine conversations, and 94.2% would recommend the session to others. Qualitative feedback was positive, highlighting the adequacy of content and improved confidence in discussing vaccines. In-house, face-to-face education is a well-received method of delivering education to residential aged care staff. However, facilities in most need of education may be less proactive in seeking it out. Further research is needed to understand barriers to uptake of staff education and strategies for fostering a culture of quality improvement and ongoing learning within facilities.

Improving Left Ventricular Assist Device Competency in Emergency Nurses Using Quarterly Skills Check and Simulation.

Heart failure is a progressive disease that affects more than 6.7 million people in the United States and has a 50% mortality rate. A left ventricular assist device provides an option to many patients with heart failure as a bridge to either transplantation or destination therapy. Patients are becoming more prevalent with improved survival rates. Emergency nurses must have a basic understanding and skills to provide high-quality care. The competency program aims to elevate the confidence of emergency nurses caring for left ventricular assist device patients and reduce the reliance on the circulatory support technician through quarterly skills assessment and simulation. A quality improvement project was implemented using quarterly assessments of skills and confidence perception surveys. The competency program resulted in an increased confidence perception for every skill: changing batteries, exchanging controllers, transporting left ventricular assist device patients, and identifying alarms with appropriate intervention. Overall, 35.6% of nurses felt confident caring for left ventricular assist device patients during baseline data collection, 13.3% during the midyear session, and 75.6% during the final education session. The quality improvement project identified a need to provide additional support to emergency nurses to increase their skills and confidence. Replication is needed to assess further the efficacy of more frequent simulation-based learning and the implementation of readily available resource books and left ventricular assist device nurse champions.

How to … Build a Peer Reviewer Community in Health Professions Education.

Peer review is the cornerstone of academic publishing that upholds the quality and integrity of scholarly work. However, there is an ever-growing struggle to recruit peer reviewers, termed the 'peer review crisis', driven by a shrinking academic workforce and increased workload. Additionally, there is a notable lack of standardised training for peer reviewers which poses a challenge in maintaining high-quality reviews. In this 'How to …' paper, we demonstrate the feasibility and benefits of establishing a community of practice (CoP) aimed at fostering professional development among multiprofessional early-career scholars in health professions education. A CoP is structured around three core components: domain, community and practice. This community's domain focuses on recruiting scholars with a shared interest in health professions education, research and peer review. The community's component promotes inclusive and regular interactions through synchronous meetings and asynchronous communication, encouraging engagement, mutual learning and collaboration among diverse participants. Practice is cultivated through peer-led teaching sessions and the use of digital platforms, enabling participants to build peer review competencies collaboratively. Based on our experience as participants in the Association for the Studies of Medical Education (ASME) and The Clinical Teacher (TCT) awarded programme of professional development in educational research and peer review, we propose that this model may help other institutional health professions education groups and journals adopt similar practices. Providing early-career scholars with opportunities to develop academic skills will not only help create a sustainable, high-quality pool of peer reviewers but also cultivate a more inclusive and skilled scholarly community.

Edukasi Fisika: Pembuatan Es Krim Menggunakan Metode Contextual Teaching and Learning

The low level of scientific literacy in society and the perception of physics as a difficult subject to understand pose significant challenges in enhancing public comprehension and engagement with science. Addressing these challenges requires a contextual learning approach that links physics concepts to everyday activities, enabling the community to better understand and apply scientific knowledge. This program aimed to improve public understanding of physics concepts through a contextual approach applied to ice cream-making activities, while also equipping participants with practical skills that are both educationally and economically beneficial. The activity was attended by 11 participants, mostly housewives from Mekar Sari Housing Complex, Sekupang District, Batam City. Conducted at the Posyandu facility, the program utilized the Contextual Teaching and Learning (CTL) approach, incorporating education sessions, demonstrations, hands-on ice cream making, and reflective discussions. Data collection was carried out through direct observations and Likert-scale-based pre-test and post-test questionnaires to measure participants’ understanding, skills, motivation, and creativity. The results indicated an increase in participants' understanding of physics concepts, with the average pre-test score of 58% rising to 93% in the post-test. The program also successfully enhanced participants’ motivation and creativity in applying physics concepts to everyday life. Positive feedback from participants suggested the sustainable application of the knowledge gained, particularly in home-based ice cream-making activities. This activity effectively improved participants' understanding of physics concepts, motivation, and creativity through a contextual approach based on ice cream-making, providing sustainable educational and practical benefits.

Testing the psychometric properties of the risk-rescue rating scale: a lethality measure for suicide attempts

Health personnel lack a common standard for assessing lethality of suicide attempts. This may lead to inconsistent assessments and unclear reports about suicide attempts. We argue that the Risk-Rescue Rating Scale (RRRS) may help in resolving this problem. It is a measure based on observable indications of the medical danger of a suicide attempt and of the patient’s efforts to avoid or achieve rescue. The instrument is a clinician-rated supplement to self-reports and can be administered in a few minutes and learned in a single brief teaching session. We adapted the RRRS for contemporary use in a Norwegian acute adolescent mental health service clinic. We developed a training program for clinicians, a user manual, and a series of five video-based role-played interview cases for reliability testing. In this study, we recruited 28 clinicians with professional backgrounds typical of Norwegian mental health personnel. They rated five role-played video interviews using the RRRS and the well-established interview instrument the Suicide Intent Scale (SIS) and obtained 140 sets of scores. We estimated the interrater reliability (intraclass correlation coefficient [ICC]) to be .93 for the RRRS and .94 for the SIS, both excellent levels. Correlation was .80 between the RRRS and SIS items that were similar to the RRRS and .53 for SIS items measuring other topics, indicating good concurrent and discriminant validity. Adopting a common standard for communicating about suicide attempts can improve clinical practice, and the RRRS may prove to be a reliable and practical candidate for this task.

Assessing Awareness, Ever Use of E-cigarettes and Effect of a Health Education Intervention among Adolescent School Students of Hyderabad

Abstract The use of e cigarettes among high school adolescent students has steadily increased in the last decade globally including India. The present study aimed to assess awareness, ever use of cigarettes in adolescent school students. It also assessed the effect of a health education intervention on their knowledge and attitude towards vaping. The present study was pre post quasi experimental study conducted in randomly selected four schools in Greater Hyderabad. The study group was middle and high school students from 11 to 16 years of age. The study commenced with each group of 30 students by baseline data collection, an icebreaker session, followed by video based health education session. It concluded with group discussion, an interactive feedback session, pledge writing, and post intervention data collection. The study was conducted with 216 participants. Mean age of participants was 14.26 (±1.11) years, and median was 14 years. Females comprised 129 (59.7%) of participants. Awareness of e cigarettes/vaping among participants was 85.18% and 15.74% of them responded affirmatively to ever use of e cigarettes. Knowledge regarding contents and hazards of use of e cigarette was adequate in 8.33% participants at baseline which significantly improved post intervention where 99.07% participants had adequate knowledge. Attitudes regarding “cool quotient” of vaping, safety of e cigarettes, etc., also improved significantly post intervention. School based group health education intervention among middle adolescents was effective in improving awareness, knowledge, and attitude toward vaping among middle adolescents.