Skills Module Research Articles

O020 Does real-time surgical training on auxiliary screens affect performance and cognitive demands during surgery? a randomised crossover study on VR-simulated laparoscopic cholecystectomies.

Abstract Introduction Technological innovations are pivotal to surgical training. It is unclear however, if these technologies deployed intra-operatively affect surgeon performance or cognitive burdens. Methods Ethical approval was gained from our institute. Forty-eight medical students, foundation, and core surgical doctors completed accredited eLearning on Laparoscopic cholecystectomy and basic laparoscopic skill modules on a VR-simulator. Operative workflows with step-by-step instructions to perform a level-1 laparoscopic cholecystectomy were prepared by expert surgeons. Participants were randomly allocated to complete the procedure with or without workflows, and then crossover twice, for a total of three cholecystectomies. After each simulation, participants completed a validated surgical task load index (SURG-TLX), measuring cognitive demands. After the study, they completed training evaluations. Screen-recordings of the procedures were blindly assessed by expert surgeons, using validated OSATS scores and procedure-specific performance and error scores (Eubanks et al, 1999). Statistical significance was defined with a p-value <0.05. Results Demographics did not differ significantly between groups. At the final attempt, OSATS were slightly improved, but not significantly, when using workflows (19 v. 17, p=0.9); as were performance scores (72 v. 71.5, p=0.73) and error scores (17 v. 22, p=0.268). Surg-TLX scores were also reduced although only significantly for Temporary-Demands (p=0.037). Procedure time was longer in the workflow group (20.5 v. 14 minutes, p=0.033). Above 90% of participants agreed workflows were enjoyable, user-friendly and aided learning. Conclusion Real-time operative workflows are perceived as useful learning adjuncts and may diminish cognitive burdens. Further research is needed to confirm if workflows improve performance and diminish errors. Take-home message In a VR simulated procedure, intra-operative surgical workflows do not seem to affect surgeon cognitive burden. OSATS, performance and error scores may be improved but further research is needed.

Legal Instructional Design by Deep Learning Theory Under the Background of Educational Psychology.

This work aims to reform legal teaching in Colleges and Universities (CAUs) and improve law students’ comprehensive quality. In the context of Educational Psychology (EPSY) research, Deep Learning (DL) theory is integrated into legal instructional design (ID). Following a theoretical review of EPSY and DL, the current situation and problems of college legal teaching are understood based on the Law School in a University in Shanghai through auditing, communication, and investigation methods. The theoretical research results are integrated into the ID. The teaching content is divided into language information module, wisdom skills module, cognitive module, action skills module, and attitude module. Each module is divided into three teaching methods, and all teaching methods are combined into the proposed legal ID. Finally, the proposed legal ID is applied in the legal classroom of the Law School in a University in Shanghai. Overall, seventy students are recruited and grouped into Class A (experimental group) and Class B (control group). Class A uses the proposed legal ID, and Class B does not. The scores of Classes A and B are compared. After a semester, the average score of Class A has increased from 68 to 71.11 points. The covariance has decreased from 61.66 to 51.42. When the confidence level is set to 0.95, the confidence interval of class A has increased from 65.26–70.74 to 68.62–73.61. By comparison, the average score of Class B dropped from 68.14 to 68.11 points. The covariance has decreased from 60.24 to 41.76. When the confidence level is set to 0.95, the confidence interval of class B has changed from 65.44–70.85 to 65.86–70.37, without significant improvement. Therefore, the proposed legal ID based on DL theory is scientific and effective. This work has certain reference significance for optimizing the ID of CAUs and improving the comprehensive quality of college-student talents.

Foundation course – A fundamental requirement for Indian medical graduates as per graduate medical regulations

A foundation course for newly joined Indian medical graduates is essential for their induction into the medical profession. They learn about various soft skills and other nuances, which will help them adapt to the new professional learning environment. In our institute, the course is conducted based on the Graduate Medical Education Regulations of the National Medical Commission (NMC) of 2019. The process of organization, planning, and execution of the foundation course is described in a step-wise manner. The student activities are planned in various large groups and small groups under each module put forth by the NMC. The modules include the orientation module, skills module, field visit to community health center module, professional development and ethics module, enhancement of language and computer skills module, and sports and extra-curricular activities module.

Mindfulness as taught in Dialectical Behaviour Therapy: A scoping review.

This scoping review considers 11 studies that have focussed on the effect of teaching the mindfulness element of Dialectical Behaviour Therapy (DBT) on clinical outcomes. These articles utilized either mindfulness skills as embedded into the full DBT-Skills programme or a stand-alone mindfulness skills module (DBT-M), as treatment for clinical populations. The review of the research found that clinical application of mindfulness as taught in DBT leads to increases in self-reported mindfulness-especially non-judgemental awareness along with psychological measures that suggests an increase in mindfulness, for example, improved attention. The studies demonstrated that an increase in mindfulness had a positive effect on some clinical symptoms such as symptoms of Borderline Personality Disorder. Not all of the studies controlled for the effect of group, amount of practice or other elements of DBT therapy. The findings suggest that more needs to be done to establish the underlying mechanisms of change when being taught mindfulness in DBT.

Effectiveness of Foundation Course on Skills Training (BLS, BMW & Hand washing) among First-Year MBBS Students

BACKGROUND
 The foundation course (FC) will provide a sound foundation for understanding the MBBS course. The fresh undergraduate (UG) should be aware of some basic safety principles like basic life support (BLS), biomedical waste management (BMW) & hand hygiene (HH). We wanted to access the student's knowledge about BLS, BMW and HH skills after four months of FC and their perception of the skills module of FC.
 METHODS
 A cross-sectional observational study was conducted in the Department of Microbiology, KIMS, Bhubaneswar. After four months of completing the FC, the individual student was assessed for the knowledge domain of BLS, BMW & HH by multiple-choice questions and feedback from students was taken.
 RESULTS
 Out of 150, 99 (66 %) students responded to MCQs of BLS, BMW & HH and 120 (80 %) students gave feedback to the FC. A consensus measure expressed in percentage was obtained for each item. Most of the students acquired 60-70 % of the marks. The mean, median & mode of BLS, BMW & HH were 7.23, 7 & 7; 7.94, 8 & 8; 6, 6 & 7. 75 % of students said that skill training during FC was helpful for better patient care.
 CONCLUSIONS
 BLS, BMW & HH are the essential skills; students should have a basic idea about these skills, which help them in clinical posting after years. Accounting for the feedback of students regarding the FC can be modified.

A Comparative Study on the Demand Analysis of Follow-Up Teaching Courses of English Curriculum Based on Embedded Wireless Communication Multimedia Aid

College English follow-up courses are an important part of “University English Curriculum Teaching Requirements” and college English curriculum reform, and its purpose is to meet the individual needs of learners at different levels. “College English Curriculum Teaching Requirements” pointed out “Each school should design its own college English curriculum system according to the curriculum requirements and the college English teaching objectives of the school, while ensuring the improvement of students’ language proficiency, it should be conducive to students’ personalized learning. to meet their respective development requirements.” With the rise and development of computer technology, human society has ushered in the fifth information technology revolution. In just a few decades, people’s life and production methods have undergone tremendous changes. Computer information technology has been widely used in military, medical, commercial, education, and industrial fields. Multimedia-assisted teaching has incomparable advantages in these situations. The use of network, computer, and multimedia has made the English classroom teaching methods changed essentially. Due to the huge storage capacity of the computer, it can use graphics, sound, and animation to express, organize, and store the corresponding text knowledge materials, so that the sound, image, and text can truly coexist, achieving an effective increase in the amount of information dissemination and enhancing stimulus intensity of information so as to make the students’ enthusiasm for learning knowledge improved. It is precisely because of the powerful information dissemination ability, information processing ability, and convenient and fast interactive form of multimedia itself that it can be used in teaching to enrich the way of classroom teaching activities and make classroom teaching methods no longer single, which can make students better complete the transition from concrete image thinking to abstract logical thinking. The smooth development of college English follow-up courses will continuously improve the English quality of our talents. Learners of different majors have different needs for follow-up college English teaching. Only when students of different majors adopt different teaching courses can they fully reflect the individuality and suitability of the courses. In order to understand the specific needs and views of students of different majors on the courses, students of different majors are made to adopt different teaching courses to get personalized and appropriate learning experience. We distributed questionnaires to senior students at a certain university and adopted Dudley-Evans and St John’s needs analysis method for the survey results. It is found that liberal arts students are looking forward to the language application and language skills modules, and their satisfaction with these two modules is as high as 86.23%. The science students and engineering students are more satisfied with the two modules of professional English and language application. Among them, the satisfaction of science students on these two modules is 78.63%, and the satisfaction of engineering students is as high as 92.38%. Students of different majors have a positive attitude towards English follow-up courses, but there is a big difference between the courses offered by universities and the teaching mode. For example, 85.62% of liberal arts students are satisfied with the recognition of the course mode, and only 14.38% are dissatisfied; 66.3% of science students are satisfied with the curriculum model, 33.7% are dissatisfied; 66.45% of engineering students are satisfied with the curriculum, and 33.55% are dissatisfied.

Pilot Study Using An Online Platform “EPrescribe” in the Training and Assessment of 4th Year Medical Students’ Competency in Prescribing

PURPOSEThe Association of American Medical Colleges has delineated 13 Entrustable Professional Activities (EPAs) that entering residents should be expected to perform on day 1 of residency without direct supervision. EPA4, Enter and discuss orders and prescriptions, describes an activity that all recent medical graduates (Interns) spend a great deal of time daily on.Additionally, with the ever‐increasing numbers of pharmaceuticals and biologics, there is a need for clinical pharmacology education in the curriculum to help students achieve EPA4. The Department of Medical Education at GCSOM partnered with the BPS to use their online platform in a two‐week clinical pharmacology elective for 4th year medical students. The hypothesis of this study was that completion of the program modules will enhance student learning and satisfaction with respect to prescribing.METHODSWe used the BPS Assessment platform which provides prescribing skills modules for learners, which they access through a cloud‐based, content‐rich online assessment environment, with real‐time feedback. The assessments were reconciled to the US context insuring they were relevant to our students. Mean scores before and after completing the modules were compared using a paired t‐test. Students also completed a satisfaction questionnaire.RESULTSTo date, 6 students have completed the program. The average scores (±SD) after completing the modules increased significantly (Before: 42%±14%; After: 74%±10%; p=0.001). This represented a normalized gain of 54%. Students tended to Agree/Strongly Agree to the 6 items related to the eLearning sessions, interface and assessment in the satisfaction questionnaire.CONCLUSIONSThe results indicate that students’ knowledge and skills in prescribing increased as a result of their study of the modules. Their high ratings of the program suggest that students found it useful. In conclusion, the BPS program facilitates students’ abilities in prescribing therapies or interventions beneficial to patients and will be helpful in meeting the expectations of EPA4 as students enter residency.

Case Study: Implementation and evaluation of a team-based authentic research project module for large cohorts.

Acquiring skills needed to plan and conduct research and communicate research outcomes are key learning aims in biochemical and biomedical disciplines. Final-year projects/dissertations are high-impact educational activities that commonly feature in undergraduate curricula. When cohort sizes exceed infrastructure and staff capacity, traditional models of supervised projects may not be feasible. This case study aims to share one model of practice with colleagues similarly engaged in design and delivery of final-year projects and research. Here, we outline the implementation and evaluation of a team-based, final-year research module on a transnational joint programme. Investigative Skills module was piloted in 2016-2017 and continues to run annually for >100 students. The research component is conducted over a timetabled, two-week block. In student questionnaires, the majority of respondents agreed that the projects were authentic, interesting and appropriate. The favourite aspect for most of the respondents was performing experimental work/doing research. Over 80% agreed that working in teams was conducive to accomplishing their goals, and their ideal team size is three to five students per team. The majority agreed that there was sufficient experimental work to do, but that more than two weeks practical time would be beneficial. The feedback has given insight into the whole of the student research experience of Investigative Skills, which is a sustainable model for authentic dissertation research for large cohorts.

A SMART approach to personalized care: preliminary data on how to select and sequence skills in transdiagnostic CBT

ABSTRACT Given that over 20 million adults each year do not receive care for their mental health difficulties, it is imperative to improve system-level capacity issues by increasing treatment efficiency. The present study aimed to collect feasibility/acceptability data on two strategies for increasing the efficiency of cognitive behavioral therapy: (1) personalized skill sequences and (2) personalized skill selections. Participants (N = 70) with anxiety and depressive disorders were enrolled in a pilot sequential multiple assignment randomized trial (SMART). Patients were randomly assigned to receive skill modules from the Unified Protocol in one of three sequencing conditions: standard, sequences that prioritized patients’ relative strengths, and sequences that prioritized relative deficits. Participants also underwent a second-stage randomization to either receive 6 sessions or 12 sessions of treatment. Participants were generally satisfied with the treatment they received, though significant differences favored the Capitalization and Full duration conditions. There were no differences in trajectories of improvement as a function of sequencing condition. There were also no differences in end-of-study outcomes between brief personalized treatment and full standard treatment. Thus, it may be feasible to deliver CBT for personalized durations, though this may not substantially impact trajectories of change in anxiety or depressive symptoms.

Educating rural girls in their life skills through painting

Education is the foundation stone and girls are the pillars for the sustainable development of a nation. National Education Policy 2020 of India has touched life skill to bring forth some modifications in curriculum for mental well-being of adolescents, but an exclusive picture mode is missing in all life skill fields of studies. Focusing on the literacy on selected life skills through a contemporary creative medium, this article presents a new methodological approach in life skill training. Pictures generally attract children.A module with digital paintings on life skill quotes was prepared by the researcher and after training of rural girl participants, significant difference in the calculated T-test value from the table value was observed in analysis. Thus result gave initial evidence within the context by the participants on the effectiveness of the use of digital painting in the module in training life skills selected for the study, which has great educational significance in mental health area.

The Foreground Approach to Motivating Students (FAMS): Unveiling a Remedial Module for Enhancing Listening and Speaking Skills among English as Second Language (ESL) Students

Purpose: This paper is an overview of the listening and speaking skills module titled ‘’Foreground Approach to Motivating Students (FAMS)’’ developed by the writer. An action research, the FAMS module was developed in response to the urgent need to tackle issues relating to ineffective communication via the processes of listening and speaking among ESL students in the Department of English of the Federal College of Education Kano Nigeria. The purpose of designing the module is to provide students with useful and flexible resource materials that gives them the opportunity to continuously practice listening and speaking beyond the classroom. 
 Methodology: Designed on the framework of the ‘Think-Pair-Share' collaborative approach, the module operates in such a way that students can work or navigate through tasks independently at first and then work in pairs, in groups and or in whole class as well as share ideas and collaborate on tasks and projects.
 Results: In this paper, the researcher unveils the different sections of the module. Each sections contain informative descriptions and explanations of the contents of each units. Additionally, suggestions for the implementation as well as the benefits of using the module especially by ESL students were provided. 
 Unique contribution to practice, theory, and strategy: Even though, the implementation of the module is still in progress, it envisaged that the outcome will yield positive results. The findings from its pilot testing will be used to improve the module. Finally, it is recommended that stakeholders in Higher Education, such as the government, the private and public sectors, should provide financial support to aid the publication, mass production and dissemination of the module throughout Colleges of Education in Nigeria and beyond.

Did the COVID-19 pandemic affect mental health, training progression, and fertility planning of obstetrics and gynecology trainees? A survey of London trainees.

Purpose of StudyTo assess impact of COVID‐19 pandemic on mental wellbeing, workload, training progression, and fertility planning among London Obstetrics and Gynecology trainees.DesignAn anonymous survey comprising 41 peer‐validated questions was sent to London trainees. Anxiety and depression were screened using Generalized Anxiety Disorder Questionnaire 7 (GAD 7) and Patient Health Questionnaire‐9 (PHQ‐9).ResultsOne hundred and seventy‐seven trainees completed the questionnaire, of whom 54% were aged 25–34 years, 43% were senior trainees (ST6‐7), and 51% classified themselves as Black, Asian, and Minority Asian (BAME). Although the percentage of respondents with “moderate”/“severe” GAD 7 and PHQ‐9 scores was two to three times that of UK population estimates, median GAD 7 and PHQ‐9 scores were 7 and 6 (“mild”). Sixteen percent deferred their fertility plans and 26% of ST6‐7 trainees changed their Advanced Training Skills Modules. Other issues raised ranged from lack of assistance with electronic portfolio, postponement of examinations, poor senior input for mental health, lack of debriefing for redeployed trainees and requests for deferment of annual reviews.ConclusionsThe pandemic has incurred an impact on mental health, training progression, and fertility planning of London trainees. With recommencement of nonemergency consultations and elective gynecology theater, alongside Royal College of Obstetricians and Gynecologists' Recovery Blueprint to optimize learning opportunities, there is optimism that these challenges can be overcome. Trainers and trainees need to safeguard training opportunities and consider innovative forms of future learning, while anticipating potential effects of subsequent waves.

Effectiveness of the family-based model of dialectical behavior therapy for both suicidal adolescents and young adults in an academic medical center.

Dialectical behavior therapy (DBT) is an effective approach to decreasing suicidal behaviors; the adapted, family-based model for adolescents (through 18 years old; DBT-A) also demonstrates efficacy. Data on higher dropout rates based on age, initial research on DBT with young adults in the community, and the theory that underlies DBT suggest that adaptations may also be appropriate for young adults. This study examines the effectiveness of DBT-A, presents preliminary data on delivering DBT-A to young adults (ages 18-26), and compares clinical characteristics, service utilization, and outcomes to adolescent clients (ages 13-17) to guide clinical considerations and future research on implementing DBT-A. Data were collected from a DBT-A clinic and included results from semi-structured diagnostic interviews, chart review, and scores on self-report measures. The Suicide Ideation Questionnaire and Beck Depression Inventory (BDI), given at program entry, after completion of one rotation through the skills modules, and at graduation, were used to evaluate outcomes. Outcomes were benchmarked against prior DBT-A trials. Adolescents' and young adults' clinical characteristics, service utilization, and outcomes were compared. The effect size observed was smaller than in efficacy trials. Few differences were observed between teens (n = 87) and young adults (n = 45). Young adults were more likely to have participated in intensive services before DBT-A. They participated in fewer family sessions and graduated in fewer months compared to teens. This study supports the use of the family-based model of DBT for suicidal teens and young adults although future research is needed to improve the effectiveness of this model when implemented in real-world settings.

From clinical expert nurse to part-time clinical nursing instructor: design and evaluation of a competency-based curriculum with structured mentoring: a mixed methods study

BackgroundTransition from a clinical expert nurse to a part time clinical nursing instructor (PTCNI) poses several challenges. Designing a professional development curriculum to facilitate the transition from a clinical expert nurse to a PTCNI is critical to effective education. A comprehensive competency-based curriculum was developed and implemented with structured mentoring to prepare clinical expert nurses as PTCNIs.MethodsA mixed-methods study with a sequential-exploratory approach was conducted in Iran in 2019. In the qualitative phase, Saylor et al.’s (1981) seven-step model was used, consisting of (1) collecting evidence from a systematic review, (2) conducting interviews with learners, (3) setting goals and objectives, (4) design, (5) implementation, (6) evaluation, and (7) feedback. In the quantitative phase, curriculum domains were evaluated. Additionally, the effective professional communication skills module was implemented using a quasi-experimental study with a pre-test post-test single-group design for 5 PTCNIs in a pilot study.ResultsAfter integrating the findings of the literature review and field interviews in the analysis stage, a curriculum was developed with a total of 150 h, six modules, and 24 topics. Results of the pilot study showed a significant improvement in the confidence of PTCNIs as a result of the implementation of the effective communication skills module using the mentoring method (t = − 16.554, p = 0.0005).ConclusionsThis competency-based curriculum was based on the evidence and needs of PTCNIs and provides a complete coverage of their clinical education competencies. It is suggested that managers of educational institutes that offer nursing programs use this curriculum to prepare them in continuing education programs. Further studies are needed to thoroughly evaluate the learning outcomes for students.

Using Process-oriented, Guided-inquiry Learning in the Teaching of Academic Literacy

This paper presents a quantitative analysis of an intervention study that used process-oriented, guided-inquiry learning (POGIL) to teach grammar as part of an academic literacy module in the Extended Curriculum Programme (ECP) at the University of Pretoria. In the first semester of the Language and Study Skills (LST) module, four key grammatical functions (parts of speech, sentence structure, punctuation, and discourse markers) are foundational to subsequent writing skills taught throughout the year. These grammatical functions are adaptable to quiz-style instruction and assessment and are taught online in this way; however, many LST students still struggle with the application of these functions well into the second semester. The POGIL method, which falls within the inquiry-based learning framework (Abraham, 2005) and is influenced by constructivisim and the learning cycle (Cracolice, 2009), presents an alternative approach which is suited to LST’s content and teaching mode. LST is presented in smaller classes of around 50 students, and emphasis is placed on practical application activities and student participation. The POGIL method aligns with this mode as it scaffolds the learning process through worksheets which students need to complete in small, carefully organised groups, thus requiring students to actively construct and apply knowledge, engage in deep learning and lay the foundations for independent learning. The potential applications of POGIL to academic literacy and language instruction have received little attention in teaching and learning research, as the method has typically been used and researched in STEM instruction. Furthermore, existing research is context-bound to institutions outside of South Africa. The POGIL-based intervention study for the LST module was thus designed to respond to the specific educational context and needs of the ECP students. Specifically, the study sought to establish whether the POGIL method of instruction improved students’ application of certain grammatical functions when compared to online, quiz-style instruction. A teaching intervention was conducted using POGIL-style worksheets, after which the performance of the intervention group was compared to the performance of a control group using data from items in formal assessments (two semester tests and an examination). Analysis of this data indicates that the POGIL group performed better than the control group in all five constructs, though the difference in performance was statistically significant in only four constructs. The paper concludes with a suggestion that further research should be conducted to investigate the relationship between students’ level of capability and their response to POGIL-style language instruction; some possibilities for the continuation of the study are outlined. The research therefore contributes to the small, but growing body of work on POGIL instruction by expanding it to include academic literacy and ECP instruction.

Nominal group technique review of the emergency care content of the clinical skills module in the undergraduate medical programme at the University of the Free State

Background. Handling medical emergencies is essential for medical practitioners. Medical students at the University of the Free State have an emergency care block in their third year. Nominal group technique (NGT) has been introduced for programme development, and has been used for the assessment of educational programmes. Objectives. To identify the strengths and weaknesses of the current teaching programme, as experienced by the students, and to obtain advice from lecturers on available resources and additional requirements. Methods. A two-stage NGT was used to identify strengths and weaknesses of the programme from the ‘clients’ (students), and for the ‘experts’ (clinicians and educators) to suggest possible improvements. Two NGT sessions were conducted with students that had either recently (third-year students) or 2 years ago (fifth-year students) been exposed to the module. Students were asked to identify positive and negative aspects. Based on these sessions, two further NGTs were conducted with groups of ‘experts’ from the School of Medicine, asking for suggestions for improvement in the current resources, and for additional resources necessary. Results. Students valued the practical skills obtained and some of the format of the teaching, but requested an increase of practical content, as well as additional tools and modes of teaching. Lecturers suggested co-ordinating outcomes to clarify basic concepts and to use additional media, but emphasised the need for human resources, teaching tools and functional clinical equipment. Conclusion. NGT provides a valuable tool to obtain critical suggestions from students and lecturers for improvement of the clinical teaching of emergency care.

Developing Big Data Analytics Course for Non-ICT Major University Students

<p class='IJASEITAbtract'>In the fourth industrial revolution's education era, there is no boundary between majors or subjects, and it is common for university students to enrol in information and communication technology (ICT)-related courses as convergence education blends different disciplines. Today's job market is getting more competitive and requiring higher skills in ICT and computational thinking. Since non-ICT major students rarely have programming experiences and knowledge in regular classes, teaching a big data analytics course for non-ICT major university students is not easy. Thus, it is vital to develop a curriculum that comprises easy-to-follow and easy-to-understand modules. In this paper, we develop a big data analytics course for non-ICT major university students. The proposed big data analytics course for non-ICT major students comprises two parts: (1) basic programming skill modules with step-by-step guidelines and (2) extension to big data analytics modules with laboratory exercises, with the five principal programming modules based on the Python programming language. First, our investigation discusses the suggestions and limitations of the big data analytics course for non-ICT major university students. Then, we recommend programming languages, integrated development environments (IDEs), and useful tools that help learners perform programming exercises and milestone projects. The learning objectives and course design models are carefully selected based on Bloom's taxonomy with six thinking levels and five.

A formative evaluation of a web-based intervention for women with a sexual assault history and heavy alcohol use.

Sexual assault (SA) among college women is widespread and is associated with negative consequences including heavy drinking. However, women with SA histories are rarely the target of alcohol interventions, and existing alcohol interventions do not address the distal factors that contribute to heavy drinking in this group, such as emotion regulation and distress tolerance. The goal of this study was to evaluate a newly developed web-based alcohol intervention targeting college women with SA histories. Heavy-drinking college women with SA histories (N = 21) reviewed a series of brief web-based alcohol reduction and regulatory (i.e., emotion regulation, distress tolerance) skill modules and provided feedback on each module. Directed content analysis of open-ended survey responses resulted in three themes: intervention content (i.e., what was said in the intervention), intervention delivery (i.e., the look and feel of the intervention), and areas for improvement (i.e., how to enhance the intervention). Quantitative ratings indicated that participants found skill modules moderately relevant and engaging, and qualitative themes and subthemes highlighted important areas for improvement. Incorporating user feedback early in the intervention development process provides critical information for content and delivery modifications that may enhance the target population's engagement and satisfaction with the final product. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Initial efficacy of a web-based alcohol and emotion regulation intervention for college women with sexual assault histories.

College women with sexual assault histories report greater heavy drinking relative to those without histories of assault. Moreover, individuals with sexual assault histories often have difficulty regulating emotions and tolerating distress, which can lead to a problematic pattern of drinking to cope. Thus, we evaluated the initial efficacy of a web-based alcohol intervention that included strategies to reduce drinking and improve regulatory skills for heavy drinking college women with sexual assault histories. The sample comprised college women (N = 200) who were 20.9 (SD = 2.8) years old and primarily White (69%). They were randomized to an assessment-only control or intervention and completed 14 daily diary assessments, pre- and posttreatment surveys, and 1- and 6-month follow-up surveys. During daily diary, the intervention group received a brief (5-10 min) alcohol reduction or regulatory skill module each day. Reductions in drinking quantity and heavy episodic drinking were found for the intervention group at posttreatment and 1-month follow-up relative to controls. Improved regulatory skills and reduced posttraumatic stress disorder (PTSD) symptoms were reported at posttreatment for women who received the intervention compared to controls. Although gains were maintained, the intervention group no longer differed from controls by 6-month follow-up. Results suggest this web-based intervention may result in short-term reductions in drinking and PTSD symptoms as well as improvements in regulatory abilities for college women with sexual assault histories. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

UNDERGRADUATE IMPRESSION REGARDING AETCOM AS LEARNING TOOL

Introduction And Objective: Knowledge of proper Attitude, Ethics and Communication Skills with the patients plays a vital role in success of medical professionals. So, AETCOM module has been formulated to train the medical students from first MBBS itself as a part of their foundation course. We wanted to assess the perception of Attitude, Ethics and Communication Skills (AETCOM) Module by first MBBS students as a learning tool in their foundation course. Methods: 1. This is a cross sectional observational study conducted over a period of one month involving first year MBBS students who joined in the year 2019-20 in Private medical college at Chhattisgarh. 2. 105 students were included in this study. 3. The teaching schedule of AETCOM Module had four sessions three hours each. 4. At the end of the AETCOM module feedback on their perception was collected. Results: A majority of the students (77.14%) agreed that the AETCOM Module will definitely improve their communication skills with the patients. They also felt that this type of teaching should be included in their regular curriculum and this should be an ongoing process throughout their semester. Students views on AETCOM were- asset for gaining confidence of the patients (87.62%), useful for themselves and for future practice, excellent method for improvement of diagnosis (81.90%). Conclusion: The AETCOM Module will definitely help students on long-term basis. It will help them gain confidence and develop good communication skills for a better doctor patient relationship.