Abstract TP280: AF and Urgent Bleeding Management Strategies: Effect of Online CME

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Jelena Spyropoulos
Keyword(s):  
Effect Size ◽  
Management Strategies ◽  
Medium Effect ◽  
Roundtable Discussion ◽  
P Values ◽  
Bleeding Management ◽  
Relative Improvement ◽  
Design For All ◽  
Post Assessment ◽  
Assessment Questions

Introduction: Although anticoagulant therapy with non-vitamin K antagonist oral anticoagulants (NOACs) has demonstrated safety in multiple clinical trials in the setting of stroke prevention in atrial fibrillation (SPAF), a small percentage of patients experience urgent bleeding, which may require advanced bleeding management strategies, including NOAC reversal. Hypothesis: A video-based online continuing medical education (CME) activity can improve the knowledge and competence of cardiologists regarding strategies for managing anticoagulant-related urgent bleeding events Methods: An online CME activity was developed as a 25-minute roundtable discussion with 4 leading experts. The activity included a transcript of the discussion and a downloadable slide deck to highlight and reinforce key data. The effects of education were assessed using a linked pre-assessment/post-assessment study design. For all questions combined, the McNemar’s chi-square test was used to assess differences from pre- to post-assessment. P values are shown as a measure of significance; P values <.05 are statistically significant. Cramer’s V was used to calculate the effect size (>30=large effect size, 0.16-0.30=medium effect size, <0.16=small effect size) Results: For cardiologists who participated in the CME activity, comparison of individually linked pre-assessment question responses to the respective post-assessment question responses demonstrates statistically significant improvements (N = 187; P =0.002). A total of 33% of cardiologists answered all 4 pre-assessment questions correctly with 48% answering all post-assessment questions correctly. Significant mprovements were demonstrated: 1) A 23% relative improvement in the knowledge of the mechanism of action for idarucizumab (70% pre-assessment vs 86% post-assessment; P<0.001; V=0.194); 2) A 22% relative improvement in the knowledge of the specificity of andexanet alfa (69% vs 84%; P<0.05; V=0.176). Conclusion: The statistically significant improvements observed in this online CME roundtable discussion demonstrate the benefits of educating the appropriate target audience base with aptly designed educational activities.

Abstract 210: Improving the Use of Biomarkers in HF: Effect of Online CME

2017 ◽  
Vol 10 (suppl_3) ◽  
Author(s):  
Jelena Spyropoulos ◽  
Kelly Hanley ◽  
Robin J Trupp
Keyword(s):  
Clinical Practice ◽  
Natriuretic Peptide ◽  
Clinical Tool ◽  
Chi Square ◽  
P Values ◽  
Relative Improvement ◽  
Prognostic Assessment ◽  
Design For All ◽  
And Performance ◽  
Post Assessment

Introduction: Biomarkers, including of B-type natriuretic peptide (BNP) and N-terminal pro-B-type natriuretic peptide (NT-proBNP), are an important clinical tool for prognostic assessment and management of heart failure (HF). However, many clinicians have limited ability to appropriately use biomarkers in clinical practice. Hypothesis: A video-based, online medical education (CME) activity can improve competence and performance of cardiologists and emergency room (ER) physicians related to the use of biomarkers in the management of HF. Methods: An online CME activity was developed as a 25-minute roundtable discussion with 3 leading experts on the use of biomarkers in HF. The activity included a transcript of the discussion and a downloadable slide deck to highlight and reinforce key data. The effects of education were assessed using a linked pre-assessment/post-assessment study design. For all questions combined, the McNemar’s chi-square test was used to assess differences from pre- to post-assessment. P values are shown as a measure of significance; P values <.05 are statistically significant. Cohen’s d was used to calculate the effect size (> 0.8 are large, 0.8-0.4 are medium, and < 0.4 are small). Results: Comparison of individually linked pre-assessment question responses to the respective post-assessment question responses demonstrates statistically significant improvements for both cardiologists (N = 226; P <.05; d=1.549) and ER physicians (n=108; P<.05; d=1.731). Among cardiologists, 5% of participants answered all 4 assessment questions correctly pre-education vs 42% post-education, compared to 2% vs 45% for ER physicians. Significant improvements were observed pre- compared to post-education (all P<.05): • - A 52% relative improvement for cardiologists (61% vs 93%) and a 106% improvement (44% vs 90%) for ER physicians in knowledge of factors which reduce the diagnostic accuracy of BNP and NT-proBNP • - A 116% relative improvement for cardiologists (33% vs 71%) and a 192% improvement (23% vs 68%) for ER physicians in recognition of the additive value of other biomarkers such as ST2 to risk stratify patients • - A 155% relative improvement for cardiologists (24% vs 62%) and a 177% improvement (24% vs 67%) for ER physicians in knowledge of the effect of neprilysin inhibition on BNP and NT-proBNP values • - A 165% relative improvement for cardiologists (29% vs 76%) and a 139% improvement (29% vs 69%) for ER physicians in appropriate use of BNP vs NT-proBNP for patients treated with neprilysin inhibitors Conclusion: The significant improvements observed as a result of participation in this online CME intervention demonstrate that effective internet-based education can deliver content in the context of clinical practice to promote effective knowledge transfer and performance change.

scholarly journals Improving Hematologist/Oncologist Knowledge and Confidence in Managing Hemophilia through Online Educational Interventions

Blood ◽  
2015 ◽  
Vol 126 (23) ◽  
pp. 5593-5593
Author(s):  
Emily S Van Laar ◽  
Charlotte Warren ◽  
John Maeglin ◽  
Mila Kostic ◽  
Michael Schoen ◽  
...  
Keyword(s):  
Effect Size ◽  
Half Life ◽  
Hemophilia A ◽  
Educational Interventions ◽  
Relative Increase ◽  
Assessment Score ◽  
The Mean ◽  
Post Assessment ◽  
Assessment Questions ◽  
Life Factor

Abstract The field of hemophilia has advanced tremendously over the past few decades leading to significant improvements to a patient's life expectancy. However, gaps in clinician's knowledge about appropriate tailored management of hemophilia can result in suboptimal patient outcomes. A study was conducted to determine if a series of online educational interventions on hemophilia could improve the knowledge and confidence of hematologists/oncologists in treating patients with hemophilia. The Perelman School of Medicine at the University of Pennsylvania, Office of CME, the National Hemophilia Foundation and Medscape, LLC, in partnership with an expert steering committee, developed a global, accredited educational curriculum (http://www.medscape.org/sites/advances/hemophilia-management) focused on the advances in the management of hemophilia. Six activities, including text and video formats, within the curriculum were evaluated using a pre-assessment/post-assessment study design comparing participants' responses to knowledge and case-based multiple choice questions before exposure to educational content (pre-assessment measurement) with the same participants' responses after participation in the educational activity (post-assessment measurement). Outcomes assessment questions focused on current evidence-based recommendations for the management of hemophilia. For all questions combined, paired 2-tailed t-test was used to assess whether the mean pre-assessment score was different from the mean post-assessment score. The effect size (Cohen's d) was calculated by comparing pre-assessment means and post-assessment means of linked learners to show the effect of educational intervention. Effect size of >0.8 and 0.4-0.8 are considered a large and medium effect size, respectively. A total of 256 hematologist/oncologist participants who completed all pre- and post- assessment questions for each assessment were included in the evaluation across the 6 interventions. An increase in knowledge and performance was demonstrated as a result of participation in each of the 6 interventions with effect sizes of 0.25, 0.559, 0.618, 0.721, 1.26, and 2.275. Topics that demonstrated the largest statistically significant increases in correct post-assessment compared with pre-assessment answers included: mechanism of action of Fc fusion technology (63% relative increase, p<.001), patient counseling when switching to an extended half-life factor replacement (100%, P=.008), joint health in hemophilia (340% relative increase, P<.05), and incidence of inhibitors (227% relative increase, p<.05).Confidence in when to use prophylaxis increased post-educational exposure (7.3% mean confidence shift using a 7-point Likert scale) as measured in 3 of the 6 activities. Areas where knowledge gaps remained, as evidenced by >15% incorrect answers post-education, included: adherence with prophylaxis, outcomes for children and adults with severe hemophilia A receiving prophylaxis vs episodic treatment, clinical data from recent studies with new extended half-life factor products in terms of efficacy, tolerability, and risk of inhibitor development in persons of different ages and risk settings, and the potential place of extended half-life factor products in the strategy for the care of individuals with hemophilia A and B. This study demonstrates the success of a targeted online hemophilia educational curriculum using text and video formats in improving the knowledge and confidence of hematologists/oncologists who treat patients with hemophilia, while also identifying remaining educational needs for future education. Disclosures Van Laar: Medscape LLC: Employment. Pipe:CSL Behring: Consultancy; Bayer: Consultancy; American Thrombosis and Hemostasis Network: Other: Chair of the Board of Directors; National Hemophilia Foundation: Other: member of the Medical and Scientific Advisory Committee; Novo Nordisk: Consultancy; Baxter: Consultancy; Biogen Idec Inc: Consultancy.

Abstract 250: Antiplatelet Therapy in Post-Acute Coronary Syndrome: Effect of Education on Physician Knowledge and Competence

2018 ◽  
Vol 11 (suppl_1) ◽  
Author(s):  
Thomas O’Neil ◽  
Philippe Guedj ◽  
Suzanne Hughes
Keyword(s):  
Acute Coronary Syndrome ◽  
Antiplatelet Therapy ◽  
Educational Activity ◽  
Medium Effect ◽  
Online Video ◽  
P Values ◽  
Coronary Syndrome ◽  
Physician Knowledge ◽  
Platelet Receptor ◽  
Post Assessment

Background: Decreasing hospital readmission rates resulting from suboptimal antiplatelet therapy requires education to diminish an gap in physician knowledge/competence. We sought to determine if online medical education could improve clinical knowledge/competence regarding dual antiplatelet therapy (DAPT) in post-acute coronary syndrome (ACS) patients among non-United States (US) cardiologists. Methods: The educational activity was a 30-minute online video discussion between 4 experts with synchronized slides. Educational effect was assessed using a 4-question repeated pairs pre-/post-assessment and McNemar’s chi-squared test. P values are shown as a measure of significance; P values <.05 are statistically significant. Cramer’s V statistic indicated the effect size (<0.05 no effect; 0.06-0.15 small effect, 0.16-0.30 medium effect, >0.30 large effect). The activity launched August 23, 2016; data were collected through December 20, 2016. Results: 117 non-US cardiologists completed the study. The change in correct responses from pre- to post-assessment achieved statistical significance (P<.05) for 2 of 3 questions. An average of 26% of cardiologists selected the best response at pre-assessment (range, 9% to 38%); this figure improved to an average of 35% at post-assessment (range, 22% to 55%). Specific improvements were observed in the following areas: The relationship between platelet reactivity and stent thrombosis with DAPT post-drug eluting stent implantation (90% improvement, 29%pre vs 55%post, P = <.001) Optimal treatment strategy with adenosine diphosphate platelet receptor (P2Y12) inhibition in patients with unstable angina or non-ST segment myocardial infarction (144% improvement, 9%pre vs 22%post, P =.007) Conclusion: Participation in a 30-minute online video discussion with synchronized slides resulted in statistically significant improvement in non-US cardiologists’ knowledge and competence regarding DAPT in patients with post-ACS.

Abstract P255: Addressing Management of Resistant Hypertension: Effect of Online CME

Hypertension ◽  
2016 ◽  
Vol 68 (suppl_1) ◽  
Author(s):  
Jelena Spyropoulos ◽  
Charles Kearns
Keyword(s):  
Effect Size ◽  
Resistant Hypertension ◽  
Primary Care Physicians ◽  
Statistical Significance ◽  
Further Education ◽  
Chi Square ◽  
Design For All ◽  
Adequate Understanding ◽  
Chi Square Test ◽  
Post Assessment

Introduction: Clinicians have a less than adequate understanding of how to properly evaluate patients to diagnose treatment-resistant hypertension, and how to use combination therapies and strategies for managing adherence to therapy to optimize outcomes. Objective: To determine if an online, video-based continuing medical education (CME) intervention could improve knowledge and competence of cardiologists and primary care physicians (PCPs) in managing patients with resistant hypertension. Methods: An online CME activity was developed as a 25-minute roundtable discussion with 3 leading experts on strategies to manage patients with VTE. The activity included a transcript and a downloadable slide deck to reinforce key data. The effects of education were assessed using a linked pre- /post-assessment study design. For all questions combined, the McNemar’s chi-square test was used to assess differences from pre- to post-assessment. Cohen’s d was used to calculate the effect size. Results: The change in correct responses from pre- to post-assessment achieved statistical significance for all 4 questions for cardiologists (N=156; d=0.981; P<.001) and PCPs (n=539; d=0.978; P<.001) with a large effect size for both specialty groups (Table). Conclusion: The significant improvements observed as a result of participation in this CME intervention demonstrate that well-designed internet-based education can improve knowledge and competence of physicians. However, both cardiologists and PCPs demonstrate a need for further education on the prevalence of resistant hypertension, clinical data, and strategies to address nonadherence to antihypertensive therapy.

Abstract P226: Decreasing Cardiovascular Risk via Hypertriglyceridemia Treatment: The Impact of Medical Education on Physician Understanding of the Role of Omega-3 Fatty Acids

Circulation ◽  
2015 ◽  
Vol 131 (suppl_1) ◽  
Author(s):  
Amy Larkin ◽  
George Boutsalis ◽  
Michael LaCouture
Keyword(s):  
Fatty Acids ◽  
Medical Education ◽  
Effect Size ◽  
Further Education ◽  
Omega 3 Fatty Acids ◽  
Omega 3 ◽  
The Impact ◽  
Post Assessment ◽  
Assessment Questions

Introduction: Triglycerides, although lacking the strong atherogenic potential of LDL-C, are an independent risk factor for cardiovascular disease (CVD), as demonstrated by the correlation between hypertriglyceridemia and cardiovascular (CV) death, CV events, and myocardial infarction. The impact of continuing medical education (CME) on improving the knowledge and competence of cardiologists in treating hypertriglyceridemia with omega-3 fatty acids was measured. Methods: Cardiologists in the US who treat patients with hypertriglyceridemia participated in an online CME activity on the role of omega-3 fatty acids in treating hypertriglyceridemia and the differences between available formulations. The educational impact was assessed using linked pre- and post-assessment questions, and participants were classified into one of 3 learning categories: improved learners (incorrect pre, correct post), reinforced learners (correct pre and post), and unaffected learners (incorrect pre and post). The educational effect size was calculated using Cohen's d formula. Results: A total of 169 cardiologists participated in the CME activity, completed the pre- and post-assessment, and were included in the analysis. Comparison of pre- and post-assessment responses for each individual question demonstrated a statistically significant improvement in knowledge and competence among cardiologists ( P <.05). After completion of the CME activity, correct responses on post-assessment questions increased between 25% to 158% across all questions compared to pre-assessment responses, with an overall large effect size of 1.065 (Small effect ,<0.4; intermediate effect, 0.4-0.8; large effect, >0.8). Between 17% and 51% of participants showed improvement in understanding individual learning concepts; these concepts were reinforced in 18% to 28% of participants. Improvement was demonstrated in understanding recent American College of Cardiology (ACC)/American Heart Association (AHA) guideline recommendations on the treatment of hypertriglyceridemia. There was a need for further education in understanding the mechanism of action of omega-3 fatty acids, the differences between prescription and supplement forms of omega-3 fatty acids, and the pharmacodynamic differences between the different formulations of omega-3 fatty acids. Conclusion: This study demonstrated the success of a targeted educational intervention on improving the knowledge and competence of US cardiologists on the role of omega-3 fatty acids to treat hypertriglyceridemia and reduce CVD. However, the need for additional education was also demonstrated among cardiologists with regard to understanding the different omega-3 fatty acid formulations and their mechanisms of action in order to effectively use these agents.

scholarly journals 573. Continuing Medical Education: Leveraging a Digital Tool to Help Improve CMV Management Strategies

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S351-S352
Author(s):  
Simi Thomas Hurst ◽  
James Martorano
Keyword(s):  
Online Education ◽  
Educational Program ◽  
Management Strategies ◽  
Educational Effectiveness ◽  
Cmv Infection ◽  
Digital Tool ◽  
Activity Data ◽  
Noticeable Effect ◽  
Post Assessment ◽  
Assessment Questions

Abstract Background Increasing the risk for complications and negatively impacting patient health outcomes, an estimated 45% - 80% of HSCT patients experience CMV infection/reactivation, with mortality rates sometimes reaching as high as 60%. Figure. Assessment of Educational Effectiveness Methods This study assessed the ability of digital education to improve the ability of ID specialists to make evidence-based recommendations for CMV management in HSCT recipients. A CME/ABIM MOC educational program featuring interactive discussion between two ID faculty was developed and launched on 12/12/19, on a website dedicated to continuous professional development. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design; each individual served as his/her own control. A chi-square test assessed changes pre- to post-assessment. P values &lt; 0.05 are statistically significant. Effect sizes were evaluated using Cramer’s V (&lt; 0.05 modest; 0.06–0.15 noticeable effect; 0.16–0.26 considerable effect; &gt; 0.26 extensive effect). Data for this matched-learner analysis were collected through 04/14/20. Results To date, 3315 HCPs (2891 physicians; 162 nurses/NPs) have participated in the activity. Data from the subset of ID specialists (n=190) who answered all pre-/post-assessment questions during the initial study period were analyzed. Following activity participation, significant improvements were observed in the proportion of ID specialists who answered all assessment questions correctly (8% pre vs 28% post; P &lt; .0001; V=.217). Improvements were also observed in several specific areas of assessment (Figure). Additionally, 65% of ID specialists indicated they planned to modify their patient assessment or treatment approach because of participating in the education. Conclusion Participation in this digital educational program significantly improved ID specialists’ ability to differentiate among therapeutic options when developing management strategies for HSCT recipients with CMV infection/reactivation. These findings highlight the potential for well-designed online education to positively impact physicians’ competence and confidence. Disclosures All Authors: No reported disclosures

scholarly journals 2565. Initial and Recurrent Episodes of Clostridioides difficile: Online Education as a Tool to Improve Management Strategies

2019 ◽  
Vol 6 (Supplement_2) ◽  
pp. S891-S891
Author(s):  
Simi Thomas Hurst ◽  
James Martorano ◽  
Dale N Gerding
Keyword(s):  
Online Education ◽  
Positive Impact ◽  
Management Strategies ◽  
Multiple Choice Questions ◽  
Activity Data ◽  
Noticeable Effect ◽  
Diagnostic Strategies ◽  
Post Assessment ◽  
Assessment Questions ◽  
Case Based

Abstract Background The most common cause of infectious diarrhea in hospitalized patients, C. difficile is responsible for nearly half a million infections annually. Among persons over the age of 65 years, 1 in 11 die within a month of diagnosis. Methods A CME-certified/ABIM MOC educational program was developed to evaluate and improve ID specialists’ application of the latest guideline recommendations for the diagnosis and management of individuals with C. difficile. Modeled on the interactive grand rounds approach, the activity blended case-based presentation with multiple-choice questions. Using a “test then teach” approach to elicit cognitive dissonance, the activity provided evidence-based feedback following each learner response. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design; each individual served as his/her own control. A chi-square test assessed changes pre- to post-assessment. P values < 0.05 are statistically significant. Effect sizes were evaluated using Cramer’s V (< 0.05 modest; 0.06–0.15 noticeable effect; 0.16–0.26 considerable effect; > 0.26 extensive effect). The activity launched on a website dedicated to continuous professional development on May 29, 2018. Data for this initial analysis were collected through March 27, 2019. Results To date, 3274 HCPs, including 2946 physicians have participated in the activity. Data from the subset of ID specialists (n = 82) who answered all pre-/post-assessment questions during the initial study period were analyzed. Following activity participation, significant improvements were observed in the proportion of ID specialists who answered all assessment questions correctly (4% pre vs. 74% post; P < 0.0001; V = .555). Improvements were also observed in several specific areas of assessment (table). Additionally, 50% of ID specialists indicated they planned to modify their treatment approach and 18% planned to modify their diagnostic strategies for C. difficile. Conclusion Participation in this online, interactive, case-based, educational intervention significantly improved ID specialists’ management strategies for initial and recurrent episodes of C. difficile. These findings highlight the positive impact of well-designed online education. Disclosures All authors: No reported disclosures.

Abstract 267: Case-Based CME Improves on Clinical Decision-Making in Non-ST Elevation Myocardial Infarction

2015 ◽  
Vol 8 (suppl_2) ◽  
Author(s):  
Amy Larkin ◽  
Michael LaCouture ◽  
Caroline Padbury
Keyword(s):  
Decision Making ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
P Values ◽  
St Elevation ◽  
The Mean ◽  
Post Assessment ◽  
Grand Rounds ◽  
Assessment Questions ◽  
Case Based

Introduction: Evolving therapies and guideline recommendations to treat non-ST elevation myocardial infarction (NSTEMI) create clinical confusion. The educational and practice impact of a case-based design of CME were measured on clinical decision-making related to NSTEMI treatment. Methods: The continuing medical education (CME) activity was developed as an online case-based text activity modeled after the interactive grand rounds approach where clinicians make clinical decisions about treatment for a given patient. The activity targeted primary care physicians (PCPs) and cardiologists who manage patients experiencing a NSTEMI and focused on application of guideline recommendations. The effects of education were assessed using a linked pre-assessment/post-assessment study design that separated learners into 3 categories: improved (incorrect pre, correct post), reinforced (correct pre and post), and unaffected (incorrect post). For all questions combined, the McNemar’s chi-squared test was used to assess whether the mean post[[Unable to Display Character: &#8208;]]assessment score differed from the mean pre[[Unable to Display Character: &#8208;]]assessment score. P values are shown as a measure of significance; P values <.05 are statistically significant. Cohen’s D was used to calculate the effect size. The activity launched online on April 16, 2014 and data were collected through July 24, 2014. Results: 533 PCPs and 531 cardiologist completed both the pre- and post-assessment survey with a large overall effect size of 1.836 ( P <0.05) and 1.799 ( P<0 .05), respectively. PCPs Correct responses on post-assessment questions ranged between 62% and 292% higher after CME completion. While only 8 (2%) participants answered all 4 questions correctly on the pre-assessment, 296 (56%) answered them all correctly on the post-assessment. Between 33% and 63% of participants showed improvement post-educational intervention. Cardiologists Correct responses on post-assessment questions ranged between 34% and 249% higher after CME completion. While only 28 (5%) participants answered all 4 questions correctly on the pre-assessment, 430 (81%) answered them all correctly on the post-assessment. Between 26% and 65% of participants showed improvement after the educational intervention. Conclusion: Online case-based CME activities modeled after the interactive grand rounds approach prompted changes in clinical knowledge, showing that when effectively constructed, this methodology is an effective tool to improve clinical application of guidelines and clinical decision-making in NSTEMI. This interactive educational format should be applied to CME for future activities.

scholarly journals Transdiagnostic comparison of visual working memory capacity in bipolar disorder and schizophrenia

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Catherine V. Barnes-Scheufler ◽  
Caroline Passow ◽  
Lara Rösler ◽  
Jutta S. Mayer ◽  
Viola Oertel ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Working Memory ◽  
Visual Working Memory ◽  
Effect Size ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Medium Effect ◽  
Full Spectrum ◽  
Small Effect Size ◽  
The Difference

Abstract Background Impaired working memory is a core cognitive deficit in both bipolar disorder and schizophrenia. Its study might yield crucial insights into the underpinnings of both disorders on the cognitive and neurophysiological level. Visual working memory capacity is a particularly promising construct for such translational studies. However, it has not yet been investigated across the full spectrum of both disorders. The aim of our study was to compare the degree of reductions of visual working memory capacity in patients with bipolar disorder (PBD) and patients with schizophrenia (PSZ) using a paradigm well established in cognitive neuroscience. Methods 62 PBD, 64 PSZ, and 70 healthy controls (HC) completed a canonical visual change detection task. Participants had to encode the color of four circles and indicate after a short delay whether the color of one of the circles had changed or not. We estimated working memory capacity using Pashler’s K. Results Working memory capacity was significantly reduced in both PBD and PSZ compared to HC. We observed a small effect size (r = .202) for the difference between HC and PBD and a medium effect size (r = .370) for the difference between HC and PSZ. Working memory capacity in PSZ was also significantly reduced compared to PBD with a small effect size (r = .201). Thus, PBD showed an intermediate level of impairment. Conclusions These findings provide evidence for a gradient of reduced working memory capacity in bipolar disorder and schizophrenia, with PSZ showing the strongest degree of impairment. This underscores the importance of disturbed information processing for both bipolar disorder and schizophrenia. Our results are compatible with the cognitive manifestation of a neurodevelopmental gradient affecting bipolar disorder to a lesser degree than schizophrenia. They also highlight the relevance of visual working memory capacity for the development of both behavior- and brain-based transdiagnostic biomarkers.

scholarly journals An Egocentric Network Contact Tracing Experiment: Testing Different Procedures to Elicit Contacts and Places

2021 ◽  
Vol 18 (4) ◽  
pp. 1466
Author(s):  
Andrew Pilny ◽  
C. Joseph Huber
Keyword(s):  
Social Network ◽  
Infectious Diseases ◽  
Effect Size ◽  
Survey Methods ◽  
Contact Tracing ◽  
Medium Effect ◽  
Physiological Variables ◽  
Medium Effect Size ◽  
Egocentric Network ◽  
Survey Instruments

Contact tracing is one of the oldest social network health interventions used to reduce the diffusion of various infectious diseases. However, some infectious diseases like COVID-19 amass at such a great scope that traditional methods of conducting contact tracing (e.g., face-to-face interviews) remain difficult to implement, pointing to the need to develop reliable and valid survey approaches. The purpose of this research is to test the effectiveness of three different egocentric survey methods for extracting contact tracing data: (1) a baseline approach, (2) a retrieval cue approach, and (3) a context-based approach. A sample of 397 college students were randomized into one condition each. They were prompted to anonymously provide contacts and populated places visited from the past four days depending on what condition they were given. After controlling for various demographic, social identity, psychological, and physiological variables, participants in the context-based condition were significantly more likely to recall more contacts (medium effect size) and places (large effect size) than the other two conditions. Theoretically, the research supports suggestions by field theory that assume network recall can be significantly improved by activating relevant activity foci. Practically, the research contributes to the development of innovative social network data collection methods for contract tracing survey instruments.

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