Solomon Four-group Design Research Articles

Pediatric emergency medicine asynchronous e-learning: a multicenter randomized controlled Solomon four-group study.

Asynchronous e-learning allows for targeted teaching, particularly advantageous when bedside and didactic education is insufficient. An asynchronous e-learning curriculum has not been studied across multiple centers in the context of a clinical rotation. We hypothesize that an asynchronous e-learning curriculum during the pediatric emergency medicine (EM) rotation improves medical knowledge among residents and students across multiple participating centers. Trainees on pediatric EM rotations at four large pediatric centers from 2012 to 2013 were randomized in a Solomon four-group design. The experimental arms received an asynchronous e-learning curriculum consisting of nine Web-based, interactive, peer-reviewed Flash/HTML5 modules. Postrotation testing and in-training examination (ITE) scores quantified improvements in knowledge. A 2 × 2 analysis of covariance (ANCOVA) tested interaction and main effects, and Pearson's correlation tested associations between module usage, scores, and ITE scores. A total of 256 of 458 participants completed all study elements; 104 had access to asynchronous e-learning modules, and 152 were controls who used the current education standards. No pretest sensitization was found (p = 0.75). Use of asynchronous e-learning modules was associated with an improvement in posttest scores (p < 0.001), from a mean score of 18.45 (95% confidence interval [CI] = 17.92 to 18.98) to 21.30 (95% CI = 20.69 to 21.91), a large effect (partial η(2) = 0.19). Posttest scores correlated with ITE scores (r(2) = 0.14, p < 0.001) among pediatric residents. Asynchronous e-learning is an effective educational tool to improve knowledge in a clinical rotation. Web-based asynchronous e-learning is a promising modality to standardize education among multiple institutions with common curricula, particularly in clinical rotations where scheduling difficulties, seasonality, and variable experiences limit in-hospital learning.

Teaching Critical Thinking Skills: Ability, Motivation, Intervention, and the Pygmalion Effect

Using a Solomon four-group design, we investigate the effect of a case-based critical thinking intervention on students’ critical thinking skills (CTA). We randomly assign 31 sessions of business classes (N = 659 students) to four groups and collect data from three sources: in-class performance (CTA), university records (ACT, GPA, and demographic variables), and Internet surveys (learning and motivational goals). Our 2 × 2 ANOVA results showed no significant between-subjects differences. Contrary to our expectations, students improve their critical thinking skills, with or without the intervention. Female and Caucasian students improve their critical thinking skills, but males and non-Caucasian do not. Positive performance goals and negative mastery goals enhance and decrease improvements of their CTA scores, respectively. ACT and age are related to pre- and post-test. Gender (male) is related to pre-test. GPA is related to post-test. Results shed light on the Pygmalion effect, the Galatea effect, ability, motivation, and opportunity as signals for human capital, and business ethics.

Optimizing the scientific yield from a randomized controlled trial (RCT): Evaluating two behavioral interventions and assessment reactivity with a single trial

Randomized controlled trials (RCTs) remain the gold standard for evaluating intervention efficacy but are often costly. To optimize their scientific yield, RCTs can be designed to investigate multiple research questions. This paper describes an RCT that used a modified Solomon four-group design to simultaneously evaluate two, theoretically-guided, health promotion interventions as well as assessment reactivity. Recruited participants (N=1010; 56% male; 69% African American) were randomly assigned to one of four conditions formed by crossing two intervention conditions (i.e., general health promotion vs. sexual risk reduction intervention) with two assessment conditions (i.e., general health vs. sexual health survey). After completing their assigned baseline assessment, participants received the assigned intervention, and returned for follow-ups at 3, 6, 9, and 12months. In this report, we summarize baseline data, which show high levels of sexual risk behavior; alcohol, marijuana, and tobacco use; and fast food consumption. Sexual risk behaviors and substance use were correlated. Participants reported high satisfaction with both interventions but ratings for the sexual risk reduction intervention were higher. Planned follow-up sessions, and subsequent analyses, will assess changes in health behaviors including sexual risk behaviors. This study design demonstrates one way to optimize the scientific yield of an RCT.

Effects of Repeated Exposure to Science TV Shows on Beliefs About Scientific Evidence and Interest in Science

For scientific laypersons, it is becoming increasingly important to understand the concept of scientific evidence. Prior research shows that the media tend to underrepresent the tentativeness and uncertainty of research findings. Yet presently it remains unclear whether beliefs about the certainty or uncertainty of scientific evidence are affected by the mass media’s science coverage. In this study, we tested cultivation effects of features from German science TV shows on laypersons’ beliefs about science and their interest in science. A sample of adults (N = 700) representative of the German population in terms of age, sex, and education participated in a longitudinal field experiment with an extended Solomon four-group design (two experimental and three control groups). The treatment consisted of six successive media stimuli, which portrayed scientific evidence as either certain or uncertain, over the course of 6 weeks. Results indicate media effects on participants’ beliefs about the certainty of scientific evidence. Additionally, the treatment portraying science as certain enhanced participants’ interest in science, whereas the uncertainty treatment had no effect on interest. These experimental findings demonstrate cultivation effects using real-world stimuli and are interpreted in support of the claim for a greater acknowledgement of uncertainty in science communication.

Replacing Paper-based Testing with Computer-based Testing in Assessment: Are we Doing Wrong?

The standards for developing computerized-assessment required equivalent test scores to be established for the paper- based test (PBT) and computer-based test (CBT) modes. However, in most studies, the two modes were nearly identical, yet significant differences of test scores were observed. Therefore the validity of replacing PBT with CBT in educational assessment was questioned. This study employed an achievement test, a psychological test and a motivation questionnaire in a Solomon four-group design to examine validity of the CBT and its effects on test performance and motivation. The findings of this study provide evidences for the issue of CBT's validity in educational and psychological assessment.

Effects of Special E-Learning Program on Hearing-Impaired Learners' Achievement and Perceptions of Basic Geometry in Lower Primary Mathematics

Achievement in mathematics is an issue of great concern not only to students and parents but also to employers and researchers in Kenya. This is because the Kenya National Examination Council (KNEC) has continuously reported dismal results in this area, and especially in geometry. Also, KNEC indicates that it presents difficulties to both the teachers and learners during instructional sessions. In an extension of research demonstrating causal effects of electronic learning environments on special education learners' achievement and perceptions of mathematics instruction, the present study experimentally examined the effectiveness of a special electronic learning program (SELP) to improve hearing-impaired learners' achievement of basic geometry and their perception of the Geometry learning environment. Sixty-six hearing-impaired learners from four special education schools situated in Rift Valley province were sampled purposively on the basis of the school's accessibility to participate in the study. The study employed the Solomon-Four Group Design research method. The specific dependent measures were the learners' achievement in geometry and their perception of the classroom learning environment. Measurement of achievement and perception were conducted using two instruments: (i) the Geometry Achievement Test (GAT), and (ii) the Special Learners Classroom Environment Questionnaire (SLCEQ). GAT's reliability was computed using K-R20 formula yielding a reliability of 0.78. On the other hand, SLCEQ reliability was determined using Cronbach alpha yielding a reliability coefficient of 0.82. The study established that SELP was modestly effective in improving the achievement of hearing-impaired learners on geometry and their perception of the classroom environment. The study concludes that teachers can arrest the special learners' problem of poor performance in geometry through the use of electronic learning programs.

Piloting a Method for Comparing Two Experiential Teaching Strategies

BackgroundExperiential learning activities allow students to apply abstract concepts in realistic patient-care scenarios. The knowledge, values, and abilities that are essential to nursing practice require aptitude in the affective, cognitive, and psychomotor domains. Therefore, research aimed at assessing the effectiveness of teaching strategies should address how they affect learning outcomes in each of these domains. MethodThis pilot study used a quasi-experimental, nonequivalent comparison, modified Solomon four-group design. A total of 14 student participants were exposed to either case study clinical conference or human patient simulation learning activities. Cognitive, affective, and psychomotor learning outcomes were measured and compared between groups. ResultsNo significant differences in cognitive, affective, or psychomotor learning outcomes were detected between the groups. ConclusionsThere is much to be learned from the design, methods, analyses, and results of this study. As a pilot, this study tested the feasibility of coordinating and carrying out the complex study procedures and provided data for a power analysis to inform future research.

The effect of a teacher professional development in facilitating students creativity

The Iranian educational system would benefit from major refinement in order to better develop the creativity of children. The extension of teachers’ understanding of creativity is one of the main factors in facilitating change. A theory and practice based professional development program was designed, therefore, to assist teachers to acquire knowledge, attitudes and skills associated with improved student creativity. In this research, the effect of creativity-oriented teaching on students’ creativity was examined using the Solomon four-group design method. The teachers and students were divided in experimental, treatment and control groups. The control group was further subdivided into two groups. Students from the experimental and one control group were pre-tested using the torrance test of creative thinking (TTCT)Teachers of the experimental group and treatment group completed a creativity training program and then used the techniques demonstrated with their students. Following the intervention, students of each of the experimental, treatment and control groups completed the TTCT a second time and the teachers completed a creativity checklist questionnaire for each student. The results indicated that teachers’ involvement in the training program had a positive effect on the creativity of their students. These results provide basic evidence that teacher professional development programs associated with the improved understanding of creativity-oriented techniques can make a positive contribution to development of Iranian students’ creativity.

Effect Of Direct Teaching Method On The Academic Achievement Of High And Low Achievers In The Subject Of English At The Secondary Level

The major objective of the study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the Solomon Four-Design pre-test/post-test equivalent group design was considered to be the most useful design for this study. The pre-test was used to measure the achievement. The pre-test was used only to equate the control and experimental groups. Thus, the Solomon four-group design was applied for treatment of the data. The experimental group was taught by the direct method, while the control group was taught by the traditional method for a period of six weeks. At the end of the treatment, a post-test was administered and scores of pre-test and post-test were served as data for the study. Applying t-test and analysis of variance tested to know the significance of difference between the scores of groups at 0.05 levels. After analyzing the secured data it was concluded that the direct teaching method was more effective as a teaching-learning technique for English compared to the traditional teaching method. Students in the direct teaching method outscored the students working in the traditional learning situation. Low achievers in the direct teaching showed significant superiority over low achievers learning English by the traditional method. Thus, direct teaching was found to be a more effective method for quality teaching of English to the low achievers as compared to the traditional method of teaching. High achievers, whether they were taught English by the direct or traditional method, retained learned material at the same rate. Low achievers who were taught English by the direct method retained more material as compared to low achievers taught by traditional method of teaching.

The Effects of Reading Personal Narratives Written by an Individual Who Uses AAC on the Attitudes of Pre-Professionals in Business

A Solomon Four-Group Design was used to study the effects of reading personal narratives written by an individual with complex communication needs on the attitudes, potential future behaviors, and general experiences of 109 undergraduate business majors. The Attitudes Toward Nonspeaking Persons Scale (ATNP) and a scale of behavioral intentions modeled according to Ajzen's () Theory of Planned Behavior were used as dependent variables. A sub-group of individuals in the experimental group participated in individual follow-up interviews. Results revealed individuals who read the narratives had more positive attitudes than those who did not; however, there were potentially reactive effects for pre-testing evident on one subscale of the ATNP scale. Interviews revealed a need for more explicit information about the workings of AAC and a need to change expectations about working with individuals with disabilities.

Testing the Effects of a Decision Aid for Prostate Cancer Screening

There is an ever-growing trend toward more patient involvement in making health care decisions. This trend has been accompanied by the development of “informed decision-making” interventions to help patients become more engaged and comfortable with making these decisions. We describe the effects of a prostate cancer screening decision aid on knowledge, beliefs about screening, risk perception, control preferences, decisional conflict, and decisional anxiety. Data were collected from 200 males aged 50–70 years in the general population who randomly were assigned to exposure to the decision aid or no exposure as a control condition. A Solomon four-group design was used to test for possible pretest sensitization effects and to assess the effects of exposure to the decision aid. No significant pretest sensitization effects were found. Analysis of the exposure effects found that knowledge increased significantly for those exposed to the decision aid compared with those unexposed. Exposure to the decision aid also had some influence on decreasing both decisional conflict and decisional anxiety. Decision aids can play an important role in increasing patients' knowledge and decreasing anxiety when asked to make health care decisions.

Group Art Therapy with Sexually Abused Girls

The psychological impact of child sexual abuse has been widely researched. The purpose of this study was to evaluate a group art therapy intervention designed by the authors aimed at reducing depression, anxiety, sexual trauma and low self-esteem among 25 sexually abused girls aged 8–11 years. The programme was based on existential-humanistic, Gestalt, client-centred and abuse-focused principles. The Solomon four-group design was used to investigate the efficacy of the intervention, and the Trauma Symptom Checklist for Children and Human Figure Drawing were used as measures for assessing symptom change. The results indicated that the experimental groups improved significantly compared to the control groups with regard to anxiety and depression. The study adds to the literature on therapeutic approaches that can be applied to sexually abused children and on the use of group art therapy as an intervention technique.

Assessing Student Learning Outcomes in United States Government Courses

AbstractThis study employs the Solomon Four-Group Design to measure student knowledge of the United States government and student knowledge of current events at the beginning of a U.S. government course and at the end. In both areas, knowledge improves significantly. Regarding knowledge of the U.S. government, both males and females improve at similar rates, those with higher and lower GPAs improve at similar rates, and political science majors improve at similar rates to non-majors. Regarding current events, males and females improve at similar rates. However, those with higher GPAs and political science majors improve more than others.

Neural activity predicts attitude change in cognitive dissonance

When our actions conflict with our prior attitudes, we often change our attitudes to be more consistent with our actions. This phenomenon, known as cognitive dissonance, is considered to be one of the most influential theories in psychology. However, the neural basis of this phenomenon is unknown. Using a Solomon four-group design, we scanned participants with functional MRI while they argued that the uncomfortable scanner environment was nevertheless a pleasant experience. We found that cognitive dissonance engaged the dorsal anterior cingulate cortex and anterior insula; furthermore, we found that the activation of these regions tightly predicted participants' subsequent attitude change. These effects were not observed in a control group. Our findings elucidate the neural representation of cognitive dissonance, and support the role of the anterior cingulate cortex in detecting cognitive conflict and the neural prediction of attitude change.

Effect of pretesting on intentions and behaviour: A pedometer and walking intervention

This study addressed the influence of pedometers and a pretest on walking intentions and behaviour. Using a Solomon four-group design, 63 female university students were randomly assigned to one of four conditions: pedometer and pretest (n = 16), pedometer and no pretest (n = 16), no pedometer and pretest (n = 15), no pedometer and no pretest (n = 16). The pretest conditions included questions on walking, intentions to walk 12,500 steps per day, and self-efficacy for walking 12,500 steps per day. In the pedometer conditions a Yamax Digi-Walker SW-650 pedometer was worn for one week. All participants completed posttest questions. While significant pretest x pedometer interactions would have indicated the presence of pretest sensitisation, no such interactions were observed for either intention or self-reported walking. Wearing pedometers reduced intentions for future walking and coping self-efficacy. However, after controlling for pretest self-reported walking, pedometer use resulted in more self-reported walking. We conclude that wearing a pedometer increased self-reported walking behaviour but that a pretest did not differentially influence walking intentions, behaviour, or self-efficacy.

Some signals cannot wait: Effects of a national campaign on early detection of cancer among Dutch adults (>55 years)

Background: The present study examined the effects of the campaign “early detection of cancer” on knowledge, attitudes, awareness, and intention to perform passive detection and timely seeking medical help. Further, the campaign was evaluated on recall and recognition and the various campaign components were evaluated. Methods: A longitudinal study using a Solomon four-group design among 784 Dutch adults aged 55 years and older was conducted. Data was gathered by means of telephone interviews. Results: The results showed moderate levels of campaign awareness. After the campaign, solely respondents who received a pre-test questionnaire and were aware of the campaign had significant higher cancer knowledge levels regarding passive detection. Respondents who were only aware of the campaign were significantly more willing to perform passive detection behavior and to timely seek medical help in the future. Further, they were more aware that paying attention to cancer warning signs can lead to early detection of cancer. Conclusions: It can be concluded that solely the combination of the pre-test questionnaire and exposure to the campaign had a significant positive impact on respondents’ cancer knowledge levels. The effects of the campaign on intention and awareness are indistinct and could be a consequence of (the results of) a self-selection bias. It seems that the dose, frequency, and duration of the campaign should be increased in order to substantiate the effects of the campaign.

Anterior cingulate cortex, cognitive dissonance, and attitude change: Evidence from a Solomon four-group design.

Anterior cingulate cortex, cognitive dissonance, and attitude change: Evidence from a Solomon four-group design.

The effectiveness of the Screening Inventory of Psychosocial Problems (SIPP) in cancer patients treated with radiotherapy: design of a cluster randomised controlled trial

BackgroundThe Screening Inventory of Psychosocial Problems (SIPP) is a short, validated self-reported questionnaire to identify psychosocial problems in Dutch cancer patients. The one-page 24-item questionnaire assesses physical complaints, psychological complaints and social and sexual problems. Very little is known about the effects of using the SIPP in consultation settings. Our study aims are to test the hypotheses that using the SIPP (a) may contribute to adequate referral to relevant psychosocial caregivers, (b) should facilitate communication between radiotherapists and cancer patients about psychosocial distress and (c) may prevent underdiagnosis of early symptoms reflecting psychosocial problems. This paper presents the design of a cluster randomised controlled trial (CRCT) evaluating the effectiveness of using the SIPP in cancer patients treated with radiotherapy.Methods/DesignA CRCT is developed using a Solomon four-group design (two intervention and two control groups) to evaluate the effects of using the SIPP. Radiotherapists, instead of cancer patients, are randomly allocated to the experimental or control groups. Within these groups, all included cancer patients are randomised into two subgroups: with and without pre-measurement. Self-reported assessments are conducted at four times: a pre-test at baseline before the first consultation and a post-test directly following the first consultation, and three and 12 months after baseline measurement. The primary outcome measures are the number and types of referrals of cancer patients with psychosocial problems to relevant (psychosocial) caregivers. The secondary outcome measures are patients' satisfaction with the radiotherapist-patient communication, psychosocial distress and quality of life. Furthermore, a process evaluation will be carried out. Data of the effect-evaluation will be analysed according to the intention-to-treat principle and data regarding the types of referrals to health care providers and patient satisfaction about the with radiotherapists will be analysed by means of descriptive techniques. The process evaluation data will also be analysed by means of descriptive techniques.DiscussionUsing the SIPP may prevent underdiagnosis of early symptoms reflecting psychosocial problems, should facilitate communication between physicians and patients about psychosocial distress and may contribute to adequate referral to relevant (psychosocial) caregivers.Trial RegistrationNCT00859768

Young children’s Oral Health‐Related Quality of Life and dental fear after treatment under general anaesthesia: a randomized controlled trial

During the past decade the research interest in Oral Health-Related Quality of Life (OHRQoL) has been prospering. This study was performed to test (using a randomized controlled trial design) the hypothesis that young children's OHRQoL improves after oral rehabilitation under general anaesthesia (GA). A further aim of this study was to explore whether dental fear also changes. One-hundred and four children (54 boys; mean age 4.08 yr, standard deviation = 1.09), who had been referred to a specialized clinic in paediatric dentistry, were randomly assigned, based on a Solomon four-group design, to two treatment (GA) and two control conditions. The Early Childhood Oral Health Impact Scale (ECOHIS) and the Children's Fear Survey Schedule-Dental Subscale (CFSS-DS) were used to assess OHRQoL and dental fear, respectively, before and after the rehabilitation procedures. A 2 x 2 analysis of variance revealed that the total ECOHIS score after GA was more positive in the GA group than in the control group. There was no effect found of the pre-test and there was also no interaction between the pre-test and treatment. In the total CFSS-DS scores no effects were found. The results of this study showed that the child's OHRQoL improved after treatment under GA. Furthermore, children need guidance in reducing dental fear after treatment under GA.

The Influence of Sexuality Education on the Sexual Knowledge and Attitudes of Adolescents in Busan, Korea

Adolescents experience intense and vigorous physical changes, and have a natural curiosity about sexual matters. To satisfy their curiosity, they obtain sexual information mostly from their friends and from lascivious media, especially websites on the internet. Consequently, they obtain incorrect knowledge and distorted sexual views. Thus, the purpose of this study was to compile a comprehensive sexuality education program and to evaluate its influence with the aim of bringing about an effective increase in the sexual knowledge and enhancement of the sexual attitudes of adolescents in Korea. The Randomized Solomon four-group design was used. Two experimental groups and two control groups were selected from two different co-educated middle schools. The experimental group was exposed to the sexuality education program which was presented weekly for fifteen consecutive sessions for 45 minutes each, while the control group received reading matter similar in content to the program, to reduce the Hawthorne effect. A questionnaire evaluated adolescents’ knowledge of and attitudes towards sexuality. The effect of the program increased the adolescents’ knowledge of sexuality and brought a positive change in their sexual attitudes. For this reason the sexuality education program for adolescents with its comprehensive content should be presented to learners in an interactive style.