scholarly journals Evaluation of ThinkFirst for Kids Injury Prevention Curriculum for Grades 7/8

2009 ◽  
Vol 36 (6) ◽  
pp. 761-768 ◽  
Author(s):  
Michael Vassilyadi ◽  
Cheryll Duquette ◽  
Mohammed F. Shamji ◽  
Shari Orders ◽  
Simon Dagenais
Keyword(s):  
Head Injury ◽  
Injury Prevention ◽  
Test Scores ◽  
Risky Behaviors ◽  
Knowledge Retention ◽  
Prevention Curriculum ◽  
Study Test ◽  
Injury Causes ◽  
Substantial Morbidity

Background:Head injury causes substantial morbidity and mortality in children. The ThinkFirst For Kids (TFFK) program improves knowledge of safe behaviours in kindergarten to Grade 6 students.Methods:This study evaluated the TFFK curriculum for grade 7/8 students. Knowledge acquisition was assessed quantitatively by an injury prevention test at baseline, at curriculum completion, and six weeks later. Participant experiences and behaviours were explored qualitatively by interviews and focus groups.Results:Students (n=204) and teachers (n=6) from four schools participated in this study. Test scores improved from baseline (26.48±0.17, n=204), to completion (27.75±0.16, n=176), to six weeks post-completion (28.65±0.13, n=111) (p<0.05). Most students reported their decision-making and participation in risky behaviors was altered by the curriculum.Interpretation:The TFFK curriculum may promote education about head injury prevention among Grade 7/8 students, with a suggestion of long-term knowledge retention. The curriculum was wellreceived and may be suitable to reduce risky behavior and injuries in children.

scholarly journals NEOGAMES: A Serious Computer Game That Improves Long-Term Knowledge Retention of Neonatal Resuscitation in Undergraduate Medical Students

2021 ◽  
Vol 9 ◽  
Author(s):  
Liyuan Hu ◽  
Lan Zhang ◽  
Rong Yin ◽  
Zhihua Li ◽  
Jianqing Shen ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Serious Games ◽  
Neonatal Resuscitation ◽  
Computer Game ◽  
Knowledge Retention ◽  
Control Group ◽  
Undergraduate Medical Students ◽  
Resuscitation Training

Background: Serious games are potential alternatives for supplementing traditional simulation-based education for neonatal resuscitation training. However, evidence regarding the benefits of using serious games to improve long-term knowledge retention of neonatal resuscitation in undergraduate medical students is lacking.Objective: We designed a serious computer game “NEOGAMES” to train undergraduate medical students in neonatal resuscitation in a cost-friendly and accessible way and to examine whether serious game-based training improves long-term knowledge retention in medical students.Methods: “NEOGAMES” consists of a screen with images of an incubator, a baby, visual objects, anatomy, action cards, monitors, real-time feedback, and emotional components. Undergraduate medical students from Shanghai Medical College of Fudan University were invited to participate and were allocated to a game group or a control group. Participants in the game group played the game before the training. All the participants completed three written tests, pre- and post-training knowledge tests and a follow-up test after 6 months.Results: Eighty-one medical students participated in the study. The student demographic characteristics of the groups were comparable, including sex, age, and grade point average (GPA). Significant short-term knowledge improvement was noticed only for male students in the game group based on their 5.2-point higher test scores than those of the controls (p = 0.006). However, long-term knowledge improvement at 6 months was identified for both male and female students in the game group, with test scores 21.8 and 20 points higher, respectively, than those of the controls (P &lt; 0.001). The long-term knowledge retention in the game group was almost 3 times higher than that in the control group.Conclusions: Long-term knowledge retention was nearly 3 times higher for the game group than for the control group. The improvement in knowledge supports the use of serious games for undergraduate medical education.

The effectiveness of a formal curriculum in teaching mass casualty management

2020 ◽  
Vol 18 (5) ◽  
pp. 411-424
Author(s):  
Brian L. Risavi, DO, MS, FACEP, FAAEM, FACOEP, CEMSO, PHP ◽  
Barrett McLaughlin, DO, PHP ◽  
Dustin Stuart, DO, PHP ◽  
Donald L. Holsten, BS, NRP, FP-C ◽  
Mark A. Terrell, EdD
Keyword(s):  
Learning Strategies ◽  
Test Scores ◽  
Knowledge Retention ◽  
Mass Casualty ◽  
Intervention Participant ◽  
Post Intervention ◽  
Formal Curriculum ◽  
Convenience Sample ◽  
Incident Command

Objective: To improve knowledge, skills, and confidence in mass casualty management through design and implementation of a formal educational curriculum.Design: Observational study using a mixed-methods formal educational training curriculum. Setting: Rural Emergency Medical Services (EMS) system in Pennsylvania. Subjects/participants: Convenience sample of 141 licensed EMS providers.Interventions: Formal educational curriculum using a computerized mass casualty scenario, lectures, hands-on skill stations, post-intervention participant satisfaction survey, knowledge retention at three- and six-month post curriculum.Results: The formal curriculum resulted in an improvement in scene size-up, incident command system (ICS) set-up, and medical management of 12 percent, 27 percent, and 26 percent, respectively. Average scores on the written component evaluating mass casualty incident (MCI) management and knowledge of test patient triage were 84 percent and 74 percent, respectively. Knowledge recall at three- and six-month post-training was highly retained as test scores were generally unchanged from the time of the educational session. Course and instructor evaluations by participants reflected a high degree of satisfaction (scoring five on a five-point Likert scale).Conclusions: The formal curriculum was effective in improving the knowledge, skills, and confidence of mass casualty management. Although traditional educational methods tend to show decreases in long-term knowledge retention, the mixed active learning strategies used in this curriculum resulted in high level retention since short and long-term test scores were similar and unchanged over time. Additionally, this curriculum was perceived by participants as highly satisfactory toward their knowledge and skill development.

Addiction Time and Intellectual Impairment in Heroin Users

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1099-1105
Author(s):  
Carlo Cipolli ◽  
Ivan Galliani
Keyword(s):  
Test Scores ◽  
Intellectual Functioning ◽  
Rorschach Test ◽  
Intellectual Impairment ◽  
Short Term ◽  
Heroin Use ◽  
Heroin Users

Rorschach test scores for male heroin users and nonusers ( ns = 15 each) were compared, to ascertain whether use of heroin influences intellectual impairment (as measured by such indicators of intellectual functioning as F+% and W+% responses). While the results show intellectual impairment to be greater in heroin users than in nonusers, the parametric and nonparametric indicators do not consistently show more marked impairment in long-term (4 to 5 yr. of addiction) than in short-term users (1 to 2 yr.). While intellectual functioning clearly seems influenced by heroin use, further research is required to ascertain the effect of the length of use either by comparing test and retest scores over a substantial interval or by matching samples including subjects with even longer careers of addiction.

Post-traumatic growth after head injury: A long-term follow-up

Brain Injury ◽  
2007 ◽  
Vol 21 (1) ◽  
pp. 31-38 ◽  
Author(s):  
Trevor Powell ◽  
Abigail Ekin-Wood ◽  
Christine Collin
Keyword(s):  
Head Injury ◽  
Post Traumatic Growth ◽  
Long Term Follow Up ◽  
Post Traumatic

Spinal Cord and Head Injury Prevention Program

1994 ◽  
Vol 18 (2) ◽  
pp. 21
Author(s):  
A H Newstead ◽  
N J Dragotta ◽  
P. Wood
Keyword(s):  
Spinal Cord ◽  
Head Injury ◽  
Injury Prevention ◽  
Prevention Program ◽  
Injury Prevention Program

Do Different Roles of Anesthesia Residents Improve Knowledge Retention after Non-Technical Skills Workshop?

2021 ◽  
Vol 104 (9) ◽  
pp. 1519-1527
Keyword(s):  
Test Scores ◽  
Linear Regression Analysis ◽  
Technical Skills ◽  
Knowledge Retention ◽  
University Hospital ◽  
Multivariate Linear Regression Analysis ◽  
Simulation Based ◽  
Post Test ◽  
Anesthesia Residents ◽  
Predictors Of Change

Objective: The authors assessed whether anesthesia residents who acted as a scenario creators would have better knowledge retention than their juniors 90 days after participating in a simulation-based anesthetists’ non-technical skills (ANTS) workshop. Materials and Methods: A prospective observational study via simulation ANTS workshop was conducted at a university hospital in southern Thailand in November 2017. Seven third-year post-graduate (PGY-3) residents volunteered as scenario creators, while the remaining anesthesia residents were randomly selected to participate in or observe three case scenarios, which were cardiac arrest, hypotension, and difficult ventilation. Resident’s knowledge was assessed before, immediately after, and 90 days after the workshop using a 20-item multiple-choice questionnaire. Predictors of change in knowledge scores were analyzed using multivariate linear regression analysis and presented as beta coefficient (β) and 95% confidence limits (CL). Results: Twenty-four anesthesia residents were recruited in the present study and included eight PGY-1, seven PGY-2, and nine PGY-3. The roles consisted of seven scenario creators, seven participants, and 10 observers. The overall immediate post-test and 90-day post-test scores increased significantly compared to the pre-test scores with a mean of 15.5 and 13.2 versus 11.7 (p<0.001 and p=0.007, respectively). The predictors of change in 90-day scores were PGY-3 versus PGY-1 (β 95% CL 4.0 [0.5 to 7.6], p=0.039), and role of participants and observers versus scenario creator (β 95% CL 5.5 [2.2 to 8.8] and 6.7 [2.8 to 10.6], p=0.004, respectively). Conclusion: Anesthesia residents who were participants or observers could improve their knowledge 90 days after a simulation-based ANTS workshop without necessarily being a scenario creator. Keywords: Anesthetists’ non-technical skill; Knowledge retention; Scenario creator; Simulation workshop

#3104 Is dipsogenic diabetes insipidus the same condition as psychogenic polydipsia?

2021 ◽  
Vol 92 (8) ◽  
pp. A11.2-A11
Author(s):  
Ewelina de Leon ◽  
Graeme Yorston
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Head Injury ◽  
Literature Review ◽  
Diabetes Insipidus ◽  
Endocrine Disruption ◽  
Psychiatric Disease ◽  
List Type ◽  
Psychogenic Polydipsia

Objectives/AimsTraumatic brain injury is a common cause of permanent or long-term disability,1 and up to 80% of people with moderate to severe brain injury have some degree of pituitary insufficiency. Endocrine disruption has been documented in medical literature since the 1940s,2-4 where central diabetes insipidus has been described as a common transient complication which causes polydipsia (insatiable thirst). However, polydipsia can be caused by other conditions. It is classified into dipsogenic, in a syndrome of disordered thirst-regulating mechanism in patients without psychiatric disease called dipsogenic diabetes insipidus, psychogenic, as a compulsive water drinking in patients with psychiatric conditions referred to as psychogenic polydipsia or psychogenic diabetes insipidus and iatrogenic where large quantities of water are consumed for health benefits. All of which are referred to as primary polydipsia if these conditions cannot be distinguished. Dipsogenic diabetes insipidus and psychogenic polydipsia can be easily mixed up, misdiagnosed or even unrecognised, mainly because their pathophysiology is still unclear. Are these conditions different, or is there anything that can relate them to each other? With this literature review, we are aiming to find the link between subsets of polydipsia after brain trauma, to compare proposed differential diagnosis and their functionality in clinical settings.MethodA literature review was conducted following a search of MEDLINE, CINAHL Plus, APA PsycArticles, APA PsycBooks, APA PsycInfo databases from 1858 onwards.ResultsWe will present our findings from the literature review.ConclusionPolydipsia is a common clinical problem and requires careful evaluation and management to prevent long term neurological sequelae, and there are no evidence-based treatment guidelines.References National Institute of Health and Care Excellence (NICE). (2019). Head Injury. CG176. Retrieved from: https://www.nice.org.uk/guidance/cg176 Escamilla RF, Lisser H. Simmonds disease: A clinical study with revie of the literature; Differentiation from anorexia nervosa by statistical analysis of 595 cases, 101 of which were provided pathologically. The Journal of Clinical Endocrinology & Metabolism 1942;2(2):6596. Porter RJ, Miller RA. Diabetes insipidus following closed head injury. Journal of Neurology, Neurosurgery, and Psychiatry 1946;11:528562. Webb NE, Little B, Loupee-Wilson S, Power EM. Traumatic brain injury and neuro-endocrine disruption: medical and psychosocial rehabilitation. NeuroRehabilitation (Reading, Mass.) 2014;34(4):625636.

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