scholarly journals Evaluating the Impact of Training in Obesity Prevention Methods on the Counseling, Knowledge, and Skills of WIC Nutritionists in Georgia, 2014-2015

2017 ◽  
Vol 132 (2_suppl) ◽  
pp. 16S-23S
Author(s):  
Wendy Palmer ◽  
Danielle Henderson ◽  
Barbara Stahnke ◽  
Katherine Shary ◽  
Trisha Hardy ◽  
...  
Keyword(s):  
Behavior Change ◽  
Motivational Interviewing ◽  
Training Program ◽  
Obesity Prevention ◽  
Weight Status ◽  
Positive Impact ◽  
Training Session ◽  
Evidence Based ◽  
Patient Centered ◽  
The Impact

Objectives: Motivational interviewing, a client-centered intervention method focused on enhancing intrinsic motivation for behavior change, shows a positive impact on children’s weight status (ie, stabilizing or slowing down weight gain as a child grows). We evaluated the impact of a training program on knowledge and adoption of evidence-based obesity prevention counseling strategies among counselors from Georgia’s Special Supplemental Nutrition Program for Women, Infants, and Children (WIC). Methods: Between July 2014 and September 2015, Children’s Healthcare of Atlanta’s Strong4Life program provided 388 WIC counselors in Georgia with a 2-hour training session on motivational interviewing, patient-centered counseling, and goal setting for obesity prevention. We evaluated the training using (1) self-administered pre- and post-training surveys that assessed knowledge of counseling strategies, (2) post-training observation of counseling interactions, and (3) a review of behavior change goal quality pre- and post-training in a random sample of 200 WIC client charts. Results: In a comparison of pre-training knowledge with immediate post-training knowledge among 388 counselors, 81% vs 91% ( P < .001) knew that, to be effective, goals must be important to clients, and 66% vs 94% ( P < .001) knew the 5 A’s (assess, advise, agree, assist, arrange) of counseling. Knowledge improvements were sustained at 3 months post-training. We observed no improvements in the quality of chart-documented behavior goals. Conclusions: WIC nutrition counselors in Georgia were aware of evidence-based counseling strategies but did not consistently apply them. The training program was helpful, but time and additional support are needed to adopt new practices.

IBSE Training Feedback and Its Impact on the Design of the Next Training Program

2019 ◽  
pp. 122-143
Author(s):  
Kallia Katsampoxaki-Hodgetts ◽  
Stylianos Terzakis ◽  
Nikolaos Chaniotakis
Keyword(s):  
Training Program ◽  
Science Teachers ◽  
National Curriculum ◽  
Training Session ◽  
The World ◽  
Curriculum Guidelines ◽  
One Year ◽  
The University ◽  
The Impact ◽  
And Training

An inquiry science-based education is commonly followed in a variety of educational contexts around the world and is a key parameter in various national curriculum guidelines. The impetus of this chapter is to record the initial and final reactions of science teachers participating in a series of one-year action research and training program that took place in the University of Crete (UoC) in 2013-2016, identify their perception of the first training course, and explore the impact this data had on the program's redesign for the following training session by the technical board. Teacher reactions and responses regarding what they thought had, and had not, worked well in their classes were taken into account prior to re-designing the training program that the new teachers were going to join the following year. Looking into the general benefits as well as challenges, the authors also examined the overall effect of the UoC IBSE training program to participants as reported by both students and teachers.

scholarly journals Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

2019 ◽  
Vol 9 (4) ◽  
pp. 299 ◽  
Author(s):  
Cosme-Jesús Gómez-Carrasco ◽  
José Monteagudo-Fernández ◽  
Juan-Ramón Moreno-Vera ◽  
Marta Sainz-Gómez
Keyword(s):  
Training Program ◽  
Primary Education ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Descriptive Statistics ◽  
And Gender ◽  
The University ◽  
Motivation And Learning ◽  
The Impact ◽  
Pearson Correlations

We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.

Applying motivational interviewing strategies and techniques to psychiatric pharmacy practice

2012 ◽  
Vol 2 (4) ◽  
pp. 91-93 ◽  
Author(s):  
Michael Biglow
Keyword(s):  
Mental Health ◽  
Behavior Change ◽  
Motivational Interviewing ◽  
Pharmacy Practice ◽  
Health Conditions ◽  
Patient Centered ◽  
Mental Health Conditions ◽  
Counseling Style ◽  
Patient Resistance

Motivational Interviewing was developed to address patient resistance or ambivalence. As a directive, patient-centered counseling style for eliciting behavior change through patient exploration of ambivalence, it can be widely applied to the treatment of patients with mental health conditions.

scholarly journals Implementation of evidence-based practices in normal delivery care

2018 ◽  
Vol 26 (0) ◽  
Author(s):  
Clodoaldo Tentes Côrtes ◽  
Sonia Maria Junqueira Vasconcellos de Oliveira ◽  
Rafael Cleison Silva dos Santos ◽  
Adriana Amorim Francisco ◽  
Maria Luiza Gonzalez Riesco ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Medical Records ◽  
Positive Impact ◽  
Phase 1 ◽  
Lithotomy Position ◽  
Delivery Care ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Normal Delivery ◽  
The Impact

ABSTRACT Objective: to evaluate the impact of the implementation of evidence-based practices on normal delivery care. Method: quasi-experimental, before-and-after intervention study conducted in a public maternity hospital, Amapá. Forty-two professionals and 280 puerperal women were interviewed and data from 555 medical records were analyzed. The study was developed in three phases: baseline audit (phase 1), educational intervention (phase 2) and post-intervention audit (phase 3). Results: after the intervention, there was an increase of 5.3 percentage points (p.p.) in the normal delivery rate. Interviews with the women revealed a significant increase of the presence of companions during labor (10.0 p.p.) and of adoption of the upright or squatting position (31.4 p.p.); significant reduction of amniotomy (16.8 p.p.), lithotomy position (24.3 p.p.), and intravenous oxytocin (17.1 p.p.). From the professionals’ perspective, there was a statistical reduction in the prescription/administration of oxytocin (29.6 p.p.). In the analysis of medical records, a significant reduction in the rate of amniotomy (29.5 p.p.) and lithotomy position (1.5 p.p.) was observed; the rate of adoption of the upright or squatting position presented a statistical increase of 2.2 p.p. Conclusions: there was a positive impact of the educational intervention on the improvement of parturition assistance, but the implementation process was not completely successful in the adoption of scientific evidence in normal delivery care in this institution.

scholarly journals Advanced Patient-Centered Communication for Health Behavior Change: Motivational Interviewing Workshops for Medical Learners

MedEdPORTAL ◽  
2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Kathryn Brogan Hartlieb ◽  
Brett Engle ◽  
Vivian Obeso ◽  
Maryse A. Pedoussaut ◽  
Lisa J. Merlo ◽  
...  
Keyword(s):  
Health Behavior ◽  
Behavior Change ◽  
Motivational Interviewing ◽  
Health Behavior Change ◽  
Patient Centered

scholarly journals Role of training session in improving the knowledge of blood transfusion practices among undergraduates- a hospital based study.

2020 ◽  
Vol 10 (2) ◽  
pp. 1702-1705
Author(s):  
Perada Vasavi ◽  
Mahesh Kumar Usha ◽  
Anurag Yadav
Keyword(s):  
Blood Transfusion ◽  
Training Program ◽  
Training Session ◽  
Limited Resource ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Post Test ◽  
Minimum Score ◽  
The Mean ◽  
The Impact

Background: Blood is a vital and limited resource with a lifesaving therapeutic benefit.  Knowledge of standard transfusion practices to be followed is important in delivering quality transfusion services. The present study aims at assessing the knowledge of transfusion practices among undergraduate medical students, train them, and to assess the impact of this type of training sessions in improving the outcome. Materials and methods:  82 undergraduate MBBS students participated in the study. The students were asked to attempt a pre-test and a post-test questionnaire before and after the training program. The training session comprised of audiovisual lecture and handout material given to the participants. The mean scores, percentage of both the tests, and percentage of improvement in scores from pre to post-test were analyzed. Results: The mean score in the pre-test was 8.3 with a minimum score of 3 and a maximum of 13 out of 15. The post-test mean score was 10.7 with a minimum score of 6 and a maximum score of 14 out of 15, which was significantly high. The training program helped in the overall improvement of the knowledge in various aspects of blood transfusion like indications, cross-matching, shelf life, transfusion practices, and management of adverse reactions. The p-value obtained was 0.003 (<0.05) which was significant. Conclusions: Knowledge of blood transfusion practices among the undergraduates was low. Training sessions helped improve the immediate knowledge and overall orientation toward the practices. Hence, blood transfusion syllabus should be included in the undergraduates' competency curriculum.

scholarly journals THE IMPACT OF AN IN-SERVICE TRAINING PROGRAM ON THE SELF-EFFICACY OF SPECIAL AND GENERAL EDUCATION TEACHERS

2015 ◽  
Vol 64 (1) ◽  
pp. 95-107
Author(s):  
Sotiria Tzivinikou
Keyword(s):  
Professional Development ◽  
Special Education ◽  
General Education ◽  
Training Program ◽  
Self Efficacy ◽  
Positive Impact ◽  
Continuing Professional Development ◽  
Educational Interventions ◽  
Service Training ◽  
The Impact

Teachers’ professional development is the key to education improvement. On that basis, the present study aimed to investigate the impact of a 6-month in-service training program in the context of the continuing professional development for educators on educational practice. The main objective of the training program was to improve the educators’ teaching skills, to enrich their practices with the most effective strategies and with the newest findings from research evidence in order to increase the quality of their educational interventions for students with special educational needs. An innovation of that program was the simultaneous training of both general and special education teachers in pairs, smoothing the dividing lines between general and special education in their daily instructional practice. The participants were 30 educators, divided into 15 pairs. Each pair was working in the same inclusive school sharing the responsibility of the educational support of a student with learning problems. The estimation of the impact of the program was investigated by measuring the educators’ increasing sense of self-efficacy in relation to their instructional skills and overall effectiveness of their educational interventions for their students with learning difficulties. A pre and post evaluation research design was employed and the findings showed that the training program had a positive impact on the educators’ self-efficacy and their effectiveness regarding collaborative educational interventions for their students. Key words: continuing professional development, in-service training, self-efficacy.

scholarly journals Impact of a National Peer-Led Training Program to Increase Brief Physical Activity Advice Given to Patients by Health Care Professionals

2021 ◽  
pp. 1-8
Author(s):  
Liz Carlin ◽  
Maxine E. Whelan ◽  
Hayley Musson ◽  
Emma J. Adams
Keyword(s):  
Physical Activity ◽  
Health Care ◽  
Training Program ◽  
Health Care Professionals ◽  
Training Session ◽  
Baseline Survey ◽  
Physical Activity Guidelines ◽  
Physical Activity Advice ◽  
The Impact

Background: The benefits of physical activity for preventing and managing long-term health conditions are well established and health care professionals could promote physical activity to patients. The current study aims to evaluate the impact of the Clinical Champions Physical Activity Training Program. Methods: Health care professionals attend a one-off in-person training session delivered by a trained Clinical Champion. Attendees at the Clinical Champions Physical Activity Training Program were asked to complete a baseline survey prior to the training session and follow-up surveys 4 and 12 weeks posttraining. Results: A total of 5945 training attendees completed the baseline survey. A total of 1859 and 754 participants completed 4- and 12-week follow-up (31.3% and 12.7% response rate, respectively). Significant increases in confidence to deliver brief physical activity advice and knowledge of physical activity guidelines were reported at 12 weeks (P < .001). The perceived frequency of physical activity discussions with patients significantly increased (P < .001). Twelve weeks after training, fewer barriers in promoting physical activity were reported. Conclusions: The evaluation of the Clinical Champions Physical Activity Training Program demonstrated an increase in knowledge of physical activity guidelines, levels of confidence, and frequency of delivery of brief physical activity advice to patients. Further research is required to determine if this impact translates into changes to patients’ physical activity behavior.

scholarly journals 2527. Improving Care for Adolescents Living with HIV: Evaluating the Impact of Case-Based Education

2019 ◽  
Vol 6 (Supplement_2) ◽  
pp. S878-S879
Author(s):  
Simi Thomas Hurst ◽  
Don Blatherwick
Keyword(s):  
Online Education ◽  
Positive Impact ◽  
Pediatric Hiv ◽  
Evidence Based ◽  
Multiple Choice Questions ◽  
Living With Hiv ◽  
The Impact ◽  
Post Assessment ◽  
Assessment Questions ◽  
Case Based

Abstract Background The CDC estimates that 26% of the approximately 50,000 people newly diagnosed with HIV in 2010 were youth 13 to 24 years of age. Older children and adolescents now comprise the largest population cared for at pediatric HIV clinics. Methods To improve HIV/ID specialists’ ability to develop a comprehensive care strategy for adolescents living with HIV, a CME/ABIM MOC/CE certified, case-based, educational program was developed. A series of multiple-choice questions evaluated the application of evidence-based recommendations. A “test then teach” approach elicited cognitive dissonance, with evidence-based feedback provided 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 November 27, 2018. Data for this initial analysis were collected through February 27, 2019. Results To date, 6,755 HCPs (1,714 physicians; 2,795 nurses; 1,076 pharmacists) have participated in the activity. Data from the subset of HIV/ID specialists (n = 87) 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 HIV/ID specialists who answered all assessment questions correctly (5% pre vs. 68% post; P < 0.0001; V = 0.397). Improvements were also observed in several specific areas of assessment (table). Additionally, 43% of HIV/ID specialists indicated they planned to modify their treatment approach among adolescents as a result of participating in the education. Conclusion Participation in this online, interactive, case-based, educational intervention significantly improved HIV/ID specialists’ ability to develop individualized strategies for adolescents living with HIV. These findings highlight the positive impact of well-designed online education. Disclosures All authors: No reported disclosures.

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