Students In Intervention Group Research Articles

Flipped Learning with Gamification and Secondary School Students' Interest in Physics in Nigeria

This study investigated the effect of flipped learning with gamification on the interest of students in senior secondary schools in Ondo State, Nigeria. It also examined the moderating effect of gender on interest. The study was a two-group pretest-post-test quasi-experimental design of a 2x2 factorial matrix in which data was collected with the aid of a Questionnaire on Students' Interest in Physics (QSIP) which was found reliable at Cronbach’s alpha coefficient r = 0.91, and administered on 64 participants. The data collected were analysed with inferential statistics of t-test and ANCOVA at 0.05 level of significance. The results show that there was a significant difference in the interest of students in treatment groups, t = 5.49, p < 0.05; and that there was no significant interaction effect of students’ gender on their interest in Physics, F (1,62) = 1.40; p > 0.05. It was concluded that flipped learning with gamification significantly enhanced students’ interest in learning Physics, and that gender does not affect interest. Hence, gender should not be used to divide a Physics class. It was advised that teachers should teach Physics with a flipped learning strategy and curriculum planners should recommend the strategy for teachers.

Paper-based geriatric interprofessional education for enhancing students’ interest in treating older people

Interprofessional education is one of the interventions used to increase health care students’ motivation for working with older patients. Previous research about such interventions has been conducted without the use of control groups and has given inconclusive results. The objective of the present curricular resource was: Does geriatric paper-based interprofessional education influence students’ interest in treating older people? During a one-year period, undergraduate fourth-year medical and third-year nursing students wrote four health care plans for four different paper-based older patient cases. In the intervention group students were paired up in interprofessional couples. In the control group students made the assignment alone. Interest for working with older patients was measured on a 5-point Likert scale before and one year after the intervention. In both groups, no significant change was found. Before-interest score of the interprofessional group was relatively high (3.8) so the non-significant results may be due to a ceiling effect. Nursing students’ interest in treating older people at the start of the research was higher than medical students’ interest.

Teaching information literacy in online psychology courses: Effects on student performance and self-reported confidence

Using the Framework for Information Literacy published by the Association of College & Research Libraries, we developed an online intervention to increase information literacy. Specifically, we hypothesized that undergraduate students in an information literacy intervention group would increase in information literacy performance and confidence compared to a control group which did not receive asynchronous online information literacy instruction. We used a non-equivalent groups pretest-posttest design and measured students’ ( N = 101) information literacy performance and self-reported confidence before and after asynchronous information literacy instruction. We compared the intervention with a non-intervention control condition using two existing undergraduate psychology courses offered online across two semesters. Partially confirming our hypotheses, we found that providing asynchronous information literacy instruction not only increased students’ information literacy performance but also helped students to evaluate their own information literacy skills more accurately. In contrast, our intervention did not selectively increase confidence in information literacy as both information literacy intervention and control groups similarly increased in information literacy confidence over time. Nevertheless, these findings show that we managed to develop an online, theory-based intervention to increase information literacy. This intervention has the potential to build the foundations for students to engage in scientific conversations by elevating their understanding of how scientific information is produced and how science affects their daily lives.

A Pilot Study to Evaluate the Effect of Communication Skill Training on Nursing Students' Skills and Self-Efficacy in Caring for Patients with Cancer: Part II

Abstract Background Health care professionals working in the field of oncology have reported difficulty communicating with patients and their families throughout diagnostic and therapeutic procedures. As it comes to the care and treatment of the patient as well as their feelings of uncertainty about the future, nurses on the treatment team are crucial in offering patients and their families both practical and emotional support. By offering specialized training in communication skills, health care providers—including undergraduate health care students and interns—can strengthen their relationship with patients. Objectives The main objectives of the study were to assess the effect of communication skill training on the skills and self-efficacy of undergraduate nursing students in providing care to patients with cancer. Materials and Methods A quasi-experimental research design was adopted to evaluate the effect of skill training on the skills and self-efficacy of students. A total of 32 students from selected nursing colleges were chosen using a purposive sampling technique, and the lottery method was employed to assign students to the intervention and control groups. A baseline pro forma, basic communication skills checklist, and self-efficacy questionnaire (SE-12) were the instruments used for data collection. Using SPSS version 26, descriptive and inferential statistics were employed to analyze the data. Results The majority of the students in both the intervention group (81.25%) and the control group (75%) were between the ages of 20 and 21. Scores on communication skills pretest, posttest 1, and posttest 2 within and between groups all showed highly significant differences (p = 0.000). The self-efficacy scores of the intervention group students significantly improved (p = 0.000). Conclusion The skill training program has enhanced the students' competency to communicate and their sense of self-efficacy in offering care for cancer patients. Health care professionals will help patients and their families take an informed and involved role in their own cancer care if they devote the resources to training, particularly prospective students, in this basic clinical competence.

The impact of mentorship program on the level of anxiety and pre-internship exam scores among Iranian senior nursing students

BackgroundMentorship involves a voluntary, collaborative, and non-hierarchical relationship where an experienced individual shares knowledge with a less-experienced individual. This study aimed to evaluate the effects of a mentorship program on anxiety levels and pre-internship exam scores among senior nursing students.MethodsThis quasi-experimental research was conducted on 37 nursing students in the sixth semester of the School of Medical Sciences in Saveh in the year 2023. Participants were selected based on initial criteria using a census method and were then randomly assigned to two groups: the control group (19 participants) and the intervention group (17 participants). The mentoring program for the intervention group was implemented one month before the pre-internship exam and consisted of six sessions, each lasting two hours, over two weeks (three sessions per week). Data collection tools included a demographic questionnaire, the Sarason Anxiety Questionnaire, and pre-internship exam scores. SPSS software version 23 was utilized for data analysis.ResultsThe mean anxiety exam scores in the two control and intervention groups did not exhibit a statistically significant difference before the intervention (P = 0.34). However, the mean anxiety exam score of the intervention group students after the intervention (5.89 ± 15.11) was significantly lower than that of the control group students (7.04 ± 21.42) (P = 0.007). Additionally, the results showed that the mean anxiety exam scores of the intervention group students before (5.77 ± 17.53) and after the intervention (5.89 ± 15.11) had a statistically significant difference (P = 0.013). Furthermore, the mean pre-internship exam scores of the intervention group students (1.71 ± 17.72) were significantly higher than those of the control group students (1.15 ± 16.46) (P = 0.014).ConclusionThe mentorship program resulted in a reduction of exam anxiety in nursing students and improved their performance in the pre-internship exam to the extent that the exam scores of the participating students were higher than those of other students.

Motivational interviewing skills practice enhanced with artificial intelligence: ReadMI

BackgroundFinding time in the medical curriculum to focus on motivational interviewing (MI) training is a challenge in many medical schools. We developed a software-based training tool, “Real-time Assessment of Dialogue in Motivational Interviewing” (ReadMI), that aims to advance the skill acquisition of medical students as they learn the MI approach. This human-artificial intelligence teaming may help reduce the cognitive load on a training facilitator.MethodsDuring their Family Medicine clerkship, 125 third-year medical students were scheduled in pairs to participate in a 90-minute MI training session, with each student doing two role-plays as the physician. Intervention group students received both facilitator feedback and ReadMI metrics after their first role-play, while control group students received only facilitator feedback.ResultsWhile students in both conditions improved their MI approach from the first to the second role-play, those in the intervention condition used significantly more open-ended questions, fewer closed-ended questions, and had a higher ratio of open to closed questions.ConclusionMI skills practice can be gained with a relatively small investment of student time, and artificial intelligence can be utilized both for the measurement of MI skill acquisition and as an instructional aid.

Collaborative Learning: An Assessment of the Students’ Essay Writing Skills

The present experimental study aimed to assess the students’ essay-writing skills at the graduate level. Writing is highly pertinent among all four English language skills related to communication. The results of the students who were taught in the classroom through collaborative learning techniques were compared with the results of the students who were taught through traditional methodology. Female students at the graduation level from a government college in the Chakwal district of Punjab province were considered the population of the present study. A simple random sampling technique was used to select 30 students. The sample of 30 students was divided into experimental and control groups by dividing 15 students in each group. The traditional methodology was used to teach the students of the control group, whereas the collaborative learning technique was used to teach the treatment group students. Both groups were observed twice. The results were analyzed using the independent sample t-test. The findings revealed that the students of both groups performed almost the same in the pretest, whereas a significant difference was observed in the mean score of both groups in the post-test. It was recommended that the traditional teaching methodologies be replaced with collaborative learning techniques.

Effect of the case-based learning method combined with virtual reality simulation technology on midwifery laboratory courses: A quasi-experimental study

ObjectiveThis study aimed to evaluate the effect of case-based learning (CBL) method with virtual reality (VR) simulation technology (CBL-VR) on midwifery laboratory courses. MethodsA quasi-experimental design was employed. A total of 135 midwifery students were recruited from Nursing College of Guilin Medical University in China from September 2020 to January 2022. Intervention group recruited students from the Class of 2019 (n = 59) and control group recruited students from the Class of 2018 (n = 76). The intervention group students received the CBL-VR method based on traditional laboratory teaching, the contents of course included four sections: eutocia (6 class hours), dystocia (6 class hours), umbilical cord prolapse (2 class hours), and neonatal asphyxia and resuscitation (4 class hours), 40 min per class hour. The control group students received the traditional laboratory teaching. Students’ academic performance, Self-Directed Learning (SDL) Ability Questionnaire, and the education satisfaction questionnaire were used to evaluate the teaching efficacy between two groups. ResultsAfter intervention, the intervention group students achieved higher scores than the control group in individual operation ability (90.88 ± 2.14 vs. 89.24 ± 3.15), team operation ability (90.97 ± 2.33 vs. 81.28 ± 5.45), and midwifery case analysis ability (88.64 ± 3.19 vs. 86.70 ± 2.56) (P ＜0.01). Prior to the implementation of the course, there was no difference in the SDL ability scores between the two groups of students (P ＞ 0.05). However, following the course intervention, the SDL ability scores of the intervention group were higher than those of the control group (94.78 ± 6.59 vs. 88.12 ± 8.36), and the scores in all dimensions of the intervention group were also higher (P < 0.05). Additionally, more than 94% of the students indicated that CBL-VR method developed comprehensive abilities, including independent-study enthusiasm, independent thinking, collaboration, and communication. ConclusionUsing the CBL-VR method in midwifery lab courses improved students’ course performance, SDL ability, and comprehensive ability. Students highly recognized the effectiveness of this approach.

Time for Dementia: innovation in dementia education

Background:The future healthcare workforce needs the skills, attitudes, and empathy to better meet the needs of those with dementia. Time for Dementia is an educational programme in which healthcare students from a range of professional groups visit a person with dementia and their family carer over a two-year period. The first phase of research demonstrated positive outcomes for students (Banerjee et al., 2021; Daley et al., 2020). Here we discuss the most recent findings from the second phase.Objectives:to evaluate the impact of Time for Dementia on student attitudes, knowledge and empathy towards dementia, and satisfaction of students and families.Methods:A mixed methods longitudinal cohort study was conducted between 2014- 2021. Measures of dementia knowledge, attitudes and empathy were administered to healthcare students at five universities in the south of England before and after (24 months) they completed the Time for Dementia programme. Data were also collected at equivalent time points for a control group of students who had not taken part in the programme. Outcomes were modelled using multilevel linear regression models. Satisfaction surveys were completed by students and families at the end of the programme.Results:2,700 intervention group students, 562 control group students and 803 families consented to participate in the research. Students undertaking the Time for Dementia programme had higher levels of knowledge and positive attitudes at follow-up compared to equivalent students who did not undertake the programme. Satisfaction was high for both students and families, with both perceiving benefits of taking part.Conclusions:The results suggest the Time for Dementia programme is effective in improving the knowledge and attitudes of healthcare students across different professional groups and universities. It also demonstrates that dementia education that meaningfully involves people with dementia and their carers can be delivered at scale for healthcare professionals.

Psychology-based cohesion education &amp; drug effects on depressed college students

BackgroundThe prevalence of depression is increasing among students in higher education due to academic stress and interpersonal relationships. Although medication is the main form of intervention, medication alone may not achieve the desired results. Recently, cohesion education based on educational psychology has received attention and is considered as a possible effective non-pharmacological treatment.Subjects and MethodsThree hundred college and university students who had been diagnosed with depression were selected for the study. They were randomly divided into three groups: a medication group, a cohesion education combined with medication group, and a control group. Among them, cohesion education covered teamwork, group activity organisation, and interactive communication skills, which lasted for six months, once a week for two hours. All groups received conventional medication for depression. Students were assessed for depressive symptoms before, during and after the intervention using the Hamilton Depression Rating Scale (HDRS).ResultsHDRS scores in the cohesive education combined medication group were significantly lower than those in the medication and control groups at the end of the study. In addition, students in the combined treatment group generally reported that their interpersonal relationships improved and their teamwork skills increased.ConclusionsCohesive education based on educational psychology combined with medication has significant efficacy for students with depression in colleges and universities. This combined treatment not only helps to reduce students’ depressive symptoms, but also improves their interpersonal relationships and teamwork skills.Acknowledgement 2016 Middle-aged and Youth Research Project of Fujian Provincial Department of Education (No. JAS160604).

Use of a project-based aquaponics curriculum in rural Kentucky school districts increases secondary students’ understanding of ecosystems

There is a need for secondary schools to provide more authentic, hands-on experiences in science, technology, engineering, and mathematics (STEM) and, specifically, project-based investigation environments in the classroom that manifest the next generation science standards (NGSS) following practices they prescribe. This study investigated how, and to what extent, a contextualized aquaponics project-based investigation (APBI) 10-week model unit affected high school students’ understanding of standard-based ecological relationships and concepts concerning interactions in ecosystems and, specifically, the phenomena carrying capacity and bacterial nitrification process. Using a quantitative method, quasi-experimental research design, three different student groups who participated in the authentic, hands-on APBI curriculum (i.e., treatment groups) and a control group were given a pre- and post-content-aligned test (&lt;i&gt;n&lt;/i&gt;=88), which measured changes in students’ ecological knowledge. The results in this study revealed that the curriculum was an effective method to provide meaningful learning and content understanding of standard-based ecological concepts and relationships. The evidence from this study suggests that authentic instructional experiences can facilitate students’ understanding of standard-based ecological concepts and knowledge of ecosystems, as the three treatment group students showed statistically significantly higher mean difference (improvement) sum scores after taking the pre- and post-content-aligned assessment when compared to the control group. Overall, the gain in understanding can be attributed to the project-enhanced unit implemented in this study. The implications of this study suggest APBI models may create authentic science learning environments that promote student learning of scientific concepts. In addition, APBI can offer engaging curricula that articulates NGSS.

Effect of Audio-visual Aids on Students Understanding: A Comparative Analysis of JHS students in the Ho Municipality

The purpose of the study was to compare the level of understanding of students taught using audio-visual and those taught without using audio visual. The study employed quasi-experimental design. The study also revealed that the treatment group's students comprehended the material being taught to them. Students in the treatment group were able to give the right answers, give examples to back their responses, and only share their experiences if they were relevant to the answer, they gave during the evaluation of what they had been taught. The control group could not have been compared to this. The study also revealed that, in contrast to those in the control group, students in the treatment group were engaged and eager to take part in group projects and demonstrations throughout class. Students in the treatment group showed greater interest in class, but those in the control group were uninterested and passive. Finally, the test scores of the treatment group children were much better than those of the control group.

A quasi-experimental study on the effectiveness of a standardized comprehensive sexuality education curriculum for primary school students.

Although the importance of sexuality education has been recognized, Chinese rural students have limited access to sexual and reproductive information. This study aims to evaluate the effectiveness of a standardized comprehensive sexuality education curriculum package featuring cartoon animation on sexuality-related knowledge and skills, attitudes, and practices of primary school students. This quasi-experimental study recruited 1725 students in grades 4-6 (aged 9-13) from eight primary schools sampled as school clusters in 2020 in China. Internet-based questionnaires from three intervention schools' participants were collected after trained schoolteachers had conducted six 45-min sexuality education sessions. We performed optimal full matching and treatment effects were estimated in the matched sample by outcome regression models that further adjusted the covariates. Compared with the control group, intervention group students achieved significantly higher scores by 3.35 out of 38 and 2.02 out of 34 in knowledge- and skill-based tests and attitudinal tests, respectively. For the five self-reported practices on genital care, the experimental group showed significantly better performance than the control group in genital hygiene, by 6.92%, 22.45%, and 30.66% higher rates in the overall prevalence of three proper practices of genital hygiene, with effect sizes larger for boys than girls. Our sexuality education package effectively improved primary school students' sexuality-related knowledge, skills, attitudes, and hygiene practices. Our study suggests that the standardized curriculum package could be a promising approach to improving the quality and accessibility of sexuality education in underdeveloped rural China.

Improving Students’ Literacy and Numeracy Using Mobile Game-Based Learning with Augmented Reality in Chemistry and Biology

The purpose of the current study is to enhance students’ literacy and numeracy using mobile game-based learning with augmented reality (ARGBL) in chemistry and biology. In this quasiexperimental design, 714 10th and 11th grade students from five high schools in Indonesia were recruited as participants. To gather the data, the Chemical Literacy and Numeracy Test (C-LNT) and the Biological Literacy and Numeracy Test (B-LNT) were administered to the treatment and control group (CG) students. Quantitative data were then analyzed using descriptive statistics and t-tests. The results highlighted that the treatment group students who were instructed using ARGBL had higher literacy and numeracy scores than the comparison group students who were taught using PowerPoint (PPT) slides. This indicates that ARGBL is effective in promoting literacy and numeracy among high school students in chemistry and biology. Thus, we suggest teachers apply ARGBL to elevate students’ literacy and numeracy to a satisfactory level.

Can an Universal School-Based Social Emotional Learning Program Reduce Adolescents' Social Withdrawal and Social Anxiety?

There is a lack of studies analyzing if universal school-based Social and Emotional Learning programs can reduce social withdrawal and social anxiety. This study analyzed the effectiveness of one such program on those variables, and the role of individual school climate perceptions. In this nationwide study, 704 seventh to eighth-grade Portuguese students (Mage = 12.96, SD = 1.09, 48% girls), of which 215 (30.6%) in the comparison group, were assessed at pretest, post-test, and follow-up seven months later. Analyses showed positive intervention results in self- and teacher-reported social withdrawal and social anxiety. Regarding school climate, intervention group students with more positive teacher-student relationships benefitted more from program participation in social anxiety. These results support the program's effectiveness for addressing social withdrawal and social anxiety.

Impact of Educational Intervention on Knowledge and Attitude of Undergraduate Medical Students Regarding Pharmaceutical Promotion

Background: Promotional activities conducted by pharmaceutical industries are highly successful to alter physicians' prescribing habit. Undergraduate medical curriculum does not make students to deal with this unwarranted effect. Educational intervention might be a key to address this crucial issue. The aim of this study was to evaluate the impact of educational intervention on knowledge and attitude of medical students regarding pharmaceutical promotion.&#x0D; Materials and methods: This interventional research was conducted from February 2016 to February 2017. 4th year MBBS students of the four medical colleges of Dhaka city were the study population. A baseline assessment on knowledge and perception of the 4th year MBBS medical students' of the included medical colleges (Control and intervention) was conducted by a questionnaire survey. Number of respondents in control and intervention group was 156 and 243 respectively in pre test. Then, a package of educational intervention including interactive lecture and practical session was delivered to intervention group. After I month of intervention, post intervention data had been collected from undergraduate students to evaluate the effect of intervention on their knowledge and perception by using same questionnaire. Number of respondents in control and intervention group was 152 and 227 respectively in post test. Attitude of the undergraduate students of intervention group was evaluated by a structured questionnaire after one month of intervention. Total 227 students were participated in this survey.&#x0D; Results: Proportion of students regarding knowledge and perception about pharmaceutical promotion is significantly increased after intervention (p&lt;0.001). Attitude of undergraduate students of intervention group on 10 different case scenarios related to pharmaceutical promotion have been changed after intervention and it were statistically significant in all 10 case scenarios.&#x0D; Conclusion: The conducted educational intervention was found effective at undergraduate level to modify knowledge and attitude about pharmaceutical promotion.&#x0D; Chatt Maa Shi Hosp Med Coll J; Vol.22 (1); January 2023; Page 8-13

Preventing Loneliness and Reducing Dropout: Results from the COMPLETE Intervention Study in Upper Secondary Schools in Norway.

This study examines the impact of interventions aimed at improving psychosocial health on students' perception of a caring school climate, their feelings of loneliness, and school completion in Norwegian upper secondary education. Two intervention conditions were tested: a universal single-tier intervention focused on improving the psychosocial school climate: the Dream School Program, and a multi-tier intervention combining the Dream School Program with a targeted measure, the Mental Health Support Team. The direct and indirect effects of these interventions on school completion were analyzed using structural equation models (SEM), with data from 1508 students (mean age at Time 1: 17.02 (SD = 0.92); 60.7% girls; 72.1% Norwegian-born). The results indicated that loneliness levels did not differ significantly between the intervention conditions. However, students in the multi-tier intervention group reported a significantly higher perception of a caring school climate compared to those in the single-tier intervention group. The multi-tier intervention group had a lower rate of school completion compared to the control group and the single-tier intervention group. The SEM analysis revealed that the multi-tier intervention reduced loneliness in the second year of upper secondary school by promoting a caring school climate in the first school year. In contrast, the single-tier intervention was associated with increased loneliness due to a decrease in the perception of a caring school climate. The implications of these findings are discussed.

Seeking STEM: The Causal Impact of Need-Based Grant Aid on Undergraduates’ Field of Study

ABSTRACT Increasing the number of science, technology, engineering, and mathematics (STEM) degrees is a national priority and one way to promote the socioeconomic mobility of students from low-income families. Prior research examining why students do not complete STEM majors often points to students’ lack of academic preparation, preferences for non-STEM majors, or lack of information about the value of STEM. This paper uses a randomized experiment to investigate an alternative explanation, that some students lack the financial resources to succeed in demanding majors. In a control group of university students from low-income families, 18.6% of students had declared a STEM major by their third year of college. In a treatment group who were offered additional need-based grant aid upon entering college, 26.5% of students declared a STEM major. Among students who had graduated within six years after entering college, 12.2% of control group graduates had earned a STEM degree compared to 20.2% of treatment group students. Need-based grants thus appear to have the potential to increase the share of low-income students studying and earning degrees in STEM.

0913 Evaluation of a Single-Session Sleep Intervention for Air Force Trainees

Abstract Introduction Sleep insufficiency is highly prevalent in military personnel and has detrimental impacts on operational readiness and health. Sleep health across this population does not appear to have improved despite targeted health promotion programs and efforts to bolster evidence-based tertiary care for sleep disorders. There is some evidence that problematic sleep may emerge in early military training environments and persist throughout a service member’s career. Approximately 37,000 personnel complete Air Force (USAF) technical training each year to learn job-specific skills. The purpose of the present study was to assess the effectiveness of a single-session, group-based sleep intervention in USAF Technical Training. Methods A brief (40-min) intervention incorporating behavioral sleep medicine interventions and motivational interviewing was developed and tailored for the target population. Three military units were assigned to receive either the brief sleep intervention (n = 203) or an active control group receiving a brief tobacco intervention (n = 118). Students were queried at two weeks post-intervention to assess their sleep time and quality using the Self-Assessment of Sleep Survey-Split (SASS-Y). Participants included 321 USAF technical school students (Mean age = 21), and the majority identified as male (82%), White (67%), and non-Hispanic (75%). Propensity-score-weighted multivariable logistic regression was utilized to compare the sleep outcomes between intervention and control groups at follow-up. Results At follow-up, students in the sleep intervention were significantly more likely to report sleeping &amp;gt; 6 hours per night on weekdays (OR = 1.49, p &amp;lt; .001) and more likely to endorse “Good” or “Very Good” sleep quality (OR = 1.50, p = .032) as compared to the control group. Follow-up results also showed that 69.2% of students in the sleep intervention group reported having engaged in the self-selected positive sleep ‘Action Step’ they chose and wrote down during the intervention. Conclusion This is, to our knowledge, the first study to design and test a brief motivational interviewing and behavioral sleep intervention in USAF technical training. Results suggest that a single-session, group-level intervention can promote behavioral changes and improve sleep health. Future efforts should consider low-touch additions (e.g., text messaging) to support the durability of intervention effects. Support (if any)

Positive Attitude Upper Middle School social and emotional learning program: influences of implementation quality on program outcome.

There is an increased call for studies analyzing how implementation quality influences Social and Emotional Learning (SEL) program effectiveness. The current dissemination study analyzed the effectiveness of the Positive Attitude Upper Middle School SEL program on a Portuguese nationwide sample composed of 813 middle school students (7th and 8th grade; 51.7% boys; Mage = 12.41, S.D. = 1.06), from 36 classrooms (Mclassroom = 22.58; S.D. = 2.86), distributed between the control group (179 students), and three intervention groups (643 students) that reflected low, middle, and high implementer experience (respectively, Gulbenkian Academies of Knowledge, Positive Attitude Cadaval and Positive Attitude Torres Vedras). Dosage and fidelity (as implementation quality dimensions), gender, and classroom size (as individual and classroom-level variables) were also analyzed. Self-report questionnaires were administered pre- and post-intervention and at a 6-month follow-up. Multilevel models were employed, and results showed that participating in the PAUMS SEL program led to more positive trajectories in self-control, social awareness, relationship skills, and responsible decision-making when compared with control groups. Regarding implementation quality, only the implementer's experience impacted the effectiveness of the PAUMS SEL program; students in the Gulbenkian Academies of Knowledge intervention group displayed a less positive trajectory in self-control than students in the Positive Attitude Torres Vedras intervention group. Altogether, results showed that the PAUMS SEL program is ready for dissemination in Portugal, although a higher level of implementer experience is needed to achieve the best effectiveness, and they support the importance of analyzing implementer experience in SEL programs' effectiveness studies.