scholarly journals KNOWLEDGE ABOUT RABIES AND LEISHMANIASIS IN STUDENTS OF PUBLIC SCHOOLS IN THE MUNICIPALITIES OF APODI, FELIPE GUERRA AND SEVERIANO MELO IN RIO GRANDE DO NORTE, BRAZIL

2016 ◽  
Vol 1 ◽  
pp. 173
Author(s):  
Faviano Ricelli da Costa e Moreira ◽  
Paula Vivianne Sousa Queiroz Moreira ◽  
Francisca Leandra de Morais Oliveira ◽  
Najara Raquel de Lima Morais ◽  
Jaqueline Cardoso de Souza ◽  
...  
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Educational Intervention ◽  
Descriptive Analysis ◽  
Rio Grande ◽  
Educational Interventions ◽  
Transmission Mode ◽  
Knowing How ◽  
Before And After

This objective of this work was to assess the knowledge of students in public schools about rabies and leishmaniasis, through educational interventions. A total of 628 questionnaires were applied in public students from Apodi, Felipe Guerra and Severiano Melo. The questionnaires were administered before and after the educational interventions in the form of lectures. The data were discussed through a descriptive analysis. Before the presentation, 53.9% of students claimed to know the transmission mode of leishmaniasis and after, this percentage increased to 92.2%. However, before the lectures, only 6.0% of respondents associated the transmission to sandflies, and after, this percentage increased to 75.7%. For rabies, before the lectures, 63.7% of students reported knowing how rabies is transmitted and, after the lectures, 92.8% said how it was the transmission. Concerning the transmission, before the presentations, 68.3% reported that it was through bite or injury of animals and, after the lectures, the index increased to 80.4%. In conclusion, the student´s perception of public education on rabies and leishmaniasis was higher in all aspects addressed after educational intervention compared to the same questions about the knowledge of the disease before the intervention. It also concludes that the perception of students for rabies is greater than for leishmaniasis.

scholarly journals Focused educational intervention improves but may not sustain knowledge regarding falls management

2018 ◽  
Vol 7 (3) ◽  
pp. e000222 ◽  
Author(s):  
Punith Kempegowda ◽  
Joht Singh Chandan ◽  
Richard Hutton ◽  
Lauren Brown ◽  
Wendy Madden ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Alternative Methods ◽  
Junior Doctors ◽  
Improvement Project ◽  
Preventative Measures ◽  
Before And After ◽  
Hospital Stays ◽  
Falls Management

BackgroundThe number of falls in hospital ranges from 3.8 to 8.6 falls per 1000 bed days. 1 Around 30% of falls as inpatients are injurious, and 4%–6% can result in serious and life-threatening injury. 2 3 This results in significant health burdens and economic burdens due to increased hospital stays following a fall. Junior doctors are usually the first point of contact for managing patients who fall in hospital. It is therefore important they understand the preventative measures and postfalls management.AimTo assess the retention of knowledge regarding falls management in foundation year 1 (FY1) doctors before and after a short educational intervention.MethodsA 3-stage quality improvement project was conducted at a West Midlands teaching hospital to highlight issues regarding falls management. A questionnaire assessing areas of knowledge regarding assessment and management of falls was delivered to 31 F1s. This was followed by a short presentation regarding falls management. The change in knowledge was assessed at 6 and 16 weeks postintervention. The questionnaire results were analysed using unpaired t-tests on STATA (V.14.2).ResultsThe mean score for knowledge regarding falls management in the preintervention, early postintervention and late postintervention were 73.7%, 85.2% and 76.4%, respectively. Although there was an improvement in the knowledge at 6 weeks’ postintervention, this returned to almost baseline at 16 weeks. The improvement in knowledge did not translate to clinical practice of falls management during this period.ConclusionAlthough educational interventions improve knowledge, the intervention failed to sustain over period of time or translate in clinical practice. Further work is needed to identify alternative methods to improve sustainability of the knowledge of falls and bring in the change in clinical practice.

scholarly journals Evaluation of an Alimentary Education Intervention on School Canteen Waste at a Primary School in Bari, Italy

2020 ◽  
Vol 17 (7) ◽  
pp. 2558
Author(s):  
Nicoletta Favuzzi ◽  
Paolo Trerotoli ◽  
Maria Grazia Forte ◽  
Nicola Bartolomeo ◽  
Gabriella Serio ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Food Waste ◽  
Food Choices ◽  
Educational Interventions ◽  
Food Perceptions ◽  
School Canteen ◽  
Before And After ◽  
The Mean ◽  
General Aspects ◽  
Students Satisfaction

The “Love Food, Not Waste” project was conducted to train students on good food choices and evaluate food waste in school canteens. Teachers, parents and students were surveyed before and after training. Weights of both the served and wasted food were recorded for one week both before the educational intervention in February 2019 and after the educational intervention in March 2019, using the same menu. Students completed a food satisfaction questionnaire on the days the data were collected. For the first dish, the mean wastes per school were 1199 g before training and 1054 g after training. For the second dish, the mean wastes per school were 246 g before training and 220 g after training. For the side course, the means wastes per school were 663 g before training and 747 g after training. The results did not significantly differ among weeks or schools. Less food was wasted when boys judged the food’s general aspects like smell, taste and appearance as positive; more food was wasted when girls judged these factors as negative. Food waste monitoring is mandatory but does not always occur. Analyzing food waste relative to students’ food perceptions can help determine whether educational interventions can help reduce waste. Students’ satisfaction must also be considered.

scholarly journals Telephone interventions for adherence to colpocytological examination

2017 ◽  
Vol 25 (0) ◽  
Author(s):  
Thais Marques Lima ◽  
◽  
Ana Izabel Oliveira Nicolau ◽  
Francisco Herlânio Costa Carvalho ◽  
Camila Teixeira Moreira Vasconcelos ◽  
...  
Keyword(s):  
Cervical Cancer ◽  
Experimental Study ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Inclusion Criteria ◽  
Examination Method ◽  
Before And After ◽  
Quasi Experimental ◽  
Behavioral Group ◽  
Health Education And Promotion

ABSTRACT Objective: to test the effects of behavioral and educational intervention by telephone on adherence of women with inappropriate periodicity to colpocytological examination. Method: quasi-experimental study with a sample of 524 women, selected with the following inclusion criteria: be aged between 25 and 64 years, have initiated sexual activity, have inappropriate periodicity of examination and have mobile or landline phone. The women were divided into two groups for application of behavioral and educational intervention by telephone. It was used an intervention script according to the principles of Motivational Interviewing. Results: on comparing the results before and after the behavioral and educational interventions, it was found that there was a statistically significant change (p = 0.0283) with increase of knowledge of women who participated in the educational intervention. There was no change in the attitude of women of any of the groups and there was an increase of adherence to colpocytological examination in both groups (p < 0.0001), with greater adherence of women participating in the behavioral group (66.8%). Conclusion: the behavioral and educational interventions by phone were effective in the adherence of women to colpocytological examination, representing important strategies for permanent health education and promotion of care for the prevention of cervical cancer.

scholarly journals Outcome of combination of methods of educational interventions in physiology for first-year MBBS students

2019 ◽  
Vol 7 (4) ◽  
pp. 972
Author(s):  
Srabani Bhattacharya ◽  
Rucha Wagh ◽  
Sundaram Kartikeyan ◽  
Aniruddha A. Malgaonkar ◽  
Sandhya S. Khadse
Keyword(s):  
Gender Difference ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Cognitive Domain ◽  
First Year ◽  
Clinical Exposure ◽  
Clinical Scenarios ◽  
Before And After ◽  
Post Test ◽  
Domain Scores

Background: This comparative, before and after study (without controls) was conducted in a municipal medical college to compare the cognitive domain scores obtained by first-year MBBS students after didactic lectures with that obtained after an educational intervention that combined integrated teaching with clinical scenarios.Methods: After obtaining prior permissions, the purpose of the study was explained to first-year MBBS students and written informed consent was obtained. After attending curriculum-based didactic lectures on the alimentary system, the students (n=62, females: n=29, 46.77% and males: n=33, 53.23%) took a pre-test comprising ten questions (total 20 marks). After the pre-test, the participants attended an educational intervention that combined integrated teaching with clinical scenarios on the same topic. Subsequently, the post-test was administered using a questionnaire that was identical to that of the pre-test.Results: The mean overall marks obtained in the pre-test was 14.73±1.87 (95% CI: 14.26-15.19), while that obtained in the post-test was 17.16±1.73 (95% CI: 16.73-17.59), exhibiting highly significant (p <0.00001) difference. The gender difference in scores was significant (p=0.011) for only question no. 1 in the pre-test and there was no significant gender difference in the post-test.Conclusions: A combined method of educational intervention was found to enhance the cognitive domain scores of students. Though a larger study would be needed to generalize the findings, male students seem to need an additional educational intervention to improve their cognitive domain scores. Despite time limitations in the teaching schedule for the first-year MBBS course, integrated teaching with case scenarios can be implemented to impart early clinical exposure.

Validation of a documentary on Chagas disease by a population living in an endemic area

2020 ◽  
Author(s):  
T. F. Bianchi ◽  
S. Jeske ◽  
A. Sartori ◽  
A. P. Grala ◽  
M. M. Villela
Keyword(s):  
Public Schools ◽  
Chagas Disease ◽  
Endemic Area ◽  
Educational Interventions ◽  
Instructional Video ◽  
Before And After ◽  
Group 2 ◽  
The Impact ◽  
Basic Health Units

Abstract Educational interventions may trigger actions that contribute to prevent parasitic diseases, such as Chagas disease (CD). This study aimed at investigating the impact of an instructional video named “Documentary on Chagas Disease” on knowledge about CD and its vectors displayed by a population that lives in an endemic area in Brazil, so as to validate it as an educational tool. The video was shown to 226 subjects, divided into two groups. Group 1 was composed of users of Basic Health Units (BHU) in Pelotas and Pinheiro Machado, cities located in Rio Grande do Sul (RS) state, Brazil, where CD is endemic. Group 2 consisted of students who attend three public schools located in the rural area in Pinheiro Machado, RS. Two questionnaires with questions about their knowledge about triatomines and CD were applied, before and after the documentary was shown. After the video was shown, there was significant increase in individuals’ knowledge (in both groups) about “kissing bugs”, their notification, the disease and its prevention. Besides, watchers considered that the quality of the material was satisfactory. Since the “Documentary on CD” can be easily accessed on the internet and was effective in teaching the population that lives in endemic areas, its use should be encouraged in places and meetings connected to health that aim at fighting against triatominae and at exposing an updated view of CD.

scholarly journals Gamification, a Successful Method to Foster Leptospirosis Knowledge among University Students: A Pilot Study

2019 ◽  
Vol 16 (12) ◽  
pp. 2108 ◽  
Author(s):  
Nurul Natasya Azhari ◽  
Rosliza Abdul Manaf ◽  
Shing Wei Ng ◽  
Siti Farhana Bajunid Shakeeb Arsalaan Bajunid ◽  
Abdul Rahman Mohd Gobil ◽  
...  
Keyword(s):  
Pilot Study ◽  
Educational Intervention ◽  
Public Awareness ◽  
Knowledge Score ◽  
Educational Interventions ◽  
Post Intervention ◽  
Total Knowledge Score ◽  
Before And After ◽  
High Risk Populations ◽  
The Mean

Leptospirosis is a zoonotic disease that has been reported in Malaysia and has been associated with a recent trend of recreational activities among the youth. Thus, efforts such as educational interventions among high-risk populations, especially the youth, are key to increasing public awareness regarding leptospirosis. This paper presents the findings of a pilot study wherein an educational intervention using a gamification intervention method was used to determine changes in leptospirosis knowledge among youth. On this note, students from a public university in Seremban district, Malaysia, were recruited and were asked to complete questionnaires before and after gamification activities. Baseline and immediate post-intervention data on leptospirosis knowledge were obtained. The total knowledge score was calculated, and differences in the mean pre- and post-intervention knowledge score were determined. Of the total 185 questionnaires that were completed at baseline and immediately post-intervention, only 168 that belonged to respondents who had heard of leptospirosis were analysed in this paper. A significant increase in leptospirosis knowledge was observed for the students following health education by gamification (p < 0.01). The results demonstrate the effectiveness of an educational intervention using gamification in improving leptospirosis knowledge among youth and suggest that gamification could become an efficient tool to prevent the disease within university-age demographics.

scholarly journals Students’ knowledge of metabolic syndrome after educational intervention

2018 ◽  
Vol 71 (suppl 4) ◽  
pp. 1493-1499
Author(s):  
Ramiro Marx Alves Cortez ◽  
Ana Míria de Oliveira Batista ◽  
Mariana Rodrigues da Rocha ◽  
Isa Moema de Sales Santos ◽  
Jayne Ramos Araújo Moura ◽  
...  
Keyword(s):  
Risk Factors ◽  
Metabolic Syndrome ◽  
Educational Intervention ◽  
Intervention Study ◽  
Educational Interventions ◽  
Before And After ◽  
Quasi Experimental ◽  
Level Of Knowledge ◽  
The City ◽  
Educational Meetings

ABSTRACT Objective: To analyze the knowledge of children and adolescents about risk factors for metabolic syndrome (MS) before and after educational interventions. Method: A quasi-experimental, comparative, prospective and intervention study conducted in 2015 and 2016 with 43 students in the city of Picos (state of Piauí-PI). Five health education meetings were held. For the knowledge analysis, was applied a questionnaire at three different moments. Results: Participants’ mean age was 12.6 years (± 2.1), of which 60.5% were female. The ‘More than good’ level of knowledge went from 20.9% to 55.8% after interventions. When evaluated late, students maintained a higher level of knowledge compared to before the interventions. Most said they were able to change their lifestyle after educational meetings. Conclusion: The educational intervention promoted increase of knowledge and stimulated changes in attitudes related to risk factors associated with MS.

scholarly journals Educational Interventions to Change Behavior of Adolescents About Reproductive Health Adolescents SMAN 11 South Sinjai

2018 ◽  
pp. 235-240
Author(s):  
Zulkifli Rahman ◽  
Muhammad Ikhtiar ◽  
Sitti Patimah
Keyword(s):  
Health Education ◽  
Reproductive Health ◽  
Educational Intervention ◽  
Educational Interventions ◽  
P Value ◽  
Inform Consent ◽  
Reproductive Health Education ◽  
Before And After ◽  
Quasi Experimental ◽  
Adolescent Reproductive Health

Adolescent reproductive health from 60 students acquired knowledge about reproductive health is still less well because it required the intervention of reproductive health education for adolescents. This research aims to analyze the influence of educational interventions to change the behavior of adolescents about the reproductive health of teenagers. The methods used in this research was Quasi-Experimental Designs using's draft One Group Pretest-Posttest Design. This research was conducted 11 South Regency Sinjai SMAN Sinjai this research was conducted in March 2018, the instrument of this research material, reproduction health education questionnaire, and pieces of inform consent. The population in this research as much as 342 students with a large sample of the minimum required were 55 people. The results of this study found that there is an influence of knowledge about adolescent reproductive health adolescents before and after the educational intervention is given with a value p-value = 0.000. There is the influence of teen attitudes about adolescent reproductive health before and after the educational intervention provided p-value = 0.000. There is the influence the actions of teenagers on teenage reproductive health before and after the educational intervention provided p-value = 0.000. There is the influence the behavior of adolescents about reproductive health adolescents before and after the educational intervention provided p-value = 0.000. Adolescent reproductive health education interventions provide a significant influence on the behavior of adolescent reproductive health in 11 Southern Sinjai SMAN. Emotional support from related parties is expected to be able to form a positive attitude. Health education is expected to be a routine monthly agenda implemented into schools.

scholarly journals Improving Education Efficiency by Consolidating Public Schools with Few Students

2021 ◽  
Vol 22 (2) ◽  
Author(s):  
Fayez Al Fayez ◽  
Abdullah Alsadhan
Keyword(s):  
Saudi Arabia ◽  
Public Schools ◽  
Public Education ◽  
Population Density ◽  
Local Community ◽  
Descriptive Analysis ◽  
Analysis Method ◽  
School Transportation ◽  
Education Expenditure ◽  
Public Education Expenditure

The study aimed to review the best international practices for the consolidation of public schools in areas with low population density in order to improve the efficiency of public education expenditure. The study used the descriptive analysis method by analyzing documents from the best international practices on the consolidation of public schools. The study used two tools, namely, analyzing documents and interviews with 20 experts. The study found that the best international practices for consolidating schools with a small number of students are based on a national consolidation manual, diversity in standards of consolidation and its alternatives, raising the awareness of the local community, and provision of safe and comfortable school transportation. Finally, the study provided suggestions for consolidating schools to improve the efficiency of public education expenditure in Saudi Arabia.

scholarly journals Development of cognitive abilities of children infected with helminths through health education

2012 ◽  
Vol 45 (4) ◽  
pp. 514-519 ◽  
Author(s):  
Lucas Lobato ◽  
Aline Miranda ◽  
Isabela Marinho Faria ◽  
Jeffrey Michael Bethony ◽  
Maria Flávia Gazzinelli
Keyword(s):  
Health Education ◽  
Educational Intervention ◽  
Cognitive Abilities ◽  
Educational Interventions ◽  
Positive Influence ◽  
Control Group ◽  
Random Allocation ◽  
Significance Level ◽  
Before And After ◽  
Previously Treated

INTRODUCTION: The aim of this study was to evaluate the effect of health education in learning and cognitive development of children infected, previously treated in an endemic area for helminthiasis. METHODS: It is a longitudinal, experimental, with random allocation of participants. The study included 87 children of both sexes enrolled in the school hall of Maranhão, State of Minas Gerais, Brazil, and divided into two groups: intervention and control. Initially the children were submitted to the parasitological fecal examination for infection diagnosis and, when positive, they were treated. For the data collection, a structured questionnaire and the psychological tests Raven, Wisc-III and DAP III were applied, before and after the educational intervention. For the group comparison, the Mann Whitney test was used, and established significance level of 5%. RESULTS: It was found that previously infected children who received the educational intervention, children showed higher performance than the control group in strutured questionnaire (p<0.05). CONCLUSIONS: It is acceptable to suppose the positive influence and the importance in the use of educational interventions in the cognitive recovery and learning of children previously treated with anthelmintics.

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