Significant Gain In Knowledge Research Articles

Prevalence of self-reported symptoms of reproductive tract infections and promoting an awareness of reproductive health among adolescent girls through education approach in Kumbakonam rural region of Tamil Nadu state

ABSTRACT Introduction: Adolescent females in India particularly from rural areas indicate sparse sexual and reproductive health (SRH) information and are at risk of unfavourable sexual and reproductive health outcomes. Objectives: The study was primarily intended to assess the effect of structured interventional education on awareness and practices of school-going adolescent girls about sexual and reproductive health. Methods: This was an interventional study comprising of interactive strategies, namely peer-led approach, flipped learning, skit, scenario-based discussion and puppetry. The pre- and post-test was conducted among 1232 girls in selected schools at rural block in Kumbakonam rural region of Tamil Nadu State of India. Results: The participants reported statistically significant gain in knowledge, attitudes and practices about reproductive health due to educational intervention (P < 0.001). Nearly 50% of participants were aware about various contraceptive methods before intervention. The prevalence of self-reported symptoms of RTIs/STIs was 23.7%. Nearly more than half of participants were aware about various contraceptive methods. Conclusions: Peer-led education can be a potential health promotion strategy among adolescent population.

Green Product Consumption: A Rural Women's Perspective

Consumer awareness and perception towards green products have become increasingly significant in the context of sustainable consumption and environmental conservation efforts. This study investigates the dynamics of consumer behavior regarding green products, examining factors that influence awareness, attitudes and purchasing decisions. The study was conducted in Hisar and Mahendergarh districts of Haryana during the period of 2022-23. In each district, two villages were chosen, Dabra and Neoli Kalan in Hisar and Kanina and Dewas from Mahendergarh. From each village, a total of 10 rural women were selected. Impact of training and workshop programs on KAP of rural women was assessed by using self- developed interview schedules on consumer behavior of rural women with regard to green products. The objective of study was providing training and workshops to rural women regarding eco friendly products. Results reveal that 52.5% of respondents within the age group of 27-33 years, 37.5% had completed senior secondary education, and 57.5% were married. About 45% to 65% of respondents reporting an 'average' level of awareness in both districts. Among respondents, 60% experienced the highest gain in knowledge regarding point-of-purchase and health benefits. The mean difference noted post-exposure consistently exceeded that observed pre-exposure, indicating significant improvements. Cent percent of respondents exhibited a favorable overall attitude and training and workshops had significantly enhanced respondents' attitudes towards various aspects of green products. The data also reveals a 10% to 15% rise in green product usage post-exposure, accompanied by a decrease in non-usage from 10% to 35% across all green product categories in both districts. Results also revealed that approximately 10% of respondents from each district perceived green and non-green product prices as similar on average. A majority of respondents from Hisar (75% always, 25% often) and Mahendergarh (70% always, 30% often) expressed willingness to purchase green products if priced equivalently to non-green alternatives. Conclusively results showed significant knowledge gain and favorable attitudes toward green products.

P-068 Fertility education improves knowledge and semen quality: an open-label randomized controlled trial on 382 healthy Japanese men

Abstract Study question Does fertility education improve semen quality in healthy men? Summary answer Healthy men who received online video-based education had significantly improved fertility knowledge and semen quality. What is known already Modifiable lifestyle and environmental factors can affect semen quality, but men generally have limited knowledge about fertility and are not aware of the impact of these factors on their reproductive health. Prior research indicates that fertility education increases fertility awareness, but whether this effect extends to modifications in lifestyle and thus to semen quality remains unexplored. Study design, size, duration Participants (N = 382) were randomised into two groups. The intervention group (IG) watched a five-minute online video series about healthy lifestyles and fertility risks (e.g., sedentary time, smoking, high temperature) every four months, a total of three times. At the same time points, the control group (CG) received a general health web article. Assessments of fertility knowledge, health behaviour, and semen quality were assessed before the intervention (T1) and one year later (T2) for both groups. Participants/materials, setting, methods Participants were male employees recruited during annual health check-ups at six workplaces in Japan. Those aged 20-39 years who planned to have children in the future participated. The primary short-term outcome was semen quality, measured by sperm concentration, sperm count, sperm motility, and DNA fragmentation index (DFI). Secondary outcomes were Cardiff Fertility Knowledge Scale (CFKS) scores and health behaviours (e.g., reduced sedentary time). All analyses were conducted on an intention-to-treat basis. Main results and the role of chance Of the 382 participants, 208 (55%) completed the T2 survey: 53% (99/188) in the IG and 56% (109/193) in the CG. T1 characteristics, fertility knowledge, health behaviours, and semen quality were well balanced between groups. Generalised estimating equation models showed a significant gain in fertility knowledge from T1 to T2 in both groups: +13.2 points on CFKS (95% confidence interval [CI]: 9.7 to 16.7) in the IG and +4.7 (1.3 to 8.1) in the CG, with a significant interaction between group and time (P<0.001). Total motile sperm count showed a significant interaction between group and time (P=0.046), with a significant improvement over time in the IG (+58.1 [15.2 to 101.1] million/ejaculate) but no change in the CG (-2.6 [-43.8 to 38.6]). DFI showed a marginally significant interaction (P=0.064) and an improvement over time in the IG (-0.72 [-1.54 to 0.10]) compared with the CG (+0.35 [-0.43 to 1.13]). The other semen indicators and health behaviours showed a favourable trend in the IG, but the interactions between group and time did not reach statistical significance. Limitations, reasons for caution Difficulties in recruiting participants and high attrition led to a small sample size, which may limit the statistical power to detect a significant link between knowledge gain and improved sperm quality via altered health behaviours. Volunteer bias towards men more interested in fertility may limit the generalisability of the findings. Wider implications of the findings Low-cost short video interventions could improve semen quality at the population level. As a future direction, the preventive effects of fertility education on infertility and the causal pathway should be explored in larger studies. Trial registration number UMIN000045389

Evaluation of ImpENSA technology‐enabled behaviour change module delivered to healthcare professionals in South Africa to improve micronutrient nutrition during the first 1000 days

AbstractHealthcare professionals (HCPs) have vital roles in providing evidence‐based care to promote healthy micronutrient nutrition in early life. Providing such care requires scalable training to strengthen knowledge and confident application of effective behaviour change skills. Among 33 public and private HCPs (primarily dietitians) in South Africa, we evaluated the behaviour change aspects of a technology‐enabled National Qualification Sub‐Framework level 6 programme, Improving Early Nutrition and Health in South Africa (‘ImpENSA’). This programme comprises two self‐directed micronutrient and behaviour change knowledge‐based eLearning and one facilitated online practical skills modules to improve maternal and infant micronutrient nutrition. Using assessments, questionnaires and interviews, we collected data at baseline, after module completion and at 3‐month follow‐up after programme completion. Questionnaire and interview data showed major improvements in understanding of and attitudes towards person‐centred behaviour change support immediately following the eLearning module on behaviour change. The assessment pass rate increased from 38% at baseline to 88% postmodule, demonstrating significant knowledge gain in behaviour change support. Intention to change practice towards a person‐centred approach was high and many had already started implementing changes. Three months postprogramme, support was centred around patients' needs. Open relationships with patients, improved patient outcomes and increased job satisfaction were among reported outcomes. Many reported becoming better change facilitators and reflective practitioners. Additional improvements in understanding and attitudes to behaviour change support were evident, reinforced by making changes and experiencing positive outcomes. The findings suggest that technology‐enabled learning can equip HCPs with knowledge and skills to effectively support behaviour change for healthy micronutrient nutrition during pregnancy and infancy.

Assessing the Efficacy of a Novel Massive Open Online Soft Skills Course for South Asian Healthcare Professionals

In healthcare professions, soft skills contribute to critical thinking, decision-making, and patient-centered care. While important to the delivery of high-quality medical care, soft skills are often underemphasized during healthcare training in low-and-middle-income countries. Despite South Asia’s large population, the efficacy and viability of a digital soft skills curriculum for South Asian healthcare practitioners has not been studied to date. We hypothesized that a web-based, multilingual, soft skills course could aid the understanding and application of soft skills to improve healthcare practitioner knowledge, confidence, attitudes, and intent-to-change clinical practice.In September 2019 a needs assessment observing soft skills practices was conducted in several Indian states. We developed a communication-focused soft skills curriculum that comprised seven 10-minute video lectures, recorded in spoken English and Hindi. Participants consisted of any practicing healthcare professionals and trainees in select South Asian countries age 18 and over. Participant knowledge, confidence, attitudes, and intent-to-change clinical practice were evaluated using pre- and post-course tests and surveys. Statistical analyses were performed using STATA and SPSS.From July 26, 2021 to September 26, 2021, 5750 registered and attempted the course, 2628 unique participants completed the pre-test, and 1566 unique participants completed the post-test. Participants demonstrated small but statistically significant gains in confidence (\U0001d45d<0.001), attitudes toward course topics relevance (\U0001d45d<0.001), and intent-to-change clinical practice (\U0001d45d<0.001). There was no statistically significant gain in knowledge. A digital soft-skills massive open online course for healthcare practitioners in South Asia could serve as a viable approach to improve the quality of soft skills training in low-to-middle income countries.

Pilot Training Program on Hands-Only CPR and Choking First Aid for Frontline Police Responders in Rural Nepal.

Basic life support (BLS) is an emergency skill that includes performing appropriate cardiopulmonary resuscitation (CPR). Out-of-hospital cardiac arrest (OHCA) is a leading cause of mortality worldwide and is rising in Nepal. After an OHCA event, a bystander starting CPR quickly has been shown to increase the survival rate. While the Nepali police are generally the first responders to emergencies in rural parts, they are not trained in BLS. This program assesses a pilot training of hands-only CPR and choking first aid to the Nepal Police and Nepal Army participants in rural Nepal. A community-based nonprofit organization, HAPSA-Nepal, coordinated with local government to pilot this program. The program included pre- and post-tests, lectures, videos, and small group hands-on exercises; facilitators included faculty emergency physicians, residents, and medical officers. Structured pre- andp post-test questionnaires, confidence surveys, and skills checklists were conducted. Descriptive analysis examined the respondent's characteristics, and paired t-test was used to compare pretest and post-test scores. A total of 126 participants received the training in this pilot phase. Prior to this training, 98.4% of the participants had not received any CPR training, and 100% of the participants had not received training on first aid for choking. The average pretest score was 4.4 with 95% CI ± 1.75, and the average post-test score was 8.06 with 95% CI ± 1.73 (out of a total of 11). All participants passed the skills assessment. Locally adapted BLS training programs that included hands-only CPR and choking first aid showed a significant knowledge gain and skills competence among the frontline participants.

From Concept to Code: A Two-Day Workshop for Secondary Students on Computational Thinking and Programming

Introducing programming and informatics concepts to the next generation of computer scientists is essential. This experience report presents a detailed overview of a two-day informatics workshop for 134 Austrian school kids, ages eleven to thirteen. The workshop program consists of several unplugged activities about algorithms, AI, robotics and coding and block-based programming using Scratch and Sphero BOLT. We evaluated feedback from 110 participants regarding their experience of these two days. Many children reported a significant gain in knowledge. We will also explain the pupils’ favourite activities and educational concepts in detail. This report also covers the experience of the ten workshop leaders of the past two days. The workshop was widely positive received and the participants reported a high interest in computer science.

Low‐cost fundoscopy simulation for everyone? Evaluation of knowledge gain and student satisfaction with the Kyoto Kagaku model

Purpose: To evaluate the influence of a relatively low‐cost fundoscopy simulator, the Kyoto Kagaku Model, on the subjective learning experience and an objective knowledge gain of medical students at Saarland University Medical Center, Homburg, Germany.Methods: Medical students at the Saarland University Medical Center were enrolled in a clinical course about fundoscopic examination and pathologies. The course consisted of a theoretical part, an introduction to the practical basics of ophthalmoscopy with the Kyoto Kagaku fundoscopy simulator, and a clinical practice with dilated pupils on each other (the classical ophthalmoscopy course). They then completed two questionnaires. The first one was about the subjective learning experience and was filled out shortly after the course, the second one about the objective clinical knowledge gain in ophthalmoscopy and was filled out before the start of ophthalmoscopy training and 1 week thereafter.Results: The medical students showed a significant (p &lt; 0.001) gain in knowledge of the fundoscopic examination and pathologies after the course with the Kyoto Kaguka Fundoscopy Simulator. Specific anatomical structures in the fundus were identified significantly (p &lt; 0.001) more often during the simulator training compared to the classical ophthalmoscopy course. 47% of the medical students preferred a simulator‐based course, 23% a classical ophthalmoscopy course and 30% a combination of both.Conclusion: Simulator‐based training is a valuable tool for teaching medical students (and aspiring resident physicians) various skills, including those related to ophthalmology. Hands‐on courses using the Kyoto Kagaku fundoscopy simulator have been successful in increasing medical students' interest in medical simulation and ophthalmology. This model, known for its relatively low cost, is a good immersive tool for teaching the basics of direct and indirect fundoscopic examination and various retinal pathologies. Although there are still challenges to overcome, such as accessibility and cost, the future of simulator‐based training in ophthalmology looks promising.

TreEducation: A Visual Education Platform for Teaching Treemap Layout Algorithms.

Treemaps are a powerful tool for representing hierarchical data in a space-efficient manner and are used in various domains, including network security or software development. However, interpreting the topology encoded by nested rectangles can be challenging, particularly compared to tree-structured representations like node-link diagrams or icicle plots. To address this challenge, we introduce TreEducation, a visual education platform designed to improve the visualization literacy skills required for reading treemaps among non-expert users. TreEducation is an online application that combines visualizations, interactions, and gamification elements to facilitate understanding of eight different treemap layout algorithms and enhance students' learning process. We evaluated TreEducation in a classroom setting and a controlled environment. Our results indicate a significant knowledge gain of students training exclusively with TreEducation and the usefulness of competition as a social gamification element included in our competitive quiz.

DOES WORKFORCE ROLE IMPACT LEARNING IN NURSING HOME EDUCATION? EVIDENCE FROM THE CHATO NATIONAL TRIAL

Abstract Nursing home residents rely on a variety of staff to meet their physical and psychosocial needs. Our communication intervention for nursing home staff—entitled CHATO—is currently being tested in a pragmatic clinical trial nationwide. All staff, regardless of role, are encouraged to participate to create a culture of person-centered communication. We analyzed differences in learning outcomes, and completion and satisfaction, among five staff roles including 274 aides (CNA, CMA), 180 nurses (LPN, RN), 52 administrators, 42 professional staff (social work, speech-, physical-, occupational-therapy), and 134 other non-care staff (dietary, custodial, transport). We compared changes in knowledge of effective person-centered communication, measured by (1) scores on the Changing Talk Scale (CHATS) and (2) ratings of video-based communication appropriateness, communication effectiveness, recognizing person-centered, and elderspeak communication. At baseline, aides and non-care staff had significantly lower CHATS scores than professional staff (p&amp;lt;.05). All roles demonstrated similar and significant knowledge gain with mean score increases ranging from 17.8-24.6 (p’s &amp;lt;.001). Similar patterns of changes were observed for communication ratings. The overall completion rate for enrolled staff was 82.6%, of whom only 6.2% reported dissatisfaction. The completion and satisfaction outcomes did not vary by role. These findings suggest that CHATO can be a useful education program for enhancing person-centered communication across different staff roles. Although baseline knowledge was higher in certain roles, the knowledge gains, completion rates, and satisfaction ratings did not vary by staff role. It is important to remember that all staff, not just direct care staff, benefit from education in nursing homes.

A comparative study to assess the effectiveness of structured teaching program on knowledge regarding prevention of pressure ulcers among BSc nursing 2 year and BSc nursing 3 year students in selected nursing colleges of Patiala, Punjab

“A comparative study to assess the effectiveness of structured teaching program on knowledge regarding prevention of pressure ulcers among BSc nursing 2 year and BSc nursing 3rd year students in selected nursing colleges of Patiala, Punjab.Pressure ulcer is a preventable medical complication of immobility. It has psychological, economic and social impact on individual and family. Its cost of treatment is more than twice of cost of prevention.To assess the effectiveness of structured teaching program on Knowledge regarding prevention of pressure ulcers among B.Sc. nursing 2nd year and B.Sc. Nursing 3rd year students in selected nursing colleges of Patiala, Punjab”The research approach adopted for the study was non-experimental, with descriptive comparative design. 60 B.Sc. nursing 2nd year and B.Sc. nursing 3rd year students in selected nursing colleges of Patiala, Punjab by simple random sampling. Self-structured knowledge was developed and administered to assess the knowledge of among B.Sc. nursing 2 year and B.Sc. nursing 3rd year students in selected nursing colleges of Patiala, Punjab”The mean knowledge revealed that in the BSc nursing 2nd year students, majority of students 28(93.3%) had Adequate knowledge and 2(6.7%) had Moderate knowledge but none of them had Inadequate knowledge. Whereas in the BSc nursing 3rd year students, majority of students 26(86.7%) had Inadequate knowledge and 4(13.3%) had Moderate knowledge but none of them had Inadequate knowledge.The students had significant gain in knowledge after the administration of structured teaching progam regarding prevention of pressure ulcers.

Beyond the dawn of virtualized learning environments: A comparative study of video and augmented reality information delivery on student engagement and knowledge retention

AbstractBackgroundEducation is, after gaming, the second largest sector embracing augmented reality (AR) at an accelerated pace, yet studies on AR's potential as an efficient learning environment had mixed results.ObjectivesThis study's primary objective is to test students' interaction with graphical 3D elements in AR and its impact on information retention. The second objective is to compare information retention from AR engagement with information retention from exposure to identical 3D content delivered via instructional video. Finally, the third objective explores students' perceptions of AR as a learning environment.MethodsSixty‐five college students participated in a two‐arm experiment followed by semi‐structured interviews.Results and ConclusionAR can efficiently deliver a meaningful learning experience and promotes information retention. Nevertheless, AR's interactive features and novelty may distract learners while they engage with the virtual environment. Objective data obtained through eye tracking and video monitoring showed similar levels of engagement with a 3D model for both environments. While both AR and video groups showed significant knowledge gain from pre to post‐intervention, the video format was overall significantly more effective than AR in increasing topic‐related information retention. However, participants preferred the AR learning environment significantly more than the video.TakeawaysAlthough effective, AR is still a distracting instructional environment. Designing learning experiences tailored explicitly for AR environments requires additional research to ensure its successful deployment as a learning tool.

Effectiveness of Brief In-person and Virtual Substance Use Disorder Counselor Trainings, 2019-2021.

Paraprofessional substance use disorder counselors (SUDCs) are an important component of expanding access to substance use disorder treatment, but little research on SUDC training currently exists. We evaluated knowledge and self-efficacy gain from brief in-person and virtual workshops for paraprofessional SUDC student-trainees. Student-trainees (N = 100) enrolled in an undergraduate SUDC training program completed 6 brief workshops from April 2019 to April 2021. Three in-person workshops during 2019 covered clinical assessment, suicide risk and evaluation, and motivational interviewing, and 3 virtual workshops during 2020-2021 covered family engagement and mindfulness-oriented recovery enhancement, as well as screening, brief intervention, and referral to treatment for expectant mothers. Pretest and posttest online surveys measured student-trainee knowledge gain related to all 6 SUDC modalities. Results of paired sample t tests evaluated changes in knowledge and self-efficacy from pretest to posttest. All 6 workshops showed a significant gain in knowledge from pretest to posttest. Four workshops showed a significant gain in self-efficacy from pretest to posttest. Hedges g ranged from 0.70 to 1.95 for knowledge gain and from 0.61 to 1.73 for self-efficacy gain across workshops. Common language effect sizes indicating the probability that a participant increased one's score from pretest to posttest ranged from 76% to 93% for knowledge gain and from 73% to 97% for self-efficacy gain across workshops. Results of this study add to the limited research base on training for paraprofessional SUDCs and suggest that in-person learning and virtual learning are both viable brief training tools for students.

The History and Evolution of the West African College of Surgeons/Jos University Teaching Hospital Trauma Management Course.

Inadequate trauma care training opportunities exist in Low- and Middle-Income Countries. Jos University Teaching Hospital and the West African College of Surgeons (WACS) have synergized, over the past 15years, to introduce a yearly, certified, multidisciplinary Trauma Management Course. We explore the history and evolution of this course. A desk review of course secretariat documents, registration records, schedules, pre- and post-course test records, post-course surveys, and account books complemented by organizer interviews was carried out to elaborate the evolution of the Trauma Management Course. The course was started as a local Continuing Medical Education program in 2005 in response to recurring cycles of violence and numerous mass casualty situations. Collaborations with WACS followed, with inclusion of the course in the College's yearly calendar from 2010. Multidisciplinary faculty teach participants the concepts of trauma care through didactic lectures, group sessions, and hands-on simulation within a one-week period. From inception, there has been a 100% growth in lecture content (from 15 to 30 lectures) and in multidisciplinary attendance (from 23 to 133 attendees). Trainees showed statistically significant knowledge gain yearly, with a mean difference ranging from 10.1 to 16.1% over the past 5years. Future collaborations seek to expand the course and position it as a catalyst for regional emergency medical services and trauma registries. Multidisciplinary trauma management training is important for expanding holistic trauma capacity within the West African sub-region. The course serves as an example for Low- and Middle-Income contexts. Similar contextualized programs should be considered to strengthen trauma workforce development.

PropG—An Online Application for Learning Plant Propagation Glossary Terms

A mobile web application called PropG was developed for students to quickly access more than 270 glossary terms defined in a plant propagation textbook. The functionality and usefulness of the app was evaluated by 53 students enrolled in a semester-long online course in plant propagation. Means of pre- and post-test responses to 17 knowledge items showed students perceived a significant knowledge gain in the course for each of the subject categories evaluated. Most students agreed or strongly agreed this learning tool was organized and easy to navigate and would use it in the future. Since 2021, PropG received 153,645 total page views, 90,818 unique visits, and 17,216 returning visits, showing its widespread use in plant propagation.

Addressing Health Care Transition Competencies in Nurse Practitioner Education

Coordinating health care transition across care settings is a national core competency for nurse practitioner education. Caring for children and youth with special health care needs requires a collaborative approach to transition from a child-centered to an adult-focused care model. Adding this content is challenging, given the gaps in the health care transition literature and inconsistent faculty expertise. This report describes one university’s innovative quality improvement project aimed at developing competency in health care transition for children and youth with special health care needs among nurse practitioner students. The design, implementation, and evaluation of teaching strategies that resulted in significant knowledge gain for students are reported.

Commercial sexual trafficking of males: A pilot training with law enforcement

ABSTRACT Law enforcement agents are often the first professionals to come into contact with victims of commercial sexual trafficking (CST). While they likely have encountered female victims of CST, they may need increased understanding of the identification of male victims. This study evaluated the effectiveness of a training program aimed to increase awareness of male victims of CST among law enforcement professionals. Participants’ (N = 132) knowledge level was examined prior to the training and immediately thereafter and results showed that pretest knowledge scores were low. The majority of participants (77%) did not have prior training in CST in males and there was a significant gain in knowledge from pre to posttest. None of the participants’ demographic variables were significant predictors of pretest or posttest scores. Implications for training law enforcement in male CST are provided.

The effectiveness of effectiveness of premenopausal empowerment strategies on stress, depression and quality of life among premenopausal women’s

Introduction: Middle age is one of the turning points in one’s life as it brings along many changes. It roughly starts in the early 40s, when for most of the people; it is the best period in their life when their achievement is at the highest point. The challenges between adulthood and despair of old age, becomes the change of menopause in women and during which lives take a compulsory change of direction. Methodology: The research design adopted for this study was pre experimental design and research approach adopted for this was to evaluative the educative approach. The sample size was 100 teachers. Non-probability purposive sampling method was used. Result: The mean of post-test knowledge scores was 26.6, which is significantly higher than mean of pre-test knowledge scores of 12.4. Standard deviation of post-test score and pre-test score is 9.4 and 13.3 respectively. The computed paired “t” value (18.67, df=99 at the level of P= 0.05) is greater than table value (1.66) which represents significant gain in knowledge. Hence the hypothesis H1is is accepted. It is evident from the results that RH2: There will be significant association between the pre-test knowledge score and selected demographic variables at the level of P≤ 0.05. is accepted as there is significant association between pretest knowledge score and selected demographic variables like educational qualification, years of experience, child psychology in syllabus and attended in-service education. Conclusion: Therefore, the investigator realized that the need to create awareness on menopause among premenopausal women is necessary. Hence this study is planned to investigate the effectiveness of premenopausal empowerment startegies –a combination of educational empowerment and supervised exercise programme on menopause related problems and quality of life of the premenopausal women.

Effect of Educational Video on Maternal Nutrition, Hygiene and Sanitation Among Maternal Age Group Women: A Prospective Interventional Study from Prayagraj, Uttar Pradesh, India

Introduction: Interventions that try to alter behaviour in order to promote health and disease management are typically time and resource-consuming. At the moment, boosting maternal and child nutrition is the main focus of nutrition programs in India. This paper discusses the most effective methods to change eating habits, hygiene, and sanitisation particularly the significance of contemporary Information Technology (IT) in health education. Aim: To determine the pre education knowledge level and create awareness regarding maternal nutrition, hygiene and sanitation through the developed education video on personal hygiene and sanitation among maternal-aged group women. Materials and Methods: The community-based prospective interventional study was conducted from October 2019 to April 2021 by using the prospective intervention study design. Based on the Socio-demographic profile, anthropometric measurement, and clinical assessment, specific questions regarding dietary knowledge and personal hygiene were recorded by using the questionnaire. By using the recorded data through a questionnaire, 100 respondents were selected through stratified random sampling and divided into the control group (n=50) and experimental group (n=50) involved in the intervention study. The experimental group which consisted of 50 respondents was grouped into two groups E1 (n=25) and E2 (n=25) and educated separately (due to COVID-19 restriction on mass gatherings) three times a month at 15 days intervals. The nutrition education intervention was given through an educational video in the Hindi language. The effects of the intervention were studied among the participants of the experimental group. The control group did not receive any nutritional awareness sessions. Knowledge level before and after the education intervention was recorded by using the self-structured questionnaire consisting of 15 multiple questions. The data was analysed by using Analysis of variance (ANOVA) technique. Results: Analysis was done for the complete data collected from 100 participants (15-35 years of age, 50 in each control and experimental group) included in the present study. The mean age of maternal age group women was 22 years. No significant difference was found between the knowledge of the control and experimental group at baseline (p-value &gt;0.05). However, the post-intervention, there was significant gain in knowledge in the experimental group (p-value &lt;0.001). Conclusion: It was found that providing the nutrition education through the developed information and communication technology proved effective by increasing knowledge level among the maternal aged group women.

Participants’ knowledge gain, feedback, and organizers’ experience after online symposium organized for continuous medical education

Background: Worldwide lockdown and restrictions due to COVID-19 pandemic prohibited gathering of people, which affected the academic activities and learning, especially in professional courses. During the COVID-19 pandemic, online academic events became popular due to necessities, and also convenience. Effectiveness of such online academic events is still not substantially proven. Aims and Objectives: The objective of this study was to assess the participants’ knowledge gain, feedback, and organizers’ experience after online symposium organized for continuous medical education (CME). Materials and Methods: We conducted a 2-day electronic symposium (E-Symposium) as part of CME program, collected data from the participants before and after the symposium regarding their knowledge gain and feedback. Results: Our data analysis proved that E-Symposium resulted in significant knowledge gain of the participants, which was highest for faculty, followed by PhD scholars and postgraduate students. More than 80% of participants gave positive feedback and wished to participate in more such online events. Our results confirm that online academic events are successful in medical education and benefit the participants. Conclusion: Academic events organized with online platforms provide good opportunities for both teachers and students to gain knowledge, especially during pandemic and times of social restrictions.