scholarly journals Evaluation of an evidence-based medicine educational intervention in a regional medical campus

2018 ◽  
Vol 9 (1) ◽  
pp. e51-58 ◽  
Author(s):  
Mylene Levesque ◽  
Janie Gauthier-Boudreau ◽  
Paul Gagnon ◽  
Bastian Bertulies-Esposito ◽  
Sharon Hatcher ◽  
...  
Keyword(s):  
Repeated Measures ◽  
Comparison Group ◽  
Skills Development ◽  
Evidence Based ◽  
Self Assessment ◽  
Repeated Measures Analysis ◽  
Regional Medical ◽  
Based Medicine ◽  
Experimental Group ◽  
Assessment Of Competencies

Background: Enhanced educational activities were developed by a regional medical campus (RMC) in order to incorporate evidence-based medicine (EBM) practice in the learning process of medical students. This study aimed to measure the effectiveness of these activities.Methods: The experimental group was made up of third-year students from the RMC. The comparison group included students from the main campus of the medical school and another of its RMCs. The experimental group received additional training on EBM: one additional hour in class, plus skills development exercises throughout the semester. During the regular academic sessions, clinical questions requiring EBM literature searching skills were incorporated in the curriculum. Tests on knowledge and self-assessment of competencies were administered to all participants at the beginning and at the end of the semester. Data were analyzed using repeated measures analysis of variance and post hoc tests for within and between groups comparison.Results: The Friedman test demonstrated a statistically significant effect of the intervention on knowledge (p <0.0001). The score of the knowledge test was significantly higher for the experimental group, when compared with baseline testing and with the comparison group (p <0.0001). Repeated measures analysis of variance demonstrated a statistically significant effect of the intervention on the score of the self-assessment of competencies (p=0.032). The score for the self-assessment of competencies was significantly higher for the experimental group when compared to baseline score (p <0.0001), but not with respect to the comparison group.Conclusion: Our study demonstrated the effectiveness of additional training and longitudinal integrated skills development leading to an increase in medical student knowledge and self-perception of competencies in EBM practice. 

Olfactory Stimulation of Preterm Infants with Breast Milk

2021 ◽  
pp. 105477382110189
Author(s):  
Woon Ae Lee ◽  
Jin Suk Ra
Keyword(s):  
Breast Milk ◽  
Preterm Infants ◽  
Repeated Measures ◽  
Physiological Responses ◽  
Nursing Intervention ◽  
Olfactory Stimulation ◽  
Control Group ◽  
Repeated Measures Analysis ◽  
Equivalent Control ◽  
Experimental Group

Maintaining stable physiological responses may be important for the growth and development of preterm infants. The purpose of our study was to evaluate the effects of olfactory stimulation with maternal breast milk on the occurrence of abnormal physiological responses in preterm infants. With a non-equivalent control group pretest-posttest design, 13 preterm infants in the experimental group and 18 preterm infants in the control group completed the intervention. The intervention was implemented three times a day for 5 days in a row with 2 hours of administration per intervention. The frequency of abnormal physiological responses was assessed over 6 days (one day before intervention administration and 5 days during intervention administration). With repeated-measures analysis of variance, the experimental group showed a significantly lower frequency of apnea than the control group ( p = .021). Olfactory stimulation with maternal breast milk may be an effective nursing intervention for reducing apnea episodes in preterm infants.

Music and mindfulness meditation: Comparing four music stimuli composed under similar principles

2020 ◽  
pp. 030573562096979
Author(s):  
Eugenia Hernandez-Ruiz ◽  
Abbey L Dvorak
Keyword(s):  
Repeated Measures ◽  
Mixed Model ◽  
Mindfulness Meditation ◽  
New Music ◽  
Original Music ◽  
Evidence Based ◽  
Supporting Evidence ◽  
Significant Preference ◽  
Repeated Measures Analysis ◽  
Significant Difference

Mindfulness meditation has frequently used sound and music as an important component. However, research on effective music stimuli is scarce. After a series of studies evaluating the most effective, useful, and preferred auditory stimuli, we were interested in exploring whether these effective musical features were transferred to new music. In this study, we evaluate our original music stimuli with three new stimuli composed under similar principles. Non-musician and musician participants ( N = 114) in a multisite study evaluated their mindfulness state after listening to four music stimuli, and rated their usefulness and preference. Results from a repeated-measures analysis of variance (ANOVA) at each site indicated no significant difference in mindfulness effectiveness. Friedman’s ANOVAs for the usefulness of the music stimuli showed similar non-significant results in both sites. A mixed model among sites did not show significant differences among groups. Preference rankings were not significantly different for non-musicians, but musicians did show a statistically significant preference of the Original stimuli over Stimulus 2, probably due to sound quality. These results indicate the feasibility of transferring previously researched and effective musical features to new stimuli. Identifying the effective “active ingredients” of music interventions may be one way of supporting evidence-based practice in music therapy.

Self-Regulation, Motivation and Teaching Styles in Physical Education Classes: An Intervention Study

2015 ◽  
Vol 34 (2) ◽  
pp. 333-344 ◽  
Author(s):  
Athanasia Chatzipanteli ◽  
Nikolaos Digelidis ◽  
Athanasios G. Papaioannou
Keyword(s):  
Intrinsic Motivation ◽  
Repeated Measures ◽  
Intervention Program ◽  
Comparison Group ◽  
Self Regulation ◽  
Teaching Styles ◽  
Metacognitive Skills ◽  
Guided Discovery ◽  
Practice Style ◽  
Experimental Group

The aim of the study was to investigate the influence of student-activated teaching styles through a specific intervention program on students’ self-regulation, lesson satisfaction, and motivation. Six hundred and one 7th grade students (318 boys and 283 girls), aged 13 years were randomly assigned to an experimental group and a comparison group. The teachers who taught the students assigned to the experimental group used student-activated teaching styles, and specifically the reciprocal, self-check, inclusion, guided discovery, convergent discovery, and divergent discovery styles. Repeated measures analysis of variance revealed that the experimental group, compared with the comparison group, had higher scores in lesson satisfaction, intrinsic motivation, identified regulation, and metacognitive activities, and lower scores in external motivation, and amotivation. The study revealed that going beyond the command and/or the practice style of teaching, PE teachers can enhance students’ metacognitive skills, lesson satisfaction and intrinsic motivation.

Preoperative ICU tours: are they helpful?

1997 ◽  
Vol 6 (2) ◽  
pp. 106-115 ◽  
Author(s):  
D Lynn-McHale ◽  
A Corsetti ◽  
E Brady-Avis ◽  
R Shaffer ◽  
J McGrory ◽  
...  
Keyword(s):  
Cardiac Surgery ◽  
Repeated Measures ◽  
Family Members ◽  
Control Group ◽  
Repeated Measures Analysis ◽  
Before And After ◽  
Quasi Experimental ◽  
Two Measures ◽  
Anxiety Levels ◽  
Experimental Group

BACKGROUND: Although preoperative education decreases the anxiety of patients and family members, the usefulness of a preoperative tour of the ICU has not been studied. In this study, the effect of an ICU tour on the anxiety levels of patients (n = 92) and family members (n = 91) before and after cardiac surgery was examined. METHODS: Using a pretest-posttest quasi-experimental design, patients and family members were assigned to a control group, which received preoperative teaching only (patients, n = 48; family members, n = 48), or to an experimental group, which received preoperative teaching with an ICU tour (patients, n = 44; family members, n = 43). Patients and family members completed two measures of anxiety, the State Trait Anxiety Inventory and a visual analog scale, before and after the intervention. After their first postoperative visit, family members completed the measures again. Repeated measures analysis of variance was used to compare anxiety levels after the intervention. In addition, patients completed the Patient Perception of the ICU Tour Questionnaire after transfer from the ICU. RESULTS: Although patients and family members had a decrease in anxiety after cardia surgery teaching, the decrease was not due to an ICU tour. However, the majority of patients who toured the ICU perceived the tour as beneficial and recommended a tour for future patients. CONCLUSIONS: ICU tours are included in many cardiac surgery educational programs. The majority of patients in this study perceived a benefit or a future benefit from an ICU tour, even though the tour did not significantly reduce the anxiety of the patients or family members.

Methodological approaches to validation of the method of self-assessment of health of working population

2020 ◽  
pp. 658-658
Author(s):  
G. D. Korobov ◽  
L. A. Yefremova
Keyword(s):  
Statistical Methods ◽  
Evidence Based Medicine ◽  
System Analysis ◽  
Evidence Based ◽  
Working Population ◽  
Self Assessment ◽  
Innovative Method ◽  
Methodological Approaches ◽  
Based Medicine

The results of evaluation of validity of innovative method of analysis of self-assessment of health of working population are presented. To assess the validity of the proposed method of system analysis based on the principles of evidence-based medicine using modern Statistical methods.

Correlation of self-assessment with attendance in an evidence-based medicine course

2015 ◽  
Vol 39 (4) ◽  
pp. 378-382 ◽  
Author(s):  
Beatriz U. Ramirez
Keyword(s):  
Evidence Based Medicine ◽  
Peer Learning ◽  
Male Students ◽  
Learning Activity ◽  
Evidence Based ◽  
Student Attendance ◽  
Self Assessment ◽  
Face To Face ◽  
Based Medicine

In previous studies, correlations between attendance and grades in lectures have given variable results and, when statistically significant, the correlation has been weak. In some studies, a sex effect has been reported. Lectures are a teacher-centered learning activity. Therefore, it appeared interesting to evaluate if a stronger correlation between attendance and grades would occur in a face-to-face “evidence-based medicine” course with few lectures and more time dedicated to active learning methods. Small-group work and peer learning were used to foster deep learning and to engage students in their own learning process. Most of the time, students worked in small groups solving contextualized problems and critically analyzing the quality of published medical literature. Peer learning was also developed in collaborative evaluations, and constant feedback was provided. Therefore, it was hypothesized that high attenders would develop a higher self-perception of learning and obtain higher marks than low attenders. Student self-perceptions of their capacity to apply evidence-based medicine were measured by the application of an online self-assessment survey, and objective learning was measured as the grades obtained in a final accumulative individual test. It was found that male students obtained higher grades and were more confident in their achievements than their female peers, despite male and female student attendance being similar. In addition, attendance was correlated with the perceived capacity to apply evidence-based medicine only in male students and was not correlated with academic outcome.

The Effects of Grouping Practices and Curricular Adjustments on Achievement

2005 ◽  
Vol 29 (1) ◽  
pp. 60-89 ◽  
Author(s):  
Carol Tieso
Keyword(s):  
Repeated Measures ◽  
Grade Level ◽  
Comparison Group ◽  
Intermediate Students ◽  
Treatment Groups ◽  
Achievement Data ◽  
Curricular Design ◽  
Grouping Practices ◽  
Repeated Measures Analysis ◽  
Quasi Experimental

The purpose of this study was to examine the effects of curricular (textbook, revised, and differentiated) and grouping (whole, between, and within-class) practices on intermediate students' achievement in mathematics. A pretest-posttest, quasi-experimental design using a stratified random sample of 31 teachers and their students ( N = 645) was used in this study. Achievement data were collected using a curriculum-based assessment. Repeated measures analysis of variance was employed to investigate the effects of grouping arrangements and curricular design on the treatment and comparison group posttest scores. Results indicated significant differences, F (5, 246) = 22.618, p <. 001, between comparison and revision treatment groups on the posttest after adjusting for grade level (4 or 5). Further results indicated significant differences, F (11, 673) = 41.548, p <. 001, among all treatment groups after adjusting for grade level.

scholarly journals Self-Assessment Video: An Effective Supplementary Learning Tool in the Development of Cardiovascular Examination Skills of Medical Students

2021 ◽  
Vol 5 (1) ◽  
pp. 572-585
Author(s):  
Melvin Remulla Marcial
Keyword(s):  
Medical Students ◽  
Repeated Measures ◽  
Teaching And Learning ◽  
Control Group ◽  
Evaluation Tool ◽  
Learning Tool ◽  
Self Assessment ◽  
Self Evaluation ◽  
Second Year ◽  
Experimental Group

Background: Self-evaluation can augment the facilitation of acquiring knowledge, skills and attitude through a reflective method. Self-assessment video (SAV) can be a very useful reflective method tool that is student-centered and self-directed. Objective: This study aimed to identify if SAV is an effective supplementary learning tool in improving cardiovascular examination knowledge, skills and attitude of second year medical students. Methodology: A quasi-experimental two-group design with pre- and post-test was used. The study population by convenience sampling involved second year medical students of the University of Santo Tomas Faculty of Medicine and Surgery. A structured direct observation checklist on cardiovascular precordial examination was used, done on two occasions in a week interval period. The said examinations were recorded in a video and evaluated and scored by two independent facilitators on these two occasions. The experimental group had the opportunity to review their videos immediately after the two examinations and accomplished self-assessment form. One-Way Repeated Measures Multivariate Analysis of Variance (One-Way RM-MANOVA), a parametric multivariate test for between- and within-group comparison of multiple dependent variables was used. Results: It showed that there was a significant improvement in all parameters measured after the intervention (SAV in the experimental group compared to the control group). Conclusion: The study showed that SAV is an effective supplementary learning tool in cardiovascular examination attitude, knowledge, and skills, and can be a very useful teaching and learning self-evaluation tool. Key words: Self-Assessment Video, Reflective Learning, Self-Directed Learning, Learning Tools, Evaluation Tools.

scholarly journals Validity Evidences for the Dimensional Clinical Personality Inventory in Outpatient Psychiatric Sample

2015 ◽  
Vol 25 (61) ◽  
pp. 221-228 ◽  
Author(s):  
Roberta Katz Abela ◽  
Lucas de Francisco Carvalho ◽  
Sabrina Jisun Myung Cho ◽  
Latife Yazigi
Keyword(s):  
General Population ◽  
Personality Disorders ◽  
Repeated Measures ◽  
Clinical Sample ◽  
Clinical Effectiveness ◽  
Personality Inventory ◽  
Evidence Based ◽  
Validity Evidence ◽  
Repeated Measures Analysis ◽  
Pathological Personality Traits

The Dimensional Clinical Personality Inventory (IDCP) was developed in Brazil for the assessment of pathological personality traits. This study aimed to seek validity evidence for the dimensions of IDCP based on external criteria, psychiatric diagnosis. We examined the profile in IDCP of 105 psychotherapy outpatients, previously diagnosed with personality disorders. The profiles were compared with the profile of the normative non-clinical sample and we conducted the repeated measures analysis to investigate whether the IDCP is able to discriminate consistent profiles for different diagnoses and compared the general population. The results suggest validity evidence based on external criteria for the IDCP dimensions and points to the clinical effectiveness of the instrument.

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