scholarly journals The Kidney Diet Challenge: An Experiential Educational Experience

Kidney360 ◽  
2021 ◽  
pp. 10.34067/KID.0001162021
Author(s):  
Sayna Norouzi ◽  
Kyle S. Liu ◽  
Edlyn Bustamante ◽  
Ton La ◽  
William E. Mitch ◽  
...  
Keyword(s):  
Social Media ◽  
Test Score ◽  
Healthcare Providers ◽  
Knowledge Assessment ◽  
Willingness To Participate ◽  
National Board ◽  
Effective Counseling ◽  
Post Test ◽  
Medical Examiners

Background: Healthcare providers who care for patients with chronic kidney disease (CKD) must be able to provide effective counseling about a kidney friendly diet. Nutrition is under-emphasized in medical curricula, and the kidney diet is one of the most challenging diets. We hypothesized that participation in an experiential educational program in kidney diet will result in improved knowledge of the underlying principles behind it and provide concrete examples of how to explain this diet to patients. Methods: The first part of this study was a knowledge assessment administered to all United States nephrology fellows during the 2020 National Board of Medical Examiners Nephrology In-Training Exam. We later opened the assessment to a broader, global audience via social media. Respondents included trainees, practicing nephrologists, dieticians, and other health professionals. Participants self-identified willingness to participate in the second part of the study, the Kidney Diet Challenge (KDC). The 5-day challenge included daily webinars by experts in nutrition. Daily surveys captured self-reported adherence to the diet. Social media was used to engage with participants. All participants received a follow-up knowledge assessment. Results: Among the nephrology fellows (n=317), the median pre-test score was 2 out of 5 (40%) questions correct, and results did not differ by year of training (p=0.310). Of the participants (n=70) who completed the 5-day challenge and responded to the post-challenge survey, the post-test score was significantly higher (p<0.01) and 'ability to advise patients about kidney diet' improved (p<0.01). Analyzing stats from our official hashtag for this study (#kidneydietchallenge) showed that we achieved 406,241 reaches, 1,004,799 impressions with a total of 974 posts using this hashtag. Conclusions: The KDC is an immersive, experiential educational tool that enabled a global population to learn how to better counsel their patients about adherence to a complex kidney diet.

scholarly journals MEDIA SOSIAL DAN PEMBELAJARAN: STUDI EFEKTIVITAS PENGGUNAAN FACEBOOK DALAM PEMBELAJARAN BAHASA INGGRIS

2019 ◽  
Vol 17 (1) ◽  
pp. 34-51
Author(s):  
Euis Meinawati ◽  
Rifari Baron
Keyword(s):  
Social Media ◽  
Data Analysis ◽  
Action Research ◽  
Learning Outcomes ◽  
Test Score ◽  
Test Results ◽  
Post Test ◽  
Classroom Action Research ◽  
Learning English

Abstrak Penelitian ini adalah kajian tentang efektivitas penggunaan media sosial, yaitu facebook, untuk meningkatkan kemampuan mahasiswa dalam menulis deskriptif berbahasa Inggris. Penelitian ini adalah penelitian tindakan kelas. Data dikumpulkan dari observasi, dokumentasi, dan tes. Hasil analisis data menunjukkan bahwa: 1) proses pembelajaran menulis deskriptif bahasa Inggris menggunakan facebook lebih bervariasi dan menyenangkan, dan 2) ada peningkatan kemampuan menulis deskriptif bahasa Inggris yang ditandai dari peningkatan hasil tes. Hal tersebut terlihat pada hasil nilai rata-rata pre-test sebesar 66.25, dan hasil rata-rata post-test sebesar 80.15. Dengan demikian dapat disimpulkan bahwa facebook dapat dimanfaatkan untuk meningkatkan hasil belajar dalam pembelajaran bahasa Inggris. Abstract This research is a study of the effectiveness of using social media, namely Facebook, to improve students' ability to write descriptive English. This research is a classroom action research. The data are taken from observation, documentation, and tests. The results of data analysis show that: 1) the process of learning descriptive English using Facebook is more varied and enjoyable, and 2) there is an increase in students’ ability to write descriptive English which is marked by an increase in test results. This can be seen from the average of the pre-test and pos-test score, which is 66.25 and 80.15 respectively. Thus it can be concluded that Facebook can be used to improve learning outcomes in learning English.  

scholarly journals The Positive Impact of Pharmacist Interventions Using Educational Video Technology on Patient Knowledge of and Satisfaction with Warfarin Therapy

2020 ◽  
Vol 11 (3) ◽  
pp. 2778-2789
Author(s):  
Sireen A. R. Shilbayeh ◽  
Abrar F. Al-Qarni ◽  
Malak M. Al-Turki ◽  
Meshael N. Al-Nuwisser ◽  
Ohud A. Al-Nuwaysir ◽  
...  
Keyword(s):  
Warfarin Therapy ◽  
Positive Impact ◽  
University Hospital ◽  
Knowledge Assessment ◽  
Patient Knowledge ◽  
Educational Video ◽  
Pharmacist Interventions ◽  
Post Test ◽  
The Impact

To assess the positive impact of pharmacist interventions via an educational video on patients’ knowledge of and satisfaction with warfarin therapy . This study used a prospective pre-test/post-test design that enrolled 91 patients from an anticoagulant clinic at King Khaled University Hospital in Riyadh, Saudi Arabia. All patients completed the Anticoagulation Knowledge Assessment (AKA) and Anti-Clot Treatment Satisfaction (ACTS) scales. Afterwards, the patients watched a 10-minute educational video containing basic information about warfarin and were given relevant informative booklets. The patients were reassessed after a mean follow-up period of approximately 52 days. In total, 85 patients completed the study. The impact of the intervention on patient knowledge was highly significant (mean difference=17.7%, 95% CI = 21.75-13.58, P.

scholarly journals The Effectiveness of Group Guidance Services Using Self-Management Techniques to Reduce the Addiction to the Use of Social Media

2020 ◽  
Vol 1 (2) ◽  
pp. 40-48
Author(s):  
Yulisma Pauza ◽  
A. Muri Yusuf ◽  
Neviyarni Neviyarni
Keyword(s):  
Social Media ◽  
Test Score ◽  
Self Management ◽  
Control Group ◽  
Guidance Services ◽  
High Category ◽  
Post Test ◽  
Management Techniques ◽  
Use Of Social Media ◽  
Group Guidance

The development of social media has positive and negative impacts on society, especially students. One effort to reduce addiction to the use of social media is a group guidance service using self-management techniques. This study aims to examine the effectiveness of group guidance services using self-management techniques to reduce addiction to the use of social media. This study uses a pseudo experimental from the Non-Equivalent Control Group. The population in this study was Bener Meriah High School students with a sample of 18 students. The sampling technique used was purposive sampling. The results showed that the average score of addicted social media users in the experimental group average pre-test score was 216.22 in the next high category, the average post-test score decreased to 191 and in the medium category. In the control group, Before group guidance services were provided, the pre-test score averaged 219.56 in the high category. Furthermore, after being given group guidance services without using self-management techniques, the average post-test score dropped to 199 in the high category. Based on the results of this study, it was concluded that group guidance services using effective self-management techniques to reduce student addiction to the use of social media.

scholarly journals Longitudinal Relationships between Nomophobia, Addictive Use of Social Media, and Insomnia in Adolescents

Healthcare ◽  
2021 ◽  
Vol 9 (9) ◽  
pp. 1201
Author(s):  
Chung-Ying Lin ◽  
Marc N. Potenza ◽  
Martin Ulander ◽  
Anders Broström ◽  
Maurice M. Ohayon ◽  
...  
Keyword(s):  
Social Media ◽  
Longitudinal Design ◽  
Healthcare Providers ◽  
Severity Index ◽  
Interaction Terms ◽  
Temporal Relationships ◽  
Potential Risk Factors ◽  
Use Of Social Media ◽  
Age Range

(1) Background: Temporal relationships between nomophobia (anxiety related to ‘no mobile phone phobia’), addictive use of social media, and insomnia are understudied. The present study aimed to use a longitudinal design to investigate temporal relationships between nomophobia, addictive use of social media, and insomnia among Iranian adolescents; (2) Methods: A total of 1098 adolescents (600 males; 54.6%; age range = 13 to 19) were recruited from 40 randomly selected classes in Qazvin, Iran. They completed baseline assessments. The same cohort was invited to complete three follow-up assessments one month apart. Among the 1098 adolescents, 812 (400 males; 49.3%; age range = 13 to 18) completed the baseline and three follow-up assessments. In each assessment, the participants completed three questionnaires, including the Nomophobia Questionnaire (NMP-Q), Bergen Social Media Addiction Scale (BSMAS), and Insomnia Severity Index (ISI); (3) Results: Multilevel linear mixed-effects regression analyses showed that participants demonstrated increased insomnia longitudinally over 3 months (B = 0.12 and 0.19; p = 0.003 and <0.001). Insomnia was associated with nomophobia (B = 0.20; p < 0.001) and addictive use of social media (B = 0.49; p < 0.001). Nomophobia and addictive use of social media interacted with time in associations with insomnia as demonstrated by significant interaction terms (B = 0.05; p < 0.001 for nomophobia; B = 0.13; p < 0.001 for addictive use of social media); (4) Conclusions: Both nomophobia and addictive use of social media are potential risk factors for adolescent insomnia. The temporal relationship between the three factors suggests that parents, policymakers, and healthcare providers may target reducing nomophobia and addictive use of social media to improve adolescents’ sleep.

scholarly journals A STUDY TO EVALUATE THE EFFECTIVENESS OF A PLANNED TEACHING PROGRAM ON THE KNOWLEDGE REGARDING MENARCHE AMONG PRE-PUBERTAL GIRLS AT SELECTED HIGH SCHOOLS IN URBAN AREA AT UDAIPUR

2021 ◽  
pp. 1-4
Author(s):  
SARIKA SAMSON ◽  
DIGPAL SINGH CHUNDAWAT ◽  
HARIBALA PALIWAL
Keyword(s):  
Test Score ◽  
Sampling Method ◽  
Knowledge Score ◽  
Pituitary Hormones ◽  
Knowledge Assessment ◽  
Teaching Program ◽  
Research Hypothesis ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

Objective: Menarche is the culmination of a series of physiological and anatomical process of puberty such as secretion of estrogen by ovaries in response to pituitary hormones. When menarche occurs, it confirms that the girl has had a gradual estrogen induced growth of uterus, the fluctuations of hormone levels can result in changes of adequacy of blood supply to the parts of the endometrium. Methods: The method adopted for the present study was evaluative approach. In this study, samples were drawn using non-probability convenient sampling method. Results: The result showed that the calculated value is greater than the table value at 0.05 levels. Hence, the research hypothesis (H1) is accepted that there is a significant difference between pre-test and post-test knowledge score. With regard to the knowledge assessment, the mean pre-test score was 11.33 and mean post-test score 18.81. The paired value of pre-test and post-test score was 7.48. This indicated that the planned teaching program (PTP) was effective. Conclusion: Further, effectiveness of PTP was tested by inferential statistics using the paired “t”-test. A significant difference was found between pre-and post-test knowledge scores of respondents indicating significant increase in knowledge after PTP. Hence, research hypothesis H1 was accepted and PTP was found to be effective in improving the knowledge of pre-pubertal girls regarding menarche.

scholarly journals Combining technology and research to prevent scald injuries: results from Cool Runnings randomised controlled trial (Preprint)

2018 ◽  
Author(s):  
Jacqueline Burgess ◽  
Kerrianne Watt ◽  
Roy M Kimble ◽  
Cate M Cameron
Keyword(s):  
Social Media ◽  
Young Children ◽  
Primary Outcome ◽  
Outcome Measure ◽  
Controlled Trial ◽  
First Aid ◽  
Secondary Outcome ◽  
Secondary Outcome Measure ◽  
Post Test

BACKGROUND New technologies, widespread availability of the internet, the rise of social media and increased ownership of smartphones provide new opportunities for health researchers to communicate and engage with target audiences. OBJECTIVE This new technology was used to recruit mothers of young children to a smartphone application (app) to increase their knowledge about childhood burns (specifically hot beverage scalds) and correct burn first-aid. This six-month intervention deployed on the Cool Runnings app, used gamification techniques to reinforce intervention messages and engage participants. METHODS A two-group, parallel, single blinded, randomized controlled trial (RCT) to evaluate the efficacy of a smartphone app-based burn prevention intervention. Participants were women aged 18+, living in Queensland, Australia, with at least one child aged 5-12 months at the time of enrolment. The primary outcome measure was change in knowledge around burn risk and correct burn first-aid assessed via two methods: overall score; and categorised as adequate (score =4) vs inadequate (score less than 4). The secondary outcome measure was the efficacy of gamification techniques (measured by: app opens, photo uploads, pop quiz completions and content views). RESULTS In total, 498 participants were recruited via social media and enrolled. At 6-month follow-up, 244 participants completed the post-test questionnaire. Attrition rates in both groups were similar. Participants who remained in the study did not differ from those who were lost to follow up on any characteristics except for education level. Although similar at baseline, intervention group participants achieved significantly greater improvement in overall knowledge post-test than control group participants on both primary outcome measures (overall knowledge intervention: mean=2.68± 1.00 vs control mean:2.13±1.03; intervention: 20.47% adequate vs control: 7.3%). Consequently, the NNT was 7.46. Logistic regression showed participants exposed to the highest level of disadvantage were 7.3 times more likely to improve overall knowledge scores than participants in other levels of disadvantage. There were also significant correlations between each of the four gamification techniques and knowledge change (p<0.001). In addition, participants with low/moderate ‘app activity’ were 8.59 times more likely to have improved knowledge between baseline and 6-month follow-up than those who had no app activity (95%CI=2.9-25.02); participants with high app activity were 18.26 times more likely to have improved knowledge (95%CI=7.1-46.8). CONCLUSIONS Despite substantial loss to follow-up, this RCT demonstrates the Cool Runnings app was an effective intervention for improving knowledge about hot beverage scald risks and burn first-aid in mothers of young children. The benefits of combining gamification elements in the intervention were also highlighted. Given the low cost and large reach of smartphone apps to deliver content to, and engage with targeted populations, results from this RCT provides important information on how smartphone applications can be used for widespread injury prevention campaigns, and public health campaigns generally. CLINICALTRIAL This trial was registered with the Australian New Zealand Clinical Trials Registry (ACTRN12616000019404)

scholarly journals THE ROLE OF PARENTING IN THE USE OF ETHICAL SOCIAL MEDIA IN KAUMAN VILLAGE, SEDAYU DISTRICT, GRESIK DISTRICT

2020 ◽  
Author(s):  
Akhmad Qomaru Zaman ◽  
Dwi Retnani Srinarwati ◽  
Suhari Suhari ◽  
I Made Arsana
Keyword(s):  
Social Media ◽  
Mobile Phone ◽  
Community Service ◽  
Test Score ◽  
Simulation Methods ◽  
Average Value ◽  
Post Test ◽  
Service Activity

The purpose of this community service activity was explained, so that parents, and the community in Kauman Village, Sedayu District, Gresik Regency, had more attention about the importance of assisting children in operating the Mobile Phone (HP), especially in accessing social media. The approach that will be applied in the implementation of this activity is the lecture and simulation methods. The activities that will be carried out are an explanation of the understanding, rules, and dangers that will come if the operation of a child without the assistance and education of a parent, parenting is done by providing how the application of parents who should, in assisting their children to play mobile or social media. From this parenting activity, it can be concluded that there is an increase in the community's understanding of the nature of parenting, and the implementation of parenting, the impacts that can occur. The increase was seen from the average value of the pre-test of 85%, which initially not many participants understood the positive and negative aspects of social media, this means that only 15% of participants knew the nature of parenting. After taking part in the training in parenting activities, the average post-test score rose to 92% of participants who understood parenting, and only 8% were left with low scores.

Förderung der Lesekompetenz mittels reziproken Lehrens: Implementation und Wirksamkeit imRegelunterricht

2016 ◽  
Vol 30 (4) ◽  
pp. 213-225 ◽  
Author(s):  
Helvi Koch ◽  
Nadine Spörer
Keyword(s):  
Good Practice ◽  
Post Test

Zusammenfassung. Ziel war es, die Effektivität zweier Interventionen zur Förderung der Lesekompetenz von Fünftklässlern zu untersuchen. Beide Treatments wurden von Regellehrkräften implementiert. Die eine Intervention war das reziproke Lehren, welches um Selbstregulationsprozeduren angereichert wurde (RT+SRL). Die zweite war eine von Lehrkräften konzipierte lesestrategiebasierte Unterrichtseinheit (Good Practice, GP). Zusätzlich gab es eine No-Treatment-Kontrollgruppe (KG0). Insgesamt nahmen an der Studie N = 244 Schüler teil. Im Rahmen eines Pre-, Post-, Follow-Up-Test-Untersuchungsplans kamen standardisierte Leseverständnisaufgaben, selbstkonstruierte Lesestrategieaufgaben und eine Selbstwirksamkeitsskala zum Einsatz. Kontrastierende Einzelvergleichsanalysen ergaben, dass sich die Schüler der Treatmentbedingung RT+SRL im Vergleich zu den Schülern der Kontrollgruppe zum Post-Test signifikant stärker im Leseverständnis, in der Lesestrategieanwendung und in der Selbstwirksamkeit verbesserten. Gleiches galt für die Lesestrategieanwendung zum Follow-Up-Test. Schüler der Bedingung GP konnten im Vergleich zu KG0-Schülern weder zum Post- noch zum Follow-Up-Test vorteilige Ergebnisse in den drei Kriteriumsmaßen erzielen.

LRS-Elterngruppenprogramm: Teilnehmerzufriedenheit und subjektive Effektivität

2016 ◽  
Vol 5 (1) ◽  
pp. 44-57
Author(s):  
Anke Buschmann ◽  
Bettina Multhauf
Keyword(s):  
Goal Attainment ◽  
Goal Attainment Scaling ◽  
Eine Hohe ◽  
Post Test

Zusammenfassung. Das Ziel vorliegender Studie bestand in einer Überprüfung der Akzeptanz und Teilnehmerzufriedenheit eines Gruppentrainings für Eltern von Kindern mit Lese- und/oder Rechtschreibschwierigkeiten. Zudem sollten erste Indikatoren bezüglich der Wirksamkeit des Programmes untersucht werden. Dazu wurden Daten von 25 Müttern zu 2 Messzeitpunkten (Post-Test, 3-Monats-Follow-up) analysiert. Die Probandinnen nahmen über einen Zeitraum von 3 Monaten an 5 Sitzungen des Programms «Mein Kind mit Lese- und Rechtschreibschwierigkeiten verstehen, stärken und unterstützen: Heidelberger Elterntraining zum Umgang mit LRS» teil. Ein Paper-Pencil-Fragebogen diente zum Post-Test der Erhebung von Teilnahmeparametern, der Zufriedenheit mit dem Training, der Relevanz einzelner Themen und der wahrgenommenen Veränderungen in wichtigen Zielbereichen. Zusätzlich kam eine für das Gruppensetting adaptierte Form des Goal Attainment Scaling zum Einsatz, um das Erreichen persönlich relevanter Ziele unmittelbar nach dem Training sowie 3 Monate später zu erfassen. Die Analyse des Fragebogens zeigte eine hohe Partizipationsbereitschaft der Mütter. Die Rahmenbedingungen des Trainings (Gruppengröße, Dauer des Trainings und der Sitzungen) sowie die didaktischen Methoden wurden als ideal und die Themen als relevant eingeschätzt. Die Mütter sahen sich in der Lage, die Inhalte im Alltag anzuwenden und nahmen positive Veränderungen hinsichtlich Einfühlungsvermögen, Unterstützung des Kindes, Hausaufgabensituation und Beziehung zum Kind wahr. Das Ausmaß des Erreichens individueller Ziele zum Post-Test variierte je nach Zielbereich: Einfühlen und Verstehen (75 %), Optimierung der Hausaufgabensituation (76 %), Unterstützung psychosozialer Entwicklung (86 %), Lese-Rechtschreibförderung (60 %) und war auch 3 Monate später noch vergleichbar hoch. Die Überprüfung der Wirksamkeit hinsichtlich einer Belastungsreduktion und Kompetenzstärkung seitens der Eltern erfolgt aktuell im Vergleich zu einer unbehandelten Kontrollgruppe.

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