Abstract 15181: The National Pediatric Cardiology Boot Camp Training Program - Five Years’ Evidence of Consistent Educational Benefit

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_3) ◽  
Author(s):  
Loren D Sacks ◽  
Kara S Motonaga ◽  
Catherine D Krawczeski ◽  
David M Axelrod ◽  
Lillian Su ◽  
...  
Keyword(s):  
Pediatric Cardiology ◽  
Learning Experience ◽  
Boot Camp ◽  
The United States ◽  
Subspecialty Training ◽  
Post Intervention ◽  
Improvement Rate ◽  
Educational Benefit ◽  
Knowledge Based ◽  
Intensive Program

Introduction: The transition from residency to subspecialty fellowship in pediatric cardiology is challenging, with the daunting requirement to rapidly acquire a broad scope of knowledge and skill. In 2015, a pediatric cardiology boot camp was designed as an educational tool to help prepare trainees for this transition. Hypothesis: A national pediatric cardiology boot camp consistently improves knowledge and decreases anxiety for prospective fellows. Methods: In late spring each year (2015-2019), a 2.5-day intensive program was provided for trainees prior to beginning fellowship in July. Hands-on, simulation-based experiences were provided on topics including anatomy, auscultation, echocardiography, catheterization, cardiovascular intensive care, electrophysiology, heart failure, pulmonary hypertension, and cardiac surgery. Knowledge based exams and surveys were completed by each participant pre- and post-training. Pre- and post-training exam results were compared via paired t-tests and survey results were compared via Wilcoxon rank sum. Results: Over 5 years 144 participants (72 female, 50%) completed the course, representing 40 fellowship programs in the United States and Canada. In aggregate, significant improvement was seen in participants’ knowledge assessment (pre 45 ± 11% vs. post 71 ± 9%; p<0.0001). Post-intervention tests showed significant increases in knowledge every year, with a similar mean rate of improvement from year to year (25±10%; p=0.15). Participants in 2015 did score higher on both pre and post testing (pre 55±10%, post 85±7%; p<0.0001), but the improvement rate remained consistent. Pre- and post-program surveys showed significant improvement in 38 of 38 domains assessing comfort and anxiety (p<0.001 for each domain). All participants strongly agreed (97%) or agreed (3%) that the boot camp was a valuable learning experience and 98% strongly agreed (66%) or agreed (32%) that boot camp alleviated anxieties about starting fellowship. Conclusions: The Pediatric Cardiology Boot Camp provides a significant and reproducible educational benefit to participants nationwide. This intensive program simultaneously improves learners’ knowledge and alleviates anxiety as they transition to subspecialty training.

scholarly journals Teenage Pregnancy And Sexually Transmitted Infection Prevention: A Pilot Study Exploring Knowledge And Reported Behaviors

2014 ◽  
Vol 5 (2) ◽  
pp. 53-94
Author(s):  
Brooke A. Flinders ◽  
Katelyn Gilb ◽  
Tricia Neu
Keyword(s):  
Pilot Study ◽  
Teen Pregnancy ◽  
Teenage Pregnancy ◽  
The United States ◽  
Health Seeking ◽  
Post Intervention ◽  
Transmitted Infection ◽  
Sexually Transmitted ◽  
Knowledge Based ◽  
And Behaviors

The Teen Pregnancy Prevention Program (TPP) is administered by the Office of Adolescent Health, with a goal of addressing the rising teen pregnancy rates in the United States. One TPP initiative includes the replication of evidence-based program models that seek to prevent teen pregnancies and sexually transmitted infections (Department of Health and Human Services, 2014). FOCUS Butler County, in Southwestern Ohio, is one such women’s health program. In a pilot study, conducted between March and August 2011, 96 female participants between the ages of 16 and 23 were surveyed to capture a “snapshot” of their baseline knowledge and behaviors. Following their completion of the questionnaire, respondents participated in eight hours of evidenced-based, comprehensive sexual education. Four months post-intervention (n=49) and 12 months post-intervention (n=28), participants were re-surveyed to assess knowledge and behaviors. This longitudinal, observational study explored the frequency and means of reported responses. For further analysis, questions were assigned to one of ten categories: 1) demographics/history, 2) knowledge-based, 3) reported behaviors, 4) opinions, 5) perceived opinions of friends, 6) intentions for future practice, 7) perception of risk, 8) attitudes regarding condom use, 9) attitudes related to alcohol use, and 10) perception of comfort related to health seeking behaviors. Significant findings were noted in the category of knowledge-based questions. 

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

scholarly journals The WxChallenge: Forecasting Competition, Educational Tool, and Agent of Cultural Change

2013 ◽  
Vol 94 (10) ◽  
pp. 1501-1506 ◽  
Author(s):  
Bradley G. Illston ◽  
Jeffrey B. Basara ◽  
Christopher Weiss ◽  
Mike Voss
Keyword(s):  
Cultural Change ◽  
State Of The Art ◽  
Learning Experience ◽  
The United States ◽  
Higher Learning ◽  
Educational Tool ◽  
Web Interfaces ◽  
Wind Speeds ◽  
University Of Oklahoma ◽  
The University

The WxChallenge, a project developed at the University of Oklahoma, brings a state-of-the-art, fun, and exciting forecast contest to participants at colleges and universities across North America. The challenge is to forecast the maximum and minimum temperatures, precipitation, and maximum wind speeds for select locations across the United States over a 24-h prediction period. The WxChallenge is open to all undergraduate and graduate students, as well as higher-education faculty, staff, and alumni. Through the use of World Wide Web interfaces accessible by personal computers, tablet computer, and smartphones, the WxChallenge provides a state-of-the-art portal to aid participants in submitting forecasts and alleviate many of the administrative issues (e.g., tracking and scoring) faced by local managers and professors. Since its inception in 2006, 110 universities have participated in the contest and it has been utilized as part of the curricula for 140 classroom courses at various institutions. The inherently challenging nature of the WxChallenge has encouraged its adoption as an educational tool. As its popularity has grown, professors have seen the utility of the Wx-Challenge as a teaching aid and it has become an instructional resource of many meteorological classes at institutions for higher learning. In addition to evidence of educational impacts, the competition has already begun to leave a cultural and social mark on the meteorological learning experience.

Oncology boot camp: A preparatory curriculum for advanced pharmacy practice experience students

2021 ◽  
pp. 107815522110191
Author(s):  
Bethannee Horn ◽  
Lyn Wells ◽  
Zachery Halford
Keyword(s):  
Student Perceptions ◽  
Pharmacy Practice ◽  
Boot Camp ◽  
Primary Objective ◽  
Comfort Level ◽  
Post Intervention ◽  
Student Knowledge ◽  
Survey Tool ◽  
Practice Experience ◽  
Drug Knowledge

Introduction The primary objective of this study was to evaluate the effectiveness of an autonomous oncology boot camp on Advanced Pharmacy Practice Experience (APPE) student knowledge. Secondary objectives included assessing student perception of the virtual learning experience and overall comfort level with the material. Methods APPE students rotating through our institution between November 2019 and March 2020 were voluntarily enrolled in a 4-hour oncology-focused boot camp, which included five PlayPosit (Denver, CO, USA) interactive video lectures embedded with case-based application questions followed by one comprehensive web-based Quandary (Victoria, BC, Canada) action-maze case. Student learning was measured by a pre- and post-intervention exam. A web survey tool (Qualtrics, Provo, UT, USA) collected student perceptions evaluating their comfort with oncology-specific drug knowledge and APPE rotations tasks. Results Fifty students enrolled in the oncology boot camp, with 100% completing the pre- and post-intervention assessments. Overall, pre-intervention exam scores (mean: 55.4%, SD: 21.8%) improved by 23.2% following the boot camp (mean: 78.6%, SD: 19.2%; p < 0.001). Students performed better on all 10 exam questions, with 6 questions showing a statistically significant improvement (p < 0.05). Forty-five students (90%) completed the perception surveys. Of those, 93% agreed that it effectively reinforced important oncology knowledge, 91% supported the autonomous design, and 82% would recommend the oncology boot camp for future students. Conclusion The boot camp proved to be a beneficial educational tool that enhanced student knowledge and confidence in navigating common oncology concepts. Students valued the ability to independently complete the activities and supported its continuation.

CIKM 2020 conference report

2021 ◽  
pp. 1-4
Author(s):  
Mathieu D'Aquin ◽  
Stefan Dietze
Keyword(s):  
United States ◽  
Machine Learning ◽  
Knowledge Management ◽  
Information Retrieval ◽  
Conference Report ◽  
The United States ◽  
Knowledge Based ◽  
The World ◽  
Science Conference ◽  
Information And Knowledge Management

The 29th ACM International Conference on Information and Knowledge Management (CIKM) was held online from the 19 th to the 23 rd of October 2020. CIKM is an annual computer science conference, focused on research at the intersection of information retrieval, machine learning, databases as well as semantic and knowledge-based technologies. Since it was first held in the United States in 1992, 28 conferences have been hosted in 9 countries around the world.

scholarly journals 142. Implementing an Antimicrobial Stewardship Program in the Outpatient Setting

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S82-S82
Author(s):  
Travis B Nielsen ◽  
Maressa Santarossa ◽  
Beatrice D Probst ◽  
Laurie Labuszewski ◽  
Jenna Lopez ◽  
...  
Keyword(s):  
Primary Care ◽  
Antimicrobial Stewardship ◽  
Inappropriate Prescribing ◽  
The United States ◽  
Outpatient Setting ◽  
Urgent Care ◽  
Antibiotic Prescribing ◽  
Antimicrobial Stewardship Program ◽  
Post Intervention ◽  
Stewardship Program

Abstract Background Antimicrobial-resistant infections lead to increased morbidity, mortality, and healthcare costs. Among the most facile modifiable risk factors for developing resistance is inappropriate prescribing. The CDC estimates that 47 million (or ≥30% of) outpatient antibiotic prescriptions in the United States are unnecessary. This has provided impetus for expanding our antimicrobial stewardship program (ASP) into the outpatient setting. Initial goals included the following: continuous evaluation and reporting of antibiotic prescribing compliance; minimize underuse of antibiotics from delayed diagnoses and misdiagnoses; ensure proper drug, dose, and duration; improve the percentage of appropriate prescriptions. Methods To achieve these goals, we first sent a baseline survey to outpatient prescribers, assessing their understanding of stewardship and antimicrobial resistance. Questions were modeled from the Illinois Department of Public Health (IDPH) Precious Drugs & Scary Bugs Campaign. The survey was sent to prescribers at 19 primary care and three immediate/urgent care clinics. Compliance rates for prescribing habits were subsequently tracked via electronic health records and reported to prescribers in accordance with IRB approval. Results Prescribers were highly knowledgeable about what constitutes appropriate prescribing, with verified compliance rates highly concordant with self-reported rates. However, 74% of respondents reported intense pressure from patients to inappropriately prescribe antimicrobials. Compliance rates have been tracked since December 2018 and comparing pre- with post-intervention rates shows improvement in primary care since reporting rates to prescribers in August 2019. Conclusion Reporting compliance rates has been helpful in avoiding inappropriate antimicrobial therapy. However, the survey data reinforce the importance of behavioral interventions to bolster ASP efficacy in the outpatient setting. Going forward, posters modeled off of the IDPH template will be conspicuously exhibited in exam rooms, indicating institutional commitment to the enumerated ASP guidelines. Future studies will allow for comparison of pre- and post-intervention knowledge and prescriber compliance. Disclosures All Authors: No reported disclosures

scholarly journals “It was an unexpected bond”: How an emerging participant-driven online social network may be enhancing an eLearning nutrition education & supplemental produce intervention

2021 ◽  
Vol 7 ◽  
pp. 205520762110149
Author(s):  
Sarah A Stotz ◽  
Jung Sun Lee ◽  
Jennifer Jo Thompson
Keyword(s):  
Nutrition Education ◽  
Qualitative Content Analysis ◽  
Learning Experience ◽  
Online Social Network ◽  
Text Message ◽  
Safety Net ◽  
Text Messages ◽  
Support Network ◽  
Original Design ◽  
Post Intervention

Objective The purpose of this paper is to describe a participant-driven, online text message-based social support network that emerged from an eLearning nutrition education and supplemental produce intervention. Methods Adults (n = 20) who utilized a safety-net clinic for their healthcare participated in a 12-week smartphone-based nutrition education eLearning program using loaned smartphones. Participants also received a box of fresh produce weekly. Participants received weekly text message reminders to collect their produce, and from this researcher-initiated reminder text, a supportive, participant-led, all-group text message thread commenced. Researchers collected all 471 text messages in this all-group thread and included them in the qualitative content analysis of pre and post intervention focus groups. Results The original design of the eLearning nutrition education program was to asynchronously engage learners with nutrition education resources. However, participants themselves initiated a robust group text message support system through which they shared encouragement, recipes, grocery shopping tips, and images of food they prepared with the produce box amongst themselves for the duration of the 12-week intervention. Conclusion The novel nature by which these participants voluntarily engaged in this peer-to-peer nutrition education-focused text message conversation exemplifies participants becoming agents in their own learning experience and will be used to enhance future eLearning nutrition education experiences developed by our team.

scholarly journals Predictors of Weight Loss Maintenance following an Insurance-Sponsored Weight Management Program

2014 ◽  
Vol 2014 ◽  
pp. 1-12 ◽  
Author(s):  
Christiaan G. Abildso ◽  
Olivier Schmid ◽  
Megan Byrd ◽  
Sam Zizzi ◽  
Alessandro Quartiroli ◽  
...  
Keyword(s):  
Weight Loss ◽  
Weight Management ◽  
Weight Loss Maintenance ◽  
The United States ◽  
Management Program ◽  
Weight Management Program ◽  
Post Intervention ◽  
Physically Active ◽  
Intentional Weight Loss ◽  
Predictors Of Weight Loss

Intentional weight loss among overweight and obese adults (body mass index ≥ 25 kg/m2) is associated with numerous health benefits, but weight loss maintenance (WLM) following participation in weight management programming has proven to be elusive. Many individuals attempting to lose weight join formal programs, especially women, but these programs vary widely in focus, as do postprogram weight regain results. We surveyed 2,106 former participants in a community-based, insurance-sponsored weight management program in the United States to identify the pre, during, and post-intervention behavioral and psychosocial factors that lead to successful WLM. Of 835 survey respondents (39.6% response rate), 450 met criteria for inclusion in this study. Logistic regression analyses suggest that interventionists should assess and discuss weight loss and behavior change perceptions early in a program. However, in developing maintenance plans later in a program, attention should shift to behaviors, such as weekly weighing, limiting snacking in the evening, limiting portion sizes, and being physically active every day.

SBAs in Sport, Exercise, and Musculoskeletal Medicine

2021 ◽  
Keyword(s):  
Learning Experience ◽  
Multiple Choice ◽  
Structured Learning ◽  
Subject Matter Experts ◽  
Multiple Choice Questions ◽  
High Quality ◽  
Musculoskeletal Medicine ◽  
Knowledge Based ◽  
Exercise Medicine ◽  
Mri Scans

‘Multiple Choice Questions in Musculoskeletal, Sport & Exercise Medicine’ is a compilation of 400 multiple choice questions (MCQs), where the format is that of single best answer from a choice of five options. The book closely follows the curriculum of the ‘Membership of Faculty of Sport & Exercise Medicine’ (MFSEM) examination, with some questions being clinically oriented and others being knowledge based. This book is not intended to be a substitute for extensive clinical reading but instead to complement the learning process. Questions in this book have been carefully curated by 92 reputable subject matter experts across ten countries and are intended to provide a structured learning experience. The book is comprised of 46 chapters, where the first 23 ask questions and the next 23 provide answers. The answer to each question has a short explanation with a reference, which is intended to stimulate discussion, research and further learning. There is a total of 33 high quality images (MRI scans, plain radiographs, ECGs, ultrasound scans and photographs), 18 tables and 5 diagrams in the book.

Remote Learning Experience for Children With Developmental Disabilities During COVID-19 Pandemic in an Ethnically Diverse Community

2021 ◽  
pp. 088307382110402
Author(s):  
Maria Valicenti-McDermott ◽  
Molly O’Neil ◽  
Amy Morales-Lara ◽  
Rosa Seijo ◽  
Tammy Fried ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Low Income ◽  
Learning Experience ◽  
The United States ◽  
Structured Interview ◽  
Learning System ◽  
Therapeutic Services ◽  
K 12 ◽  
Children With Developmental Disabilities ◽  
Remote Learning

Owing to the COVID-19 pandemic, K-12 education in New York City quickly transitioned to remote learning. We performed a structured interview with 50 consecutive families of children with developmental disabilities about their experience with remote learning 2 months after COVID-19 lockdown. We observed that setting up the remote learning system was challenging for families who were born outside of the United States, spoke limited English, or had a lower level of education. Though some special education supports were in place, remote learning for children with developmental disabilities led to gaps in their therapeutic services. Children with more severe developmental disabilities joined less than 2 hours of remote learning per day and had a decrease in their therapeutic services. Most children (80%) relied on their parents for education. Additionally, for low-income communities, with families who spoke languages other than English, remote learning revealed a new barrier to access: technology.

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