Significant Gain In Knowledge Research Articles

Postmortem Metabolomics: Strategies to Assess Time-Dependent Postmortem Changes of Diazepam, Nordiazepam, Morphine, Codeine, Mirtazapine and Citalopram

Postmortem redistribution (PMR) can result in artificial drug concentration changes following death and complicate forensic case interpretation. Currently, no accurate methods for PMR prediction exist. Hence, alternative strategies were developed investigating the time-dependent postmortem behavior of diazepam, nordiazepam, morphine, codeine, mirtazapine and citalopram. For 477 authentic postmortem cases, femoral blood samples were collected at two postmortem time-points. All samples were quantified for drugs of abuse (targeted; liquid chromatography-tandem mass spectrometry LC-MS/MS) and characterized for small endogenous molecules (untargeted; gas chromatography-high resolution MS (GC-HRMS). Trends for significant time-dependent concentration decreases (diazepam (n = 137), nordiazepam (n = 126)), increases (mirtazapine (n = 55), citalopram (n = 50)) or minimal median postmortem changes (morphine (n = 122), codeine (n = 92)) could be observed. Robust mathematical mixed effect models were created for the generalized postmortem behavior of diazepam and nordiazepam, which could be used to back-calculate drug concentrations towards a time-point closer to the estimated time of death (caution: inter-individual variability). Significant correlations between time-dependent concentration changes of morphine, mirtazapine and citalopram with individual endogenous molecules could be determined; no correlation was deemed strong enough for successful a posteriori estimation on the occurrence of PMR for specific cases. The current dataset did successfully lead to a significant knowledge gain in further understanding the time-dependent postmortem behavior of the studied drugs (of abuse).

Organizational-Level Moderators Impacting Tobacco-Related Knowledge Change after Tobacco Education Training in Substance Use Treatment Centers.

Tobacco use is disproportionately elevated among patients with substance use disorders relative to the general U.S. population. Tobacco interventions are lacking within substance use treatment centers (SUTCs) due to lack of knowledge and training. This study examined knowledge gain and the organizational factors that might moderate knowledge gains following tobacco education training provided to employees (N = 580) within 15 SUTCs that were participating in a tobacco-free workplace program. The number of total annual patient visits, unique annual patient visits, number of full-time employees, and organizational readiness for implementing change (ORIC) as assessed prior to implementation were examined as potential moderators. Results demonstrated significant knowledge gain (p < 0.001) after training overall; individually, 13 SUTCs had significant knowledge gain (p’s < 0.014). SUTCs with fewer total annual patient visits and fewer full-time employees showed greater knowledge gains. The ORIC total score and all but one of its subscales (Resource Availability) moderated knowledge gain. SUTCs with greater initial Change Efficacy (p = 0.029), Valence (p = 0.027), and Commitment (p < 0.001) had greater knowledge gain than SUTCs with lower scores on these constructs; SUTCs with greater Task Knowledge (p < 0.001) regarding requirements for change exhibited less knowledge gain. Understanding the organizational-level factors impacting training effectiveness can inform efforts in organizational change and tobacco control program implementation.

Effect of Video Assisted Teaching on Knowledge of BSc Nursing Students regarding Renal Dialysis for Chronic Renal Failure Patients

Background: The present study was conducted to assess the effect of video assisted teaching on the knowledge gain of BSc Nursing students on renal dialysis for chronic renal failure patients. Methods: An experimental design was chosen with pre test and post test of experimental and control group. The sample size was 60 registered BSc Nursing students divided into two groups - 30 in the experimental and 30 in the control group. The tools used for conducting the study included demographic variables, self structured questionnaire to assess knowledge of experimental and control group. The experimental group was given video- assisted teaching as an intervention and the control group was used for comparison only. The data were analysed with the help of descriptive and inferential statistics. Result: The study clearly shows that there was a significant gain in knowledge of BSc Nursing students in experimental group with video assisted teaching which emphasises that renal dialysis for chronic renal failure patients is good for their health. Conclusion: The BSc Nursing students can be benefited with video assisted teaching to improve knowledge and practice on renal dialysis for Chronic Renal Failure Patients and they can practice these interventions in clinical area in future.

Assessment of solid tumor oncology perception and knowledge gain in internal medicine (IM) residents through oncology video library: Educational intervention in progress.

e23000 Background: ACGME and internal surveys performed at the University of North Carolina (UNC) demonstrate that IM residents have historically been dissatisfied with their inpatient oncology experience. Other institutions have demonstrated that a resident oncology video library is feasible and effective in improving clinical knowledge, but formal protected time for module use limited engagement. We created an oncology video library targeted to the resident learner. To enhance impact, we incorporated dedicated time during elective rotations to access the modules. Methods: We performed a pre-survey using a Likert scale to assess resident knowledge perception of solid tumor cancers. We designed a curriculum based on the ABIM blueprint and those cancers frequently encountered on service. We filmed 21 videos of UNC oncologists discussing content they selected for the resident learner. To improve engagement, we provided a half-day of independent study during their outpatient oncology elective. As this study is ongoing, we plan to conduct a post-survey and post-test to evaluate long-term knowledge acquisition. Results: Twenty-seven of the 85 IM residents completed the pre-survey. Eleven (40.8%) reported feeling extremely or somewhat satisfied with inpatient oncology teaching; the remainder felt neutral (29.6%), somewhat (25.9%) or extremely dissatisfied (3.7%). Among oncologic emergencies, most residents felt comfortable managing hypercalcemia (88.9%) and cord compression (55.6%), but not SVC syndrome (29.6%). Prior to implementation of the videos, most reported little/no knowledge gain from their clinical rotations alone across nearly all 20 domains assessed. The only domain in which a majority (65.39%) reported some or significant knowledge gain was chemotherapy toxicities. These domains were selected as video lecture topics. In the five months since their release, each video has been viewed an average 21.5 times. The most viewed video (39 views) was on traditional chemotherapy pharmacology; the least viewed video (9 views) was on pancreas cancer. 28% of residents surveyed reported utilizing the videos, and for those who did access them, half (56.2%) felt that the time for the videos was sufficient, while the other half (43.8%) wished for more dedicated time. Conclusions: IM residents may benefit from an online video library to improve knowledge acquisition and perception of oncology rotations. However, to maximize impact, residents must be given adequate time separate from their service requirements to access the modules. This is a study in progress, and while initial data regarding video utilization appears promising, we await additional information to ascertain knowledge improvement.

Targeted Extension Programming for New and Beginning Beef Cattle Producers Through a Multi-night Lecture Series

Abstract An introductory level-based educational program was developed for stakeholders interested in learning more about the basics of beef cattle management systems in Alabama. The Beef Systems Short Course was designed to 1) introduce concepts related to best management practices in beef operations to producers and 2) to create awareness among producers about educational services offered through Alabama Extension. Ten Beef Systems Short Courses were offered in fall 2019 and winter 2020 throughout Alabama. There were 136 participants enrolled in the program statewide. Eight topics were taught over a four-night time period (2 topics per meeting; 45 mins each). Topics included: Forages; Nutrition; Herd Health; Reproduction; Animal Identification, Genetics, and Records; Environmental Stewardship; Economics; Meat Science. A post-program survey was conducted to evaluate 1) potential change in knowledge and intent to adopt beef cattle management practices (n = 130 responses). Seventy percent of the producers in the program had less than 10 years of experience in the beef business, and the majority of these were part-time farmers (55%). Overall, producers were highly satisfied with the program with an overall rating of 4.7 out of 5 (Likert-type scale) across program topics, and 81% of participants planned to begin the adoption one or more of the management practices shared at the program in the next 12 months. The top three practices producers planned to implement included 1) establishing a calving season, 2) proper identification of livestock, and 3) improved forage management strategies. Participants reported significant knowledge gain across topics presented ranging from a 45 to 76% increase in understanding of practices. Notably, 55% of the participants reported that this was their first time attending an Extension program, demonstrating a great level of effectiveness in this program reaching new clientele. 100% of the participants indicated that they planned to attend Extension programs and use available online decision-making resources in their operations in the future. The total economic impact of the program was $525,450, with an estimated return on investment of 6:1.

Improvement in knowledge of healthcare professionals attending Neonatal Life Support (NeoLiS) training workshop.

To assess the improvement in knowledge of healthcare professionals after attending Neonatal Life Support training workshop. The interventional study with secondary data was conducted in the Neonatology Department of the Children's Hospital and the Institute of Child Health, Lahore, Pakistan, using 2-year data of all the training workshops from 2017 to 2018. The participants were consultants, post-graduate residents, nurses, lady health visitors, lady health workers and rescue workers. Knowledge was tested through a true/false questionnaire regarding resuscitation skills both before and after the hands-on workshop. The score of each candidate was recorded on a results sheet. Baselines scores were compared with respective post-workshop test. Data was analysed using SPSS 20. Of the 52 workshops, 35(%) were conducted in 2017 and 17(%)in 2018, and of the 1350 particpants, 1080(81%) were doctors, 257(18%) were nurses and 13(1%) were paramedics and rescue workers. Mean overall baseline score was 71.96±8.38 compared to 86.60+/-5.48 post-intervention (p<0.001). The Neonatal Life Support training workshop resulted in significant gain in knowledge about neonatal resuscitation by healthcare professionals.

IS HIGH-FIDELITY PATIENT SIMULATION-BASED TEACHING SUPERIOR TO VIDEO-ASSISTED LECTUREBASED TEACHING IN ENHANCING KNOWLEDGE AND SKILLS AMONG UNDERGRADUATE MEDICAL STUDENTS?

Introduction: Medical simulation is a technique that allows interactive and immersive activity by recreating all or part of a clinical experience without exposing the patients to the antecedent risks. High-fidelity patient simulation-based teaching is an innovative and efficient method to address increasing student enrolment, faculty shortages and restricted clinical sites. Objective: To assess the effectiveness of high-fidelity patient simulation (HFPS) as compared to video-assisted lecture-based teaching method (VALB) among undergraduate medical students. Methods: The study was a Randomized Controlled Trial which involved 56 final year undergraduate medical students. The effectiveness of teaching based on HFPS (intervention group) and VALB (control group), on acquisition of knowledge, was assessed by multiple choice questions (MCQs) in the first and fourth week. Similarly, the skills competency was assessed by objective structured clinical examination (OSCE) in the second and fourth week. Mean and standard deviation (SD) for total score of knowledge and skills assessments were used as outcome measures. P value &lt; 0.05 was considered to be statistically significant. Results: In both groups, students had significant higher mean MCQ scores at Post-tests. The intervention group had higher mean change score of MCQ marks than the control group but the difference was not statistically significant. In both the first and second skills assessments, mean OSCE scores for intervention group were higher than control group but this difference was not statistically significant. Conclusion: There was significant gain in knowledge in both methods of teaching but did not reach statistical difference in terms of skills enhancement in the intervention group as compared to the control group.

Evaluating the effectiveness of let's talk period's high school educational outreach program: A pilot study.

Menorrhagia impacts ~40% of adolescent females, with about half having an underlying bleeding disorder, most commonly von Willebrand Disease (VWD). VWD affects ~1 in 1000 individuals, though many are unaware of their condition. Let's Talk Period (LTP) is an online knowledge translation platform aimed at increasing awareness of bleeding disorders symptoms, with a validated self-administered bleeding assessment tool (Self-BAT). To evaluate the effectiveness of the LTP high school outreach program in Grade 9 girls' health classes quantitatively, using baseline, post-presentation, and follow-up quiz scores, and qualitatively, with student and teacher feedback forms. The 75-minute in-class presentations, developed in alignment with the 2015 Ontario Curriculum for Grade 9 Health and Physical Activity, were led by a haemophilia nurse, clinical research assistant, and undergraduate student from the LTP team. Students completed baseline, post-presentation, and 4-6-week follow-up Kahoot quizzes featuring the same nine questions to evaluate change in knowledge levels and retention. Both student and teacher feedback were collected. There was a significant increase (p<0.001) from baseline to post-presentation scores, with a significant gain in knowledge, for all questions (p<0.01). Students found content related to the basics and management of menstruation to be most interesting. Many had constructive feedback on how the presentation method could be improved. On average, the presentations were rated an 8.6 of 10 by students and 8.75 of 10 by teachers. The LTP high school outreach program effectively increases student knowledge of menorrhagia and bleeding disorders. It was well-received by students and staff alike.

Technology-mediated professional development for early intervention service providers: connecting adult learning with caregiver support

ABSTRACT High quality, easily accessible professional development is needed to ensure that service providers are well-qualified to facilitate early intervention (EI) that targets caregiver learning during visits with children and families. This research evaluated a multi-component, technology-mediated inservice training course entitled, Using Adult Learning Strategies to Support Caregivers during Early Intervention Visits. This 6-week course included ongoing, embedded support and was provided for nine EI service providers. A mixed methods intervention evaluation was conducted using a within-subjects pre-post-test design to determine the effects of participation on: 1) service providers’ use of four EI adult learning strategies (e.g., reflective conversation, caregiver practice with feedback, collaborative problem-solving, and joint planning); 2) providers’ changes in knowledge about adult learning and how to apply learned strategies; and 3) providers’ perceptions of course effectiveness. Analysis of pre-post videos revealed increases in the use of caregiver practice with feedback and collaborative problem-solving strategies with participation in the course. Participants showed a statistically significant gain in knowledge, with very large effects, especially related to applying adult learning to EI service delivery. All participants rated the overall training as ‘excellent’ and strongly agreed the format was more effective than a single workshop.

English

BACKGROUND Basic life support (BLS) although a lifesaving skill, is seldom taught in the first year of traditional Indian undergraduate medical curriculum resulting in lack of competence and confidence. Medical Council of India’s new competency based undergraduate curriculum stresses on early skill acquisition. Basic life support hands-on workshop can be a simple yet effective educational intervention in achieving the goal. The aim of the study is to determine the effectiveness of introduction of BLS training workshop to first year MBBS curriculum as a part of foundation course skills development. METHODS An interventional study in the form of BLS workshop consisting of lecture, demonstration and hands on practice on mannequins was conducted on first MBBS students. Assessment was done by standardized pre- and post-test questionnaire and direct observation of procedural skills (DOPS). Student’s perception was qualitatively explored by conducting focus group discussions (FGD) followed by thematic analysis. RESULTS Analysis of median pre- and post-test scores using Wilcoxon test matched pairs signed rank test revealed highly significant gain in knowledge and confidence (P value = 0.000). Thirty three percent students could perform all the seven steps of cardiopulmonary resuscitation (CPR) correctly, meeting all six quality indicators indicating satisfactory skill acquisition. Six overarching themes emerged from the focus group responses viz. importance of clinical skill acquisition in first year, suggested methods to improve skill training, effectiveness of BLS workshop, usefulness of learning BLS skill, readiness to perform CPR in real life scenario and need for curriculum reformation. CONCLUSIONS Simulation-based hands-on workshop can serve as an effective teaching learning strategy for foundation course BLS skills development under new competencybased first MBBS curriculum by Medical Council of India (MCI). KEYWORDS Basic Life Support, Cardiopulmonary Resuscitation, MBBS, Curriculum, Competency, Qualitative Analysis, Medical Education

Effectiveness of Season Long Training Programme on Knowledge Levels in Kurnool District of Andhra Pradesh

The study was undertaken to know the effectiveness of season long training programme imparted to Village Agriculture Assistants (VAAs) in Kurnool district of Andhra Pradesh by DoA (Department of Agriculture) during kharif 2020. One-group pre and post evaluation design was employed for conducting a formative evaluation. The knowledge tests were administered to 113 VAAs, before and after the training programme. The results showed that there was a significant knowledge gain in subjects like crop production, plant protection and general agriculture in terms of qualification wise, division wise and subject wise. The pre-training mean knowledge score of the trainees was 37.95, which increased to 53.77 after the training. There was an increase of 15.82 in the mean knowledge score, which is significant at the level p &lt; 0.01. In the correlation analysis education, experience, social participation, rural back ground and land holding were found to have significant relationship with knowledge levels of the VAAs. Majority of the respondents expressed in their feedback that they were ‘satisfied ‘regarding its usefulness in enhancing knowledge, appropriateness of the content &amp; its relevancy, stimulation of inquisitiveness, arousal of curiosity &amp; interest.

Evaluating the Efficacy and Optimisation of the Peer-Led Flipped Model Using TEL Resources Within Neuroanatomy.

The flipped classroom (where students prepare before and then develop understanding during class) and technology-enhanced learning (audio-visual learning tools) are increasingly used to supplement anatomy teaching. However, the supporting literature lacks robust methodology and is conflicting in demonstrating efficacy outcomes. Contrastingly, near-peer teaching (where senior students teach juniors on the same academic programme) is well researched and reported to be both effective and versatile. This provides an ideal vehicle in which to investigate and potentially optimise these approaches.This study aims to assess educational impact of the peer-led flipped model and student engagement and perceptions regarding traditional and TEL resources.A quasi-randomised, cross-sectional study was conducted with 281 second-year University of Southampton medical students. Students were randomly allocated to 3 groups: traditional lecture (control), flipped text resource, or flipped video resource. The first group received no pre-teaching material, but the flipped groups received a text or video pre-teaching resource. Objective outcomes measured were: Knowledge gain and retention via multiple-choice questionnaires and formative exams Student perceptions and engagement using questionnaires and 2 focus groups All groups demonstrated significant knowledge gain post-teaching (p<0.0001). However, regardless of engagement with pre-teaching material, no significant difference was found in knowledge gain or retention between the groups. Students engaged 21.1% more with the text rather than video resource (p=0.0019), but spent equal time using both (p=0.0948). All resources and teaching approaches were perceived 'very useful' with no significant differences found between groups. A qualitative approach utilising thematic analysis of focus groups identified 4 themes, including 'Attitudes towards flipped classroom', which revealed mixed reviews and perceptions from participants.This study has found the peer-led flipped model is of no detriment to educational impact compared to peer-led traditional approaches in a well-established peer teaching programme in undergraduate medicine at the University of Southampton. Students value traditional and video resources but engage with them differently. Additionally, it was reported that in this experiment, NPT did not seem well suited to the flipped classroom, suggesting a rare limitation of the utility of NPT application within an anatomy curriculum.

Effect of Video-assisted Teaching on Knowledge of Staff Nurses regarding Lamaze Breathing Exercises during the First Stage of Labour to Improve Maternal and Foetal Outcome among Primi Parturient Mothers

Background: The present study was conducted to assess the impact of video aided teaching on knowledge gain of staff nurses regarding lamaze breathing exercises throughout the first stage of labour. Method: An experimental research design was chosen with pre-test and post-test of experimental and control group. The sample size was sixty registered staff nurses divided into two groups, thirty in experimental and thirty in control group. The tools used for conducting the study included demographic data and a self structured questionnaire to assess knowledge of experimental and control group. The experimental group was given video assisted teaching as an intervention and the control group was used for comparison without intervention. Result: The data were analysed with the help of descriptive and inferential statistics. The study clearly shows that there was a significant gain in knowledge of staff nurses of the experimental group with video assisted teaching that emphasises the lamaze breathing exercises during first stage of labour are safe measures to enhance maternal and foetal outcomes. Conclusion: The staff nurses are benefited with video assisted teaching to enhance knowledge and they can use the breathing exercises during first stage of labour to promote comfort to labouring women and also minimise the use of medication and risk of LSCS during labour.

Adolescent HIV/AIDS: Knowledge is a must

HIV/AIDS is a major threat to India. The number of people living with the disease is approaching 5 million. Global research shows that HIV/AIDS has direct links with health, social, psychological as well as economic problems by minimizing life expectancy, increasing burden on health care system, losing status in society and increasing inequality. India has the third largest HIV epidemic in the world, with 2.1 million people living with HIV. HIV/AIDS is a new phenomenon in the society. Misconceptions about HIV/AIDS abound worldwide. Female adolescents face even greater risk for STD transmission than their male peers and older adult women. Hence, the present study was undertaken to assess the gain in knowledge of adolescent girls after exposure to educational programme on selected four aspects of HIV/AIDS i.e. knowledge about adolescent years, information related to reproductive organs and physical changes, information related to HIV/AIDS, preventive measures for HIV/ AIDS (Individual and social responsibilities towards the person infected with HIV). The total sample for present study was consisted of 60 randomly selected adolescent girls belonging to nuclear families and low income group and studying in 10th, 11th, and 12th standards (15 to 18 years of age) of two randomly selected Government Senior secondary Girls Schools of Bikaner city, Rajasthan. The research design used for the present study was one group pre-test-post-test action research. The programme was planned on the basis of the results of pre test. Then, the results of post-test were obtained through the same duly pre-tested questionnaire cum interview schedule which was used during pre test. Frequency, percentage values and paired t-test was applied to see the significant difference between pre test and post-test scores of knowledge. The total sample had highest gain in knowledge (50.75%) in aspect 3 (Information related to HIV/AIDS). The subject had highly significant gain in knowledge at 1% and 5% level of significance. The adolescent girls of class 10th had the highest gain in knowledge i.e. 47.9 % among the group. The major findings revealed the positive and definite impact of educational programme in improving knowledge about HIV/AIDS and to avoid discriminatory treatment to AIDS patient in employment providing services and other benefits.

MANTRA: Improving Knowledge of Maternal Health, Neonatal Health, and Geohazards in Women in Rural Nepal Using a Mobile Serious Game.

Serious games, conveying educational knowledge rather than merely entertainment, are a rapidly expanding research domain for cutting-edge educational technology. Digital interventions like serious games are great opportunities to overcome challenges in low-and-middle-income countries that limit access to health information, such as social barriers like low-literacy and gender. MANTRA: Increasing maternal and child health resilience before, during and after disasters using mobile technology in Nepal takes on these challenges with a novel digital health intervention; a serious mobile game aimed at vulnerable low-literacy female audiences in rural Nepal. The serious game teaches 28 learning objectives of danger signs in geohazards, maternal, and neonatal health to improve knowledge and self-assessment of common conditions and risks to inform healthcare-seeking behavior. Evaluations consisted of recruiting 35 end users to participate in a pre-test assessment, playing the game, post-test assessment, and focus groups to elicit qualitative feedback. Assessments analyzed knowledge gain in two ways; by learning objective with McNemar tests for each learning objective, and by participant scores with paired t-tests of overall scores and by module. Results of assessments of knowledge gain by learning objective (McNemar tests) indicate participants had sufficient prior knowledge to correctly interpret and respond to 26% of pictograms (coded AA), which is a desirable result although without the possibility of improvement through the intervention. The geohazard module had greatest impact as 16% of responses showed knowledge gain (coded BA). The two most successful learning objectives showing statistically significant positive change were evidence of rockfalls and small cracks in the ground (p = < 0.05). Assessment of knowledge gain by participant scores (paired t-tests) showed the 35 participants averaged a 7.7 point improvement (p < 0.001) in the assessment (28 learning objectives). Average change in knowledge of subdivided module scores (each module normalized to 100 points for comparison) was greatest in the geohazard module (9.5 points, p < 0.001), then maternal health (7.4 points, p = 0.0067), and neonatal health (6.0 points, p = 0.013). This evaluation demonstrated that carefully designed digital health interventions with pictograms co-authored by experts and users can teach complex health and geohazard situations. Significant knowledge gain was demonstrated for several learning objectives while those with non-significant or negative change will be re-designed to effectively convey information.

ASSESSMENT OF THE EFFECTIVENESS OT PTP ON KNOWLEDGE AND PRACTICE OT ENDOTRACHEAL TUBE SUCTIONING AMONG NURSING STUDENTS IN INTENSIVE CARE UNITS

A Quasi experimental study was conducted to assess the effectiveness of PTP on knowledge and practices of endotracheal suctioning among (46) nursing students posted in intensive care units with purposive sampling techniques. The objectives of the study were to assess the existing knowledge and practice of endotracheal tube suctioning, to evaluate effectiveness of PTP, to find association of pretest knowledge and practice score with selected variables. The major findings revealed that mean post knowledge score was higher than pre-test knowledge t value i.e. 2nd yearGNM had 12.2, 3rd year GNM had 12.1, and basic BSc had 7.8.With regards to practice, the pre-test and post-test analysis revealed that the mean post practice score was higher than pre-test t- value i.e. 2nd year GNM 16.8, 3rd year GNM 12.9, 2nd Basic BSc 10.2. Thus, the paired t- test result showed significant gain in knowledge (p&lt;0.05)Statistical analysis using ANOVA test reveals that no demographic variable have significant association with pre-test knowledge and practice among nursing students regarding Endotracheal tube suctioning .Thus the study proved, planned teaching programme on knowledge and practice of Endotracheal tube suctioning was scientific, logical and effective strategy.

Supplemental Online Learning Tools (SOLTs) to Support Deaf and Hard of Hearing Students in Introductory Statistics Courses

Research in most Science, Technology, Engineering, and Mathematics (STEM) disciplines uses statistical methods. Thus as students develop into research scientists, introductory statistics serves as a gateway course. If students struggle to incorporate statistics into their knowledge base, they may be effectively kept from careers that rely on statistics. Students who are Deaf or Hard-of-Hearing (DHH) learn differently and thus may lag behind their hearing counterparts in mainstream classrooms. In part, a gap in language knowledge can impede the understanding of statistics topics. What is a variable? What does it mean to have a distribution? With sign language interpreters and other support services, many mainstream instructors believe that DHH students have equal access to learning in their classrooms. Yet variations of instructional skill, interpreter knowledge of the discipline, and the lack of alternative representations of content often result in access that falls short of "equal". This paper describes the work of a team of faculty and student researchers seeking best practices for creating supplemental online learning tools. Starting from a list of prioritized challenging topics in statistics, the team developed a number of strategies and produced a pilot set of instructional videos. Formative feedback led to revised videos, which provided a significant gain in knowledge for DHH students when shown in an experimental setting.

The Evidence-Based Sexual Abuse Prevention Program: Strong With Sam.

The present study was initiated to design and evaluate a sexual abuse prevention program for deaf and hard of hearing (DHH) children. This evidence-based prevention program is the first of its kind for DHH children. A total of 92 DHH children aged 8-12years participated in the program "STARK mit SAM" (Strong with Sam, SmS), a program conducted in primary schools for DHH children in Germany. The program evaluation consisted of a pretest-posttest design. As per class, the subjects were assigned to either the experimental or the wait list control group. Participants from both groups were pretested for their knowledge about content related to the prevention of sexual abuse. The experimental group received the prevention program and both groups were posttested to examine the effects of the program. Additionally, the experimental group was tested again 6 months after the program. DHH children who participated in the SmS program showed a significant knowledge gain and a nonsignificant change in their anxiety. No significant factor affecting the children's significant knowledge gain was found. SmS is an effective sexual abuse prevention program for DHH children, which can be offered without incurring anxiety in the children.

Mobile Application as a Learning Aid for Nurses and Nursing Students to Identify and Care for Stroke Patients: Pretest and Posttest Results.

Cerebrovascular accident is a serious public health problem and requires the attention of professionals who can detect, diagnose, and provide care in a timely fashion. A quantitative quasi-experimental study was conducted using a mobile app called mSmartAVC for clinical evaluation of nursing care at the bedside. The study aimed at measuring the knowledge of nurses and nursing students in the detection and care of cerebrovascular accident. In this study, a total of 115 nurses from health services in the South of Brazil and 35 nursing students of a community university participated. The stages focused on development, modeling of clinical cases, problem-based learning, pretest (before) app use, and posttest (after) use of the app. The results of the pretest and posttest corrections showed a substantial statistical difference (P < .001), indicating a significant knowledge gain after the use of the app, particularly in terms of the detection scales and interpretation of the imaging tests. The mSmartAVC app used at the bedside supported decision-making for detection and nursing care. It was possible to confirm that the use of mobile apps plays an essential role as a learning tool for nurses and nursing students.

Training in obstetric and neonatal emergencies in Mexico: effect on knowledge and self-efficacy by gender, age, shift, and profession

BackgroundContinuing education is essential for healthcare workers. Education interventions can help to maintain and improve competency and confidence in the technical skills necessary to address adverse events. However, characteristics of the health provider such as age (related to more critical and reflexive attitude); sex (relationship with gender socialization), profession and work conditions might have an influence on the effect of continuing education efforts.MethodsA training in the management of obstetric and neonatal emergencies (PRONTO, Spanish acronym for Neonatal and Obstetric Rescue Program: Optimal and Timely treatment) was implemented in 14 hospitals in six Mexican states between 2013 and 2014, with a before-after evaluation design. A total of 351 health providers including physicians, interns, nurses and midwives completed the training and were included in the analytic sample. Mixed-effects regression models were fitted to model changes in knowledge and self-efficacy scores after the training for each training topic. Interaction terms of training with age, gender, profession, and shift were included to evaluate possible heterogeneities of effect. All models considered the within-hospital clustering of participants.ResultsAfter training, all participants showed a significant knowledge gain by an average of 19 percentage points for hemorrhage, 23 for neonatal resuscitation, 19 for shoulder dystocia, and 15 for preeclampsia/eclampsia (p < 0.001). Participants who worked night shifts showed lower scores for overall knowledge, compared with morning shift workers. Interns perceived the lowest self-efficacy while they scored very high in knowledge. Self-efficacy in managing obstetric and neonatal emergencies increased significantly by 16 percentage points in average.ConclusionsOur results show that PRONTO is generally successful in increasing knowledge and self-efficacy on all topics but knowledge and self efficacy levels vary greatly by factors such as work shift. Training should be particularly aimed at personnel working during weekends and night shifts, as well as interns and nurses.