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

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.

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Impact of brief educational intervention on knowledge of cancer among community pharmacists

Journal of Oncology Pharmacy Practice ◽

10.1177/10781552211041977 ◽

2021 ◽

pp. 107815522110419

Author(s):

Kofi Boamah Mensah ◽

Adwoa Bemah Boamah Mensah ◽

Ebenezer Wiafe ◽

Neelaveni Padayachee ◽

Abena Yeboah Aduse Poku ◽

...

Keyword(s):

Educational Intervention ◽

Community Pharmacists ◽

Signs And Symptoms ◽

Knowledge Score ◽

Screening Tests ◽

Maximum Score ◽

Total Knowledge Score ◽

Cancer Screening Tests ◽

The Mean ◽

Knowledge Of Cancer

Introduction Community pharmacists may play a vital role in early detection and prevention of cancer. Findings from our pre-assessment studies showed that the Ghanaian community have inadequate knowledge of cancer. We assessed the impact of a brief educational intervention on knowledge level of cancer among Ghanaian community pharmacists. Method The study was a descriptive interventional study. Knowledge of cancer, signs and symptoms, risk factors and cancer screening tests were assessed before in a pre-assessment study and after a brief online education in our current study. A total of 435 community pharmacists were recruited in both studies. Results The mean ± SD total knowledge score of cancer increased from 9.03 ± 2.65 to 12.97 ± 1.43 out of a maximum score of 15 points. The mean ± SD total knowledge score of signs and symptoms of cancer increased from 4.15 ± 2.14 to 6.86 ± 0.76 out of a maximum score of 7 points. For the total knowledge score of causes and risk factors of cancer, the mean ± SD score increased from 8.13 ± 3.31 to 11.59 ± 0.87 out of a maximum score of 12 points. Lastly, the mean ± SD total knowledge score of cancer screening tests increased from 9.04 ± 5.01 to 16.39 ± 0.86 out of a maximum score of 18 points. Conclusion There were overall statistically significant improvements of participants knowledge in all aspects of cancer in this study compared to the pre-assessment study. Our study presents evidence of the effectiveness of a brief educational intervention tailor-made for Ghanaian community pharmacists.

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17072558 ◽

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.

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Teaching Cardiac Arrhythmias Using Educational Videos and Simulator Software in Nurses: An Educational Interventional Study

Shiraz E-Medical Journal ◽

10.5812/semj.97984 ◽

2020 ◽

Vol 21 (9) ◽

Author(s):

Hamed Tavan ◽

Siros Norouzi ◽

Masoumeh Shohani

Keyword(s):

Cardiac Arrhythmias ◽

Heart Diseases ◽

Educational Interventions ◽

P Value ◽

Post Intervention ◽

Significant Difference ◽

Before And After ◽

Quasi Experimental ◽

The Mean ◽

Educational Videos

Background: Cardiac arrhythmias are among the most prominent causes of mortality in patients with heart diseases. By timely diagnosis of arrhythmias, nurses can provide necessary therapeutic measures to these patients. Objectives: The purpose of this study was to determine the effects of teaching cardiac arrhythmias using educational videos and simulator software in nurses. Methods: In this quasi-experimental study, 22 novice nurses were selected based on the census method. Evaluations were performed before and after educational interventions for cardiac arrhythmia. The interventions included using simulator software and face-to-face education. A questionnaire with 20 questions regarding cardiac arrhythmias organized in 4 parts of sinus arrhythmias, atrial arrhythmias, ventricular arrhythmias, and blocks and junctional rhythm, and each with 5 questions was used to collect data. Each question was scored 1 point, and the final score ranged from 0 to 20. The scores were categorized into poor (< 10), moderate (11 - 15), and good (16 - 20) levels. Data were analyzed using SPSS V.20 software. Results: There was a significant difference in the mean of total score regarding the diagnosis of arrhythmias before (9.9) and after (15.68) the education (P value = 0.022). This indicated an increase of about 6 scores at post-intervention. The classification of the scores showed that 9 (40.9%) and 13 (59.1%) nurses had poor and moderate diagnostic abilities before training. However, following education, 10 nurses (50%) acquired moderate and 10 (50%) nurses obtained good scores. Conclusions: Arrhythmia scores varied before and after training, with the mean scores after training increased, and arrhythmia detection rate was increased after the intervention. It is advisable to use modern educational methods as good alternatives for reviewing educational content and concepts.

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Effect of School-Based Educational Water, Sanitation, and Hygiene Intervention on Students’ Knowledge in a Resource-Constrained Setting

10.21203/rs.3.rs-122523/v1 ◽

2020 ◽

Author(s):

Ommy Mushota ◽

Aditya Mathur ◽

Ashish Pathak

Keyword(s):

Educational Intervention ◽

Training Session ◽

Knowledge Score ◽

Repeated Measure ◽

School Type ◽

Post Intervention ◽

School Based ◽

Sanitation And Hygiene ◽

The Mean ◽

Multivariate Quantile

Abstract BackgroundGlobally, diarrhea is one of the major causes of under-5 mortality. India accounts for the highest number of childhood deaths globally. Therefore, facilitating the implementation of water, sanitation, and hygiene (WASH)-related interventions for adolescents in schools and communities is crucial. In the present study, we investigated the effectiveness of a school-based educational WASH intervention in improving students’ knowledge on prevention and management of diarrhea in Ujjain district, India.MethodsThe present pre–post intervention study with a two-stage (schools and classrooms) cluster sampling was conducted on 1781 students studying in 8th to 12th grades in schools located in Ujjain, Madhya Pradesh, India. The intervention comprised an educational training session by using a WASH training module. The means of pre- and post-intervention scores were compared using repeated measure analysis of variance. A multivariate quantile regression model was used to test the correlation between the change in score after intervention and the independent variables. A P value of <0.05 was considered statistically significant.ResultsThe proportions of students possessing knowledge on the treatment of diarrhea, use of zinc tablets during an episode of diarrhea, and the symptoms and signs of severe pediatric diarrhea were 28%, 27%, and 27%, respectively, before intervention. These proportions increased significantly (P < 0.001) after the educational intervention to 72%, 73%, and 74%, respectively. The mean post-intervention knowledge score (34.13) was significantly higher than the mean pre-intervention score (15.17) (F = 16513.36, P < 0.001). Age was significantly associated with the knowledge score at the 25th and higher quantile (q). Gender exhibited a greater effect at q10th. School location was positively associated at q25th and higher. School type was strongly associated at low quantiles (q10th and q25th). School medium exhibited a greater association at low quantiles (≤q25th).ConclusionWASH- and diarrhea-related knowledge among higher secondary school students increased after the educational intervention. Further research is required to evaluate the social demographic characteristics associated with change in the knowledge score to better evaluate school-based educational WASH interventions and improve the management and prevention of diarrhea.

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Effect of school-based educational water, sanitation, and hygiene intervention on student’s knowledge in a resource-limited setting

BMC Public Health ◽

10.1186/s12889-021-12279-2 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Ommy Mushota ◽

Aditya Mathur ◽

Ashish Pathak

Keyword(s):

Educational Intervention ◽

Training Session ◽

Knowledge Score ◽

Repeated Measure ◽

School Type ◽

Post Intervention ◽

School Based ◽

Sanitation And Hygiene ◽

The Mean ◽

Multivariate Quantile

Abstract Background Globally, diarrhea is one of the major causes of under-5 mortality. India accounts for the highest number of childhood deaths from diarrhea globally. Therefore, facilitating the implementation of water, sanitation, and hygiene (WASH)-related interventions in schools and communities is crucial. In the present study, we investigated the effectiveness of a school-based educational WASH intervention in improving students’ knowledge on prevention and management of diarrhea in Ujjain district, India. Methods The present pre–post intervention study with a two-stage (schools and classrooms) cluster sampling was conducted on 1,781 students studying in grades: 8th–12th; age: 14–19 years) in schools located in Ujjain, Madhya Pradesh, India. The intervention comprised an educational training session using a WASH training module. The means of pre- and post-intervention scores were compared using repeated measure analysis of variance. A multivariate quantile regression model was used to test the correlation between the change in score after intervention and the independent variables. A P value of <0.05 was considered statistically significant. Results The proportions of students possessing knowledge on the treatment of diarrhea, use of zinc tablets during an episode of diarrhea, and the symptoms and signs of severe pediatric diarrhea were 28%, 27%, and 27%, respectively, before intervention. These proportions increased (P<0.001) after the educational intervention to 72%, 73%, and 74%, respectively. The mean post-intervention knowledge score (34.13) was higher than the mean pre-intervention score (15.17) (F = 16513.36, P< 0.001). Age was associated with the knowledge score at the 25th and higher quantile (q). Gender exhibited a greater effect at q10th. School location was positively associated at q25th and higher. School type was strongly associated at low quantiles (q10th and q25th). School medium exhibited a greater association at low quantiles (≤q25th). Conclusion WASH- and diarrhea-related knowledge among higher secondary school students increased after the educational intervention. Further research is required to evaluate the sociodemographic characteristics associated with change in the knowledge score to better evaluate school-based educational WASH interventions and improve the management and prevention of diarrhea.

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Short-Term Effects of the Serious Game “Fit, Food, Fun” on Nutritional Knowledge: A Pilot Study among Children and Adolescents

Nutrients ◽

10.3390/nu11092031 ◽

2019 ◽

Vol 11 (9) ◽

pp. 2031 ◽

Cited By ~ 3

Author(s):

Sophie Laura Holzmann ◽

Hanna Schäfer ◽

Georg Groh ◽

David Alexander Plecher ◽

Gudrun Klinker ◽

...

Keyword(s):

Pilot Study ◽

Children And Adolescents ◽

Serious Games ◽

Educational Interventions ◽

Serious Game ◽

P Value ◽

Nutritional Knowledge ◽

Short Term ◽

Post Intervention ◽

The Mean

“Serious games” are a novel and entertaining approach for nutritional education. The aim of this pilot study was to evaluate the short-term effectiveness of “Fit, Food, Fun” (FFF), a serious game to impart nutritional knowledge among children and adolescents. Data collection was conducted at two secondary schools in Bavaria, Germany. The gameplay intervention (gameplay group; GG) consisted of a 15-minute FFF gameplay session during each of three consecutive days. The teaching intervention (teaching group; TG) was performed in a classic lecture format. Nutritional knowledge was evaluated via questionnaires at baseline and post-intervention. Statistical analyses were performed using R (R Core Team, 2018). In total, baseline data were available for 39 participants in the GG and 44 participants in the TG. The mean age was 13.5 ± 0.7 years in the GG and 12.8 ± 0.9 years in the TG. There was a significant (p-value < 0.001) improvement in nutritional knowledge in both intervention groups. Moreover, a between-group difference with a significantly (p-value = 0.01) higher increase in nutritional knowledge was detected for the TG. This pilot study provides evidence for the short-term effectiveness of both educational interventions on the improvement in nutritional knowledge. Finally, the FFF game might be an adequate educational tool for the transfer of nutritional knowledge among children and adolescents.

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Development of a multimedia intervention to improve pneumoconiosis prevention in construction workers using RE-AIM framework

Health Promotion International ◽

10.1093/heapro/daab006 ◽

2021 ◽

Author(s):

Jieling Chen ◽

Cho Lee Wong ◽

Bernard Man Hin Law ◽

Winnie Kwok Wei So ◽

Doris Yin Ping Leung ◽

...

Keyword(s):

South Asian ◽

Educational Intervention ◽

Self Efficacy ◽

Intervention Mapping ◽

Intervention Development ◽

Educational Interventions ◽

Construction Workers ◽

Post Intervention ◽

Cohen’S D ◽

Cohen's D

Summary Pneumoconiosis is a common occupational lung disease among construction workers. Educational interventions targeting specific ethnic groups of construction workers are of benefit for pneumoconiosis prevention. The aim of this study was to develop a multimedia educational intervention for pneumoconiosis prevention for South Asian construction workers, and to evaluate its feasibility, acceptability and effectiveness in increasing knowledge of pneumoconiosis, modifying beliefs about pneumoconiosis, and enhancing intention to implement measures for its prevention among the workers. This evaluation was performed using the Reach-Effectiveness-Adoption-Implementation-Maintenance framework. A one-group design was adopted and intervention mapping was used to guide the process of intervention development, while the Health Belief Model guided the development of intervention content. The intervention was delivered at construction sites, ethnic minority associations and South Asian community centres. Data were collected via surveys completed at pre-intervention, post-intervention and 3 months after the intervention. A total of 1002 South Asian construction workers participated in the intervention. The participants reported a moderate-to-large increase in knowledge, perceived susceptibility, perceived severity, perceived benefits, cues to action and self-efficacy (Cohen’s d: 0.37–0.89), a small reduction in perceived barriers (Cohen’s d = 0.12) and a moderate improvement in attitudes and intention to practice (Cohen’s d: 0.45, 0.51) at post-intervention. A follow-up survey of 121 participants found that the implementation of preventive measures appeared to increase. Overall, the findings demonstrate that the implementation of a culturally adapted multimedia educational intervention could be an effective approach to improving knowledge, self-efficacy and intention regarding pneumoconiosis prevention among South Asian construction workers.

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A Peer-Based Educational Intervention Effects on SARS-CoV-2 Knowledge and Attitudes among Polish High-School Students

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph182212183 ◽

2021 ◽

Vol 18 (22) ◽

pp. 12183

Author(s):

Maria Ganczak ◽

Oskar Pasek ◽

Łukasz Duda-Duma ◽

Julia Komorzycka ◽

Karol Nowak ◽

...

Keyword(s):

High School ◽

High School Students ◽

Educational Intervention ◽

Knowledge Score ◽

Control Measures ◽

School Students ◽

Post Intervention ◽

Knowledge And Attitudes ◽

Positive Attitudes ◽

Serious Disease

To support high school students to develop knowledge they need to adhere to control measures during the pandemic, a peer-based educational intervention on SARS-CoV-2 was developed and its impact was evaluated. Multistage random sampling was used. The 50 min peer-based intervention was conducted by final year medical students. Baseline and post-intervention knowledge and attitudes were assessed. Significance was tested by McNemar’s/Wilcoxon rank tests. Of 518 participants (mean age 17.8 years ± 0.43), 81.0% did not receive any school-based education on SARS-CoV-2. After intervention, the knowledge score improved from 65.2% to 81.6%, attitudes from 63.2% to 70.8% (both p < 0.0001). The effect size after the intervention compared to pre-intervention showed moderate improvement of knowledge, but not attitudes (d = 0.46 and d = 0.18, respectively). Pre- and post-intervention, females, students in non-science programs, living in cities < 250,000 inhabitants had lower knowledge, while fewer males, non-science program students, living in smaller cities presented positive attitudes. Before intervention, 67.0% students correctly named SARS-CoV-2 preventive methods and 73.6% were concerned COVID-19 is a serious disease; these improved after intervention (to 80.1% and 86.3%; p < 0.0001). The intervention was not very successful in increasing the intent to vaccinate for COVID-19 (pre-intervention 52.9%, post-intervention 56.4%; p < 0.007). Peer-based teaching for high school students can be effective in increasing SARS-CoV-2 knowledge and awareness. More efforts are needed to improve attitudes and enhance acceptance of vaccination against COVID-19.

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The Effect of Educational Intervention on Anxiety and Quality of Life Among Individuals Referring to Healthcare Centers in the Face of COVID-19

ACTA MEDICA IRANICA ◽

10.18502/acta.v59i8.7252 ◽

2021 ◽

Author(s):

Fariba Zahedifar ◽

Zahra Nejatifar ◽

Sima Rafiei ◽

Fariba Hashemi

Keyword(s):

Quality Of Life ◽

Educational Intervention ◽

Effect Size ◽

Knowledge Score ◽

Educational Interventions ◽

Anxiety Control ◽

Small Effect Size ◽

Quasi Experimental ◽

Most Significant Change

Educational interventions are helpful strategies to empower communities encountering the threat of pandemics like Covid-19. This study was carried out to examine the effect of educational intervention on anxiety control and improvement in public quality of life. A quasi-experimental study. The study was conducted among individuals referred to healthcare centers of Qazvin province, Iran, in 2020. Given that Qazvin consists of nine urban healthcare centers, two centers were selected by a simple random selection method. After considering inclusion and exclusion mentioned criteria, 240 individuals were selected to participate in the research and were randomly assigned into two groups of experimental and control. Following the educational intervention, all study variables, including knowledge score, anxiety level, and quality of life, improved significantly in the experimental group compared to the pre-intervention phase (P<0.05). The most significant change was in knowledge score with a nearly large effect size (0.63), presenting an increase of 40.09% from 11.1 to 18.8 exactly after intervention and 12.2 after passing one month from the date of educational intervention; while the quality of life presented a 3.2% increase with a small effect size (0.28). Our findings have implications for the development and implementation of psychological interventions, particularly educational programs. During the outbreak, such strategies can empower the public and diminish the negative emotional effects of the pandemic, helping people to cope with the current situation, and decrease the risk of suffering future psychological disorders.

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Audio-visual media to improve sexual-reproduction health knowledge among adolescent

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v9i1.20410 ◽

2020 ◽

Vol 9 (1) ◽

pp. 138

Author(s):

Sitti Nur Djannah ◽

Sulistyawati Sulistyawati ◽

Tri Wahyuni Sukesi ◽

Surahma Asti Mulasari ◽

Fatwa Tentama

Keyword(s):

Sexual Reproduction ◽

Junior High School ◽

Health Knowledge ◽

Visual Media ◽

Wilcoxon Test ◽

Post Intervention ◽

Before And After ◽

The Mean ◽

The Difference ◽

Source Of Information

<span>Lacking knowledge among adolescents affects their understanding of some problems related to sexual-reproduction health. Electronic media recognized as the favored source of information for adolescents. This research aimed to assess the effect of audio-visual media to the increasing of sexual-reproduction knowledge. We conducted a before and after without control informal experimental study design into 153 students in the 1st-3rd grade of junior high school. The effect of the intervention was assessed through the difference between pre- and post-intervention by using the Wilcoxon test. The mean score of the respondent pre and post-intervention was significantly increasing. The audiovisual increased the knowledge of the adolescent regarding sexual-reproduction health</span>

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