scholarly journals 998. Understanding Retention in PrEP Care in the South: Insights from an Academic HIV Prevention Clinic

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S528-S528
Author(s):  
Charles Burns ◽  
Monica Borges ◽  
Justin Frye ◽  
Kathryn V Keicher ◽  
Scotty Elliott ◽  
...  
Keyword(s):  
Hiv Prevention ◽  
Retention In Care ◽  
Odds Ratios ◽  
The South ◽  
Short Term ◽  
Term Retention ◽  
Long Term Retention ◽  
Over Time

Abstract Background Daily emtricitabine-tenofovir disoproxil fumarate has emerged as one of the most effective tools to prevent HIV transmission. However, it remains poorly utilized in the South. We report on PrEP retention in care and sexually transmitted infections (STIs) in a large academic PrEP clinic in Durham, North Carolina. Methods We conducted a retrospective chart review of patients in the Duke University PrEP Clinic from Jan. 1, 2015 through Oct. 15, 2019. Short-term retention in care was completion of a 3 month (mo) follow up as per CDC guidelines. Long-term retention was defined as completion of a 3 mo visit and an additional visit between 8 and 12 mo. Baseline STI was defined as a diagnosis at or within 1 year prior to initial PrEP visit. STI diagnosis while on PrEP was any subsequent diagnosis while retained in care. Odds ratios (OR) were generated using multivariable logistic regression. Kaplan-Meier curves were generated for retention in care and compared using the log rank test. Results A total of 255 patients attended at least one PrEP clinic encounter; 89% were men, 37% were Black, and 73% identified as men who have sex with men (MSM); 153 (60%) returned for at least one follow-up visit. Short and long term retention in care were met by 130/237 (55%) and 80/217 (37%) patients respectively. OR for retention are reported in Table 1. MSM are more likely to be retained in the short-term (OR 5.22 [95% confidence interval (CI) 1.57-17.32]). Self-referred patients were more likely to be retained in the long-term (OR 2.18 [95% CI 1.12-4.23]). Patients without insurance were less likely to attain long-term retention in care outcomes (OR 0.32 [95% CI 0.11-0.91]). STI diagnoses include 30 (12%) patients for a total of 42 unique infections at baseline and 44 (17%) for a total of 69 unique infections at follow up. Two new HIV diagnoses were made at first PrEP clinic encounter with no new diagnoses made at follow-up. Baseline STI was not associated with retention in care over time with disengagement defined as 6 mo post last visit (Figure 1). Table 1) Odds Ratios of Retention in Care at 3 and 12 Months Figure 1) Retention in Care for Patients with Baseline STI Diagnosis. Conclusion Our PrEP clinic shows a decline in patient retention over time. STIs were also prevalent, reinforcing that frequent STI testing and counseling should be part of each PrEP encounter. Further investigations into how to increase and improve PrEP utilization for HIV prevention are needed. Disclosures All Authors: No reported disclosures

scholarly journals Ill Effects of Smoking: Baseline Knowledge among School Children and Implementation of the “AntE Tobacco” Project

2011 ◽  
Vol 2011 ◽  
pp. 1-7
Author(s):  
Salim Surani ◽  
Raghu Reddy ◽  
Amy E. Houlihan ◽  
Brenda Parrish ◽  
Gina L. Evans-Hudnall ◽  
...  
Keyword(s):  
Educational Program ◽  
Short Term ◽  
Educational Objectives ◽  
Item Questionnaire ◽  
Term Retention ◽  
Baseline Knowledge ◽  
Long Term Retention ◽  
Tobacco Education

Introduction. Cigarette smoking contributes to the deaths of more than 400,000 Americans annually. Each day >3,000 children and adolescents become regular smokers. This paper details a new antitobacco educational program titled “AntE Tobacco”Method. Children in grades 1–3 were administered a 10-item questionnaire to ascertain their baseline knowledge about the ill effects of smoking, shown an educational cartoon video depicting the ill effects of tobacco, and given a story book based on the video. At the end of video, children were administered a questionnaire to determine short-term recall of the antitobacco educational objectives of the program. Four to 6 weeks later, the children were then administered a follow-up survey to determine long-term retention of the anti tobacco educational program.Result. Eighty two percent of the children answered the outcome questions correctly immediately following the video. At follow-up, 4–6 weeks later, 83% of children answered all questions correctly.Conclusion. The anti tobacco education program used in this study effectively conveyed most of the educational objectives. The results of this study indicate that a multimedia (i.e., video and book) educational program can be used to educate and reinforce anti tobacco messages. This program may be very useful as a part of a comprehensive anti tobacco curriculum in school systems.

Age, Word Imagery, and Delay Interval: Effects on Short-Term and Long-Term Retention

1975 ◽  
Vol 30 (3) ◽  
pp. 312-318 ◽  
Author(s):  
R. H. Bruning ◽  
I. Holzbauer ◽  
C. Kimberlin
Keyword(s):  
Delay Interval ◽  
Short Term ◽  
Term Retention ◽  
Long Term Retention

scholarly journals The Impact of Feedback Frequency on Performance in a Novel Speech Motor Learning Task

2017 ◽  
Vol 60 (6S) ◽  
pp. 1712-1725 ◽  
Author(s):  
Mara Steinberg Lowe ◽  
Adam Buchwald
Keyword(s):  
Motor Learning ◽  
Learning Task ◽  
Short Term ◽  
Time Points ◽  
Term Retention ◽  
Long Term Retention ◽  
Speech Motor Learning ◽  
The Impact ◽  
Speech Motor

Purpose This study investigated whether whole nonword accuracy, phoneme accuracy, and acoustic duration measures were influenced by the amount of feedback speakers without impairment received during a novel speech motor learning task. Method Thirty-two native English speakers completed a nonword production task across 3 time points: practice, short-term retention, and long-term retention. During practice, participants received knowledge of results feedback according to a randomly assigned schedule (100%, 50%, 20%, or 0%). Changes in nonword accuracy, phoneme accuracy, nonword duration, and initial-cluster duration were compared among feedback groups, sessions, and stimulus properties. Results All participants improved phoneme and whole nonword accuracy at short-term and long-term retention time points. Participants also refined productions of nonwords, as indicated by a decrease in nonword duration across sessions. The 50% group exhibited the largest reduction in duration between practice and long-term retention for nonwords with native and nonnative clusters. Conclusions All speakers, regardless of feedback schedule, learned new speech motor behaviors quickly with a high degree of accuracy and refined their speech motor skills for perceptually accurate productions. Acoustic measurements may capture more subtle, subperceptual changes that may occur during speech motor learning. Supplemental Materials https://doi.org/10.23641/asha.5116324

scholarly journals Inductive Learning: Does Interleaving Exemplars Affect Long-Term Retention?

2013 ◽  
Author(s):  
Norehan Zulkiply ◽  
Jennifer S Burt
Keyword(s):  
Inductive Learning ◽  
Study Phase ◽  
Case Based Reasoning ◽  
Short Term ◽  
Actual Performance ◽  
Term Retention ◽  
Mixed Factorial Design ◽  
Long Term Retention ◽  
Case Based

Purpose – The present study investigated whether or not the benefits of interleaving of exemplars from several categories vary with retention interval in inductive learning.   Methodology – Two experiments were conducted using paintings (Experiment 1) and textual materials (Experiment 2), and the experiments used a mixed factorial design. Forty students participated in each experiment for course credit. In each experiment, participants studied a series of exemplars from several categories which were presented massed and interleaved, and later their induction was tested either shortly after the study phase (short-term retention) or after a week’s delay (long- term retention).   Findings – Consistent with findings from previous studies, the interleaving effect was found in the short-term retention condition, and crucially, the present study provided the initial evidence that interleaving of exemplars also affected long-term retention. Interestingly, massing was judged to be more effective than spacing (interleaving) in most groups, even when actual performance showed the opposite.   Significance – The present study shows that interleaved exemplars have considerable potential in improving inductive learning in the long term. For example, induction is used in case-based reasoning which requires one to start with learning from specifi c cases, and then form generalizations of these cases by identifying the commonalities between them. In order to enhance long-term retention, educators may want to consider using interleaved presentation rather than massed presentation in teaching examples or cases from a particular category or concept.

scholarly journals Information Literacy Course Yields Mixed Effects on Undergraduate Acceptance of the University Library Portal

2016 ◽  
Vol 11 (2) ◽  
pp. 192
Author(s):  
Heather Coates
Keyword(s):  
Information Literacy ◽  
Student Perception ◽  
Longitudinal Survey ◽  
Ease Of Use ◽  
Short Term ◽  
Literacy Course ◽  
Academic Year ◽  
Over Time

Objective – To determine the effects over time of a 3-credit semester-long undergraduate information literacy course on student perception and use of the library web portal. Design – Mixed methods, including a longitudinal survey and in-person interviews. Setting – Information literacy course at a comprehensive public research institution in the northeastern United States of America. Subjects – Undergraduates at all levels enrolled in a 3-credit general elective information literacy course titled “The Internet and Information Access.” Methods – A longitudinal survey was conducted by administering a questionnaire to students at three different points in time: prior to instruction, near the end of the course (after receiving instruction on the library portal), and three months after the course ended, during the academic year 2011-2012. The survey was created by borrowing questions from several existing instruments. It was tested and refined through pre-pilot and pilot studies conducted in the 2010-2011 academic year, for which results are reported. Participation was voluntary, though students were incentivized to participate through extra credit for completing the pre- and post-instruction questionnaire, and a monetary reward for completing the follow-up questionnaire. Interviews were conducted with a subset of 14 participants at a fourth point in time. Main Results – 239 of the 376 (63.6%) students enrolled in the course completed the pre- and post-instruction questionnaire. Fewer than half of those participants (111 or 30% of students enrolled) completed the follow-up questionnaire. Participants were primarily sophomores and juniors (32% each), with approximately one-quarter (26%) freshman, and only 10% seniors. Student majors were concentrated in the social sciences (62%), with fewer students from science and technology (13%), business (13%), and the humanities (9%). The 14 participants interviewed were drawn from both high- and low-use students. Overall, the course had a positive effect on students’ perception of usefulness (PU) and ease of use (PEOU), as well as usage of the library portal. This included significant positive changes in perceived ease of use and information quality in the short-term (from pre-instruction to post-instruction). The results were mixed for perceived usefulness and system quality. Though there was mixed long-term impact on usage, the course does not appear to have had a long-term effect on PU and PEOU. The interview participants were asked questions to explore why and how they used the library portal, and revealed that both high- and low-use students used the library portal for similar reasons: to find information for research papers or projects, to search the library catalogue for books, and in response to a mandate or encouragement from instructors. Conclusion – The study supports the theory that an information literacy course could change student perception and use of the library portal in the short-term. Replicating this design in other settings could provide a systematic approach for assessing whether information literacy courses address learning outcomes over time. A longitudinal approach could be useful for comparing proficiency and information behaviors of those who take information literacy courses with those who do not.

scholarly journals Long-Term Retention Explained by a Model of Short-Term Learning in the Adaptive Control of Reaching

2008 ◽  
Vol 100 (5) ◽  
pp. 2948-2955 ◽  
Author(s):  
Wilsaan M. Joiner ◽  
Maurice A. Smith
Keyword(s):  
Motor Adaptation ◽  
Memory Formation ◽  
Training Period ◽  
Long Term Memory ◽  
Initial Training ◽  
Short Term ◽  
Term Memory ◽  
Term Retention ◽  
Long Term Retention

Extensive theoretical, psychophysical, and neurobiological work has focused on the mechanisms by which short-term learning develops into long-term memory. Better understanding of these mechanisms may lead to the ability to improve the efficiency of training procedures. A key phenomenon in the formation of long-term memory is the effect of over learning on retention—discovered by Ebbinghaus in 1885: when the initial training period in a task is prolonged even beyond what is necessary for good immediate recall, long-term retention improves. Although this over learning effect has received considerable attention as a phenomenon in psychology research, the mechanisms governing this process are not well understood, and the ability to predict the benefit conveyed by varying degrees of over learning does not yet exist. Here we studied the relationship between the duration of an initial training period and the amount of retention 24 h later for the adaptation of human reaching arm movements to a novel force environment. We show that in this motor adaptation task, the amount of long-term retention is predicted not by the overall performance level achieved during the training period but rather by the level of a specific component process in a multi-rate model of short-term memory formation. These findings indicate that while multiple learning processes determine the ability to learn a motor adaptation, only one provides a gateway to long-term memory formation. Understanding the dynamics of this key learning process may allow for the rational design of training and rehabilitation paradigms that maximize the long-term benefit of each session.

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