Significant Increase In Correct Responses Research Articles

Generation Rx: evaluation of medication misuse prevention education for older adults.

Increased medication misuse over the last two decades has prompted extensive discussion about the lack of evidence-based and evidence-informed prevention education programs targeting the topic. As older adults are high utilizers of medications, this is an important population to reach with such educational programming. This study was designed to assess the change in knowledge and behavioral intentions of older adult participants after attending an educational session focused on safe medication use utilizing the Generation Rx Older Adult Toolkit (GROAT) resources. The Generation Rx team at The Ohio State University College of Pharmacy (OSU COP) partnered with The Ohio State University Extension offices (OSU Extension) across the state of Ohio to provide GROAT educational programming in their communities. OSU Extension Educators were trained via the standardized virtual training program, Generation Rx Ambassadors. Program participants were surveyed immediately before and after the educational events. Pre- and post-survey data was then analyzed to assess knowledge gain and behavioral intentions about safe medication practices, as well as program perception and program satisfaction. Programming occurred between May 2022 and September 2022. In total, OSU Extension Educators collectively engaged 843 individuals in a prevention education program utilizing the GROAT materials. After excluding participants under 50 years of age, there were 297 pre surveys and 245 post surveys included in the data analysis. Knowledge gains from pre- to post-survey showed a significant increase in correct responses in seven of the eight questions asked regarding safe medication practices. All five questions evaluating behavioral intentions demonstrated positive results after the programming (p < 0.001). Participants' perceptions and program satisfaction were also favorable. This study found through pre- and post-survey results that the Generation Rx Older Adult Toolkit programming delivered by Generation Rx trained OSU Extension Educators significantly increased older adult participants' knowledge and favorably impacted behavioral intentions around safe medication use practices.

Employing an underwater vehicle in education as a learning tool for Python programming

AbstractGetting students motivated and interested in their education can be challenging in any classroom setting, even more so in an online learning environment. In this spectrum, educational robotics (ER) has demonstrated numerous advantages in the educational environment, not only by facilitating teaching, but also enabling the cultivation of manyfold skills, including creativity, problem‐solving, and teamwork. Meanwhile, many methods have been developed with the aid of technology to improve the teaching process and boost students' ability to learn. Blended learning is one approach that integrates conventional classroom methods with digital resources in an effort to foster students' creativity. But how can blended learning be combined with robotics? The objective of this paper is to evaluate the impact of employing an underwater vehicle, called educational underwater vehicle (EDUV), in conjunction with a dedicated programming learning platform within the context of a programming course that is offered at the high school level. In this work, this platform is utilized by students in secondary education, and a survey was conducted prior and after using the underwater vehicle's platform based on two questionnaires. The survey included 112 Greek participants, 64 males and 48 females in the age range of 14–18 years old. The experimental results show an increase in their motivation and creativity. In other words, they are more engaged in the classroom and the lesson becomes more enjoyable. More specifically, the survey revealed that most participants are familiar with computers but have limited knowledge of robotics and programming. After training on the EDUV platform, participants showed a significant increase in correct responses for Python and Blockly environments, with an average of 50.7% in four programming‐related questions. The platform also reduced “do not know” replies, which means that the student's self‐esteem increased. The paired sample T‐test showed that the EDUV platform positively influenced participants' perceptions of robotics and motivated them to further their education. In this paper, the related work is discussed, and the architecture of the vehicle is analyzed, along with the integration with the online platform. In addition, the methodology performed is explained and divided into steps. Finally, the experimental results are discussed. Instructions, 3D models, and code can be found in the github repository https://github.com/MariosVasileiou/EDUV.

Pharmacist’s knowledge about the safe use of TCS in atopic dermatitis: a pre–post-survey study evaluating the impact of TCS reading module

Abstract Objective The aim of this study was to assess pharmacists’ knowledge about the safe use of topical corticosteroids (TCS) in the treatment of atopic dermatitis (AD) and to determine whether their knowledge and beliefs can be modified after reading the designed module on TCS use in AD. Methods A multicentre cross-sectional survey study was conducted among pharmacists working in the healthcare facilities of Malaysia between February 2018 and April 2019. A total of 310 pharmacists were participated and requested to complete the questionnaire before (pre-test) and 1 week after reading the designed TCS module (post-test). Results Pharmacist’s post-module score [median = 8 (interquartile range {IQR} 5–11)] was significantly higher than their pre-module score [median = 5 (IQR1–10; P &amp;lt; 0.001)]. After reading the TCS module, there was a significant increase in correct responses observed to the dispensing activities, application recommendations and side effects associated with the inappropriate use of TCS (P &amp;lt; 0.001). Pharmacists were found highly confident in the use of TCS after reading the designed module with a mean score of 8.0 (95% confidence interval 7.87–8.13) out of 10 measured on the Likert scale. Conclusion TCS module has been proven effective in enhancing pharmacists’ knowledge about the safe use of TCS in the treatment of AD.

Behavioral skills training to teach pre-service elementary general educators to conduct descriptive assessments

A pretest-posttest control group design with switching replications was used to examine the effectiveness of a one-time, 75-minute behavioral skills training (BST) package. Fifty pre-service elementary general educators enrolled in a classroom management course were shown a video depicting challenging behaviors and were asked to collect antecedent-behavior-consequence (ABC) data. Using the data collected, participants from two instructional groups were asked to hypothesize the function of the problem behaviors. Results suggest a statistically significant increase in correct responses for both instructional groups from pretest to posttest following BST. A series of ANCOVAS suggested that, when controlling for initial pretest performance, BST significantly improved correct responding in posttest when compared to performance on the second pretest. However, participants did not reach an optimal level of performance following a one-time administration of BST. Practical implications for teacher education contexts, limitations, and future research directions are thoroughly addressed.

Associations of eHealth Literacy with Obtaining Knowledge about Colorectal Cancer among Internet Users Accessing a Reputable Cancer Website: Internet-Based Survey Study.

Examining the associations of eHealth literacy (eHL) with obtaining health knowledge from websites would help to clarify the causal pathway between eHL and health knowledge. This study aimed to compare the results obtained from Internet users with high or low eHL in accessing a reputable cancer website to obtain colorectal cancer (CRC) knowledge. A total of 105 participants with high eHL and 103 participants with low eHL accessed a reputable CRC website managed by the National Cancer Center and responded to Internet-based surveys before and after accessing a website in 2012. Twelve responses to knowledge statements regarding CRC were selected based on item response theory, and the differences in correct responses of pre- and post-surveys by each eHL group were compared. Two statements showed a significant increase in correct responses in the high eHL group only: “Red meat intake is a risk factor” (p = 0.002), and “Obesity is a risk factor” (p = 0.029), whereas only one response did so in the low eHL group: “Bloody stools are a symptom” (p = 0.004). Low eHL Internet users appeared less capable of obtaining knowledge of CRC by accessing information from a reputable cancer website than high eHL Internet users.

Using oral hygiene education in schools to tackle child tooth decay: a mixed methods study with children and teachers in England

ABSTRACT Introduction Tooth decay is the most common reason for non- emergency hospital admissions in 5–9 year olds. As such, it is included in the England school curriculum at 8–9 years to facilitate improved oral hygiene and prevent tooth decay. Aim Measure student and teacher baseline oral hygiene knowledge; determine effect of the e-Bug oral hygiene lesson on student knowledge; explore teacher views on the lesson. Methods Mixed methods evaluation. Baseline student and teacher knowledge questionnaires. Intervention classes received the e-Bug lesson. Post-intervention student questionnaires and semi-structured teacher focus groups. Results 121 students completed baseline questionnaire – results indicate high knowledge about which foods/drinks are bad for teeth; low knowledge about tooth decay and appropriate tooth brushing behaviours; confusion over what foods and drinks contained sugar. 58 students received the intervention; 10 out of 17 questions in lessons showed significant increase in correct responses (p < 0.05). No significant improvements reported in the control. Overall teachers were very positive about the lesson and suggested some improvements. Conclusion Children have gaps in oral hygiene knowledge. Teachers acknowledge oral hygiene as a priority which should be taught more frequently, citing e-Bug as a valuable oral hygiene educational resource. Curriculum leaders should be encouraged to increase oral hygiene education using a whole school approach.

To Test or Not to Test? Quantifying and Reducing Inappropriate Hypercoagulable Workups in the Inpatient Setting

Background: Since the proposal of Virchow's Triad in 1856, the concept of hypercoagulability has been useful in analyzing causes of thromboembolic events. In the inpatient setting, evaluation of underlying causes of thrombosis is often complicated by unclear indications for testing, unreliability of individual assays, and confounding factors such as thrombosis itself and use of anticoagulant medications. We endeavored to quantify the occurrence of inappropriate hypercoagulable work-ups (HCW) in the inpatient setting in our institution, and then to implement a resident-focused educational intervention with the goal of limiting this unnecessary and potentially harmful use of resources.Methods: We retrospectively reviewed all patient charts containing an order for Factor V Leiden assay in 2017, 61 in total. If sufficient data were available, Hematology had not been consulted, and family history was not positive for thromboembolic events, orders were classified as inappropriate based on the recommendations of Pruthi1: temporary risk factors, active anticoagulation therapy, arterial thrombosis, or indefinite anticoagulation already indicated. We calculated the percentage of total charts with inappropriate orders. For our quality improvement intervention, we used a pre- and post-test design to assess knowledge before and after an educational presentation on HCW given to internal medicine and neurology residents. The pre- and post-tests were identical and consisted of 12 questions. SPSS statistical software was used to compare results using Chi-Square analysis. A p value <0.05 was considered significant.Results: A total of 37 charts were evaluated after exclusions, and 29 (78.4%) contained inappropriate orders for HCW. Of these, 16 (55.2%) were ordered as work-up of arterial thrombosis in patients with CVA or TIA but no cardiac shunt. 4 (13.8%) of the inappropriate orders followed provoked events. Apart from Factor V Leiden, additional assays were ordered with the following frequencies: Prothrombin gene mutation 92%, Anti-cardiolipin antibodies 78%, Homocysteine 43%, Antithrombin 42%, Protein C 42%, Protein S 42%, Anti-B-2-glycoprotein antibodies 25% and Dilute Russell's Viper Venom Test 22%. For our intervention, 85 resident tests were analyzed. An increase in correct responses occurred with statistical significance for questions regarding workup of CVA, as well as acute and chronic venous thrombosis. After the intervention, fewer residents stated that HCW would change their management of patients following a thromboembolic event (p<0.05). Residents correctly identified on pre-tests that anticoagulation would skew results of HCW. However, statistically significant improvement did occur in identifying appropriate timing of HCW between the pre- and post- test results (p<0.001).Conclusion: Thromboembolic events are commonly encountered in the inpatient setting, and often lead to inappropriate HCW, particularly in the setting of CVA and TIA without an intracardiac shunt. The set of assays ordered may also demonstrate high variability, which suggests uncertainty about which tests are most appropriate. HCW education in our resident population resulted in a statistically significant increase in correct responses to hypothetical clinical scenarios. This may predict decreased rates of inappropriate HCW, but further study with this endpoint would be beneficial. In addition, further interventions should be investigated, including hard stops and order sets in electronic health records. Through studies of this nature, which our data suggest are needed, unnecessary and potentially harmful use of resources could be reduced.1 Pruthi RK. Optimal utilization of thrombophilia testing. Int J Lab Hem. 2017;39(Suppl. 1):104-110. https://doi.org/10.1111/ijlh.12672 DisclosuresNo relevant conflicts of interest to declare.

The Effects of Faculty Calibration on Caries Risk Assessment and Quality Assurance

Accurate caries risk assessment (CRA) plays a pivotal role in managing the disease of dental caries. The aim of this quality assurance study was to determine if faculty calibration training using a specific set of guidelines in a single session would improve the faculty members' CRA decision making. A calibration seminar was held in December 2014 at the Virginia Commonwealth University School of Dentistry, during which seven completed CRA forms for simulated patients were used to test 55 faculty members' risk assignment level before and after an instructional lecture was given. The results showed a statistically significant increase in the proportion of faculty members responding correctly for five of the seven cases on the pre- and posttests (p<0.01). One case showed no significant increase in correct responses (p=0.07), and on the seventh case, which presented low caries risk, there was a significant decrease in the percentage responding correctly (p<0.0001) due to an increase in the proportion overestimating caries risk. This study's findings were consistent with those in previous studies that, without calibration, faculty members are not necessarily accurate at CRA diagnosis. Since the calibration training improved these faculty members' caries risk assessment scoring, future studies should extend to evaluations for both faculty and students.

Assessing Fun Items' Effectiveness in Increasing Learning of College Introductory Statistics Students: Results of a Randomized Experiment

ABSTRACTThere has been a recent emergence of scholarship on the use of fun in the college statistics classroom, with at least 20 modalities identified. While there have been randomized experiments that suggest that fun can enhance student achievement or attitudes in statistics, these studies have generally been limited to one particular fun modality or have not been limited to the discipline of statistics. To address the efficacy of fun items in teaching statistics, a student-randomized experiment was designed to assess how specific items of fun may cause changes in statistical anxiety and learning statistics content. This experiment was conducted at two institutions of higher education with different and diverse student populations. Findings include a significant increase in correct responses to questions among students who were assigned online content with a song insert compared with those assigned content alone.

SCOPEof Pain: An Evaluation of an Opioid Risk Evaluation and Mitigation Strategy Continuing Education Program

Objective. Due to the high prevalence of prescription opioid misuse, the US Food and Drug Administration (FDA) mandated a Risk Evaluation and Mitigation Strategy (REMS) requiring manufacturers of extended-release/long-acting (ER/LA) opioid analgesics to fund continuing education based on a FDA Blueprint. This article describes the Safe and Competent Opioid Prescribing Education (SCOPE of Pain) program, an ER/LA opioid analgesic REMS program, and its impact on clinician knowledge, confidence, attitudes, and self-reported clinical practice.Method. Participants of the 3-h SCOPE of Pain training completed pre-, immediate post- and 2-month post-assessments.Subjects. The primary target group (n = 2,850), and a subset (n = 476) who completed a 2-month post-assessment, consisted of clinicians licensed to prescribe ER/LA opioid analgesics, who care for patients with chronic pain and who completed the 3-h training between February 28, 2013 and June 13, 2014.Results. Immediately post-program, there was a significant increase in correct responses to knowledge questions (60% to 84%, P ≤ 0.02) and 87% of participants planned to make practice changes. At 2-months post-program, there continued to be a significant increase in correct responses to knowledge questions (60% to 69%, P ≤ 0.03) and 67% reported increased confidence in applying safe opioid prescribing care and 86% reported implementing practice changes. There was also an improvement in alignment of desired attitudes toward safe opioid prescribing.Conclusions. The SCOPE of Pain program improved knowledge, attitudes, confidence, and self-reported clinical practice in safe opioid prescribing. This national REMS program holds potential to improve the safe use of opioids for the treatment of chronic pain.

Medical students’ skills in image interpretation before and after training: A comparison between 3rd-year and 6th-year students from two different medical curricula

The purpose of this study was to assess student's performance in the interpretation of images before and after training in radiology, by comparing two groups, 6th-year and 3rd-year students, from two different medical curricula. Students participated in an anonymous evaluation consisting of the interpretation of 12 radiological images accompanied with the salient history and clinical data by answering 60 open-ended questions about technique, anatomy, semiology, and clinics. The number of correct, incorrect and blank responses of each group was used to compare pre- and post-training results. Unpaired two-sample t-test was used to evaluate differences between groups. A significant increase in correct responses was found in both groups after training. The comparison between both groups did not show differences for incorrect answers of the whole test and correct answers about anatomy in the pre-training evaluation. The percentage of correct answers to the median question improved from 15.5% to 53.3% for 6th-year students and from 8.3% to 41.1% for 3rd-year students. The post-training evaluation showed a significant increase of correct answers of 6th-year students with respect to 3rd-year students (mean±standard deviation 53.6±31.3% and 38.7±29.9% respectively), mainly due to differences in technical and clinical questions. This study provides objective and quantitative evidence of pre- and post-training student skills in image interpretation. The similarities found in the previous level of knowledge and skills of both groups emphasizes the suitable change of the first-time training in radiology, from the 6th to the 3rd year course in medical curricula.

Eating breakfast enhances the efficiency of neural networks engaged during mental arithmetic in school-aged children

To determine the influence of a morning meal on complex mental functions in children (8–11y), time–frequency analyses were applied to electroencephalographic (EEG) activity recorded while children solved simple addition problems after an overnight fast and again after having either eaten or skipped breakfast. Power of low frequency EEG activity [2Hertz (Hz) bands in the 2–12Hz range] was determined from recordings over frontal and parietal brain regions associated with mathematical thinking during mental calculation of correctly answered problems. Analyses were adjusted for background variables known to influence or reflect the development of mathematical skills, i.e., age and measures of math competence and math fluency. Relative to fed children, those who continued to fast showed greater power increases in upper theta (6–8Hz) and both alpha bands (8–10Hz; 10–12Hz) across sites. Increased theta suggests greater demands on working memory. Increased alpha may facilitate task-essential activity by suppressing non-task-essential activity. Fasting children also had greater delta (2–4Hz) and greater lower-theta (4–6Hz) power in left frontal recordings—indicating a region-specific emphasis on both working memory for mental calculation (theta) and activation of processes that suppress interfering activity (delta). Fed children also showed a significant increase in correct responses while children who continued to fast did not. Taken together the findings suggest that neural network activity involved in processing numerical information is functionally enhanced and performance is improved in children who have eaten breakfast, whereas greater mental effort is required for this mathematical thinking in children who skip breakfast.

The effects of observational training on the acquisition of reinforcement for listening.

Abstract Experiment 1 investigated the effects of observational training in a social listener reinforcement game on participants' conversational units in non-instructional settings. Experiment 2 tested the effects of multiple exemplar instruction on the development of The participants who had reader/writer levels of verbal were selected because they emitted a low number of and listener exchanges with and did not have empathy as measured in the study. In Experiment 1, data were collected on the number of sequelics, conversational units, wh questions, vocal approvals and vocal disapprovals during 5 minute probe sessions after meeting criterion on each objective of the listener reinforcement game. During intervention, the participants were required to engage in a listener exchange through playing a yoked contingency game where they competed with the experimenter to teach several objectives including I Spy, peer tutoring, textually responding and group instruction. Data showed that the total number of verbal interactions in non-instructional settings significantly increased for both participants. In Experiment 2 multiple exemplar instruction across questions was implemented to teach the participants empathy. The participants responded to 3 questions: What happened? How does the person feel? and What could you do to help? The results showed a significant increase in correct responses to empathy questions. Keywords: autism, empathy, observational training, reinforcement for listening. ********** Many children with autism do not have a history of reinforcement for listening to others. Listening to is a critical component of social experiences that leads to more advanced listener repertoires such as emitting behaviors characterized as empathy. Skinner (1957) proposed a theory on the function of verbal based on operant research. was defined by Skinner as reinforced through the mediation of others (Skinner, 1957, p. 2). is categorized based on function into mands, tacts, intraverbals, autoclitics, echoics, and textual topographies. Skinner (1957) discussed verbal from the point of view of the as mediated by the contingencies of the listener. The listener provides reinforcement for verbal repertoires in the form of providing access to a preferred item or generalized reinforcement. is analyzed through the function of the and is emitted to affect the of a listener. Catania (1998) expanded on Skinner's views and stated that, Verbal involves both listener shaped by its effects on the speaker's behavior, and shaped by its effects on the listener's behavior (Catania, 1998, p. 262) Greer (2002) expands upon Skinner's verbal repertoires. Greer also includes naming, the conversational unit, the learn unit and joint stimulus control as extensions to the operants proposed by Skinner. A conversational unit is defined as one full exchange in which the student emits both a response that is reinforced by the verbal of another person responding as a listener and in turn a listener response by the initial speaker (Greer, 2002, p. 91). Conversational units are directly reinforced by the listener who responds in the role of the (Greer, 1989). Each member must respond as both and listener to complete the conversational unit. Truly social is measured by the presence or absence of conversational units. One emits conversational units because of the reinforcement obtained as both a and a listener (Donley & Greer, 1993; Lodhi & Greer, 1989). The key component of conversational units is the capacity of an individual to be reinforced by listening. If an individual is not reinforced by what another has to say, there will not be a listener exchange, only a sequelic. …

Triage Decisions of United Kingdom Police Firearms Officers Using a Multiple-Casualty Scenario Paper Exercise

British police officers authorized to carry firearms may need to make judgments about the severity of injury of individuals or the relative priority of clinical need of a group of injured patients in tactical and non-tactical situations. Most of these officers receive little or no medical training beyond basic first aid to enable them to make these clinical decisions. Therefore, the aim of this study is to determine the accuracy of triage decision-making of firearms-trained police officers with and without printed decision-support materials. Eighty-two police firearms officers attending a tactical medicine course (FASTAid) were recruited to the study. Data were collected using a paper-based triage exercise that contained brief, clinical details of 20 adults and 10 children. Subjects were asked to assign a clinical priority of immediate or priority 1 (P1); urgent or priority 2 (P2); delayed or priority 3 (P3); or dead, to each casualty. Then, they were provided with decision-making materials, but were not given any instruction as to how these materials should be used. Subjects then completed a second triage exercise, identical to the first, except this time using the decision-support materials. Data were analyzed using mixed between-within subjects analysis of variance. This allowed comparisons to be made between the scores for Exercise 1 (no decision-support material) and Exercise 2 (with decision-support material). It also allowed any differences between those students with previous triage training and those without previous training to be explored. The use of triage decision-making materials resulted in a significant increase in correct responses (p < 0.001). Improvement in accuracy appears to result mainly from a reduction in the extent of under-triage. There were significant differences (p < 0.05) between those who had received previous triage training and those who had not, with those having received triage training doing slightly better. It appears that significant improvements in the accuracy of triage decision-making by police firearms officers can be achieved with the use of appropriate triage decision-support materials. Training may offer additional improvements in accuracy, but this improvement is likely to be small when decision-support materials are provided. With basic clinical skills and appropriate decision-support materials, it is likely that the police officer can make accurate triage decisions in a multiple-casualty scenario or make judgments of the severity of injury of a given individual in both tactical and non-tactical situations.

Effect of training on human underwater sound-localization.

Experimental evidence has suggested that humans have a moderately functional sound-localization capability underwater; it appeared appropriate to determine if this ability could be improved by training. Signals of 1000 Hz and 25 pps were presented to the subjects at five angles (to the head). Four sets of stimuli were employed: the first and last sets constituted the pre- and post-tests, respectively, and the middle sets were a training procedure where subjects were informed of the actual source location after each presentation. The obtained scores demonstrated a significant increase in correct responses for the 1000-Hz signal; improvement for 25 pps was not as great and did not show statistical significance. Subject Classification: 65.62; 30.85.