The effectiveness of a formal curriculum in teaching mass casualty management

2020 ◽  
Vol 18 (5) ◽  
pp. 411-424
Author(s):  
Brian L. Risavi, DO, MS, FACEP, FAAEM, FACOEP, CEMSO, PHP ◽  
Barrett McLaughlin, DO, PHP ◽  
Dustin Stuart, DO, PHP ◽  
Donald L. Holsten, BS, NRP, FP-C ◽  
Mark A. Terrell, EdD
Keyword(s):  
Learning Strategies ◽  
Test Scores ◽  
Knowledge Retention ◽  
Mass Casualty ◽  
Intervention Participant ◽  
Post Intervention ◽  
Formal Curriculum ◽  
Convenience Sample ◽  
Incident Command

Objective: To improve knowledge, skills, and confidence in mass casualty management through design and implementation of a formal educational curriculum.Design: Observational study using a mixed-methods formal educational training curriculum. Setting: Rural Emergency Medical Services (EMS) system in Pennsylvania. Subjects/participants: Convenience sample of 141 licensed EMS providers.Interventions: Formal educational curriculum using a computerized mass casualty scenario, lectures, hands-on skill stations, post-intervention participant satisfaction survey, knowledge retention at three- and six-month post curriculum.Results: The formal curriculum resulted in an improvement in scene size-up, incident command system (ICS) set-up, and medical management of 12 percent, 27 percent, and 26 percent, respectively. Average scores on the written component evaluating mass casualty incident (MCI) management and knowledge of test patient triage were 84 percent and 74 percent, respectively. Knowledge recall at three- and six-month post-training was highly retained as test scores were generally unchanged from the time of the educational session. Course and instructor evaluations by participants reflected a high degree of satisfaction (scoring five on a five-point Likert scale).Conclusions: The formal curriculum was effective in improving the knowledge, skills, and confidence of mass casualty management. Although traditional educational methods tend to show decreases in long-term knowledge retention, the mixed active learning strategies used in this curriculum resulted in high level retention since short and long-term test scores were similar and unchanged over time. Additionally, this curriculum was perceived by participants as highly satisfactory toward their knowledge and skill development.

scholarly journals A short-term evaluation of a prototype disposable Oscillating Positive Expiratory Pressure (OPEP) device in a cohort of children with cystic fibrosis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Kevin J. O’Sullivan ◽  
Valerie Power ◽  
Barry Linnane ◽  
Deirdre McGrath ◽  
Magdalena Mulligan ◽  
...  
Keyword(s):  
Cystic Fibrosis ◽  
Lung Function ◽  
Clinical Investigation ◽  
Mean Difference ◽  
Short Term ◽  
Intervention Participant ◽  
Post Intervention ◽  
Convenience Sample ◽  
Disposable Device ◽  
Positive Expiratory Pressure

Abstract Background Oscillating Positive Expiratory Pressure (OPEP) devices are important adjuncts to airway clearance therapy in patients with cystic fibrosis (CF). Current devices are typically reusable and require daily, or often more frequent, cleaning to prevent risk of infection by acting as reservoirs of potentially pathogenic organisms. In response, a daily disposable OPEP device, the UL-OPEP, was developed to mitigate the risk of contamination and eliminate the burdensome need for cleaning devices. Methods A convenience sample of 36 participants, all current OPEP device users, was recruited from a paediatric CF service. For one month, participants replaced their current OPEP device with a novel daily disposable device. Assessment included pre- and post-intervention lung function by spirometry, as well as Lung Clearance Index. Quality of life was assessed using the Cystic Fibrosis Questionnaire – Revised, while user experience was evaluated with a post-study survey. Results 31 participants completed the study: 18 males; median age 10 years, range 4–16 years. Lung function (mean difference ± SD, %FEV1 = 1.69 ± 11.93; %FVC = 0.58 ± 10.04; FEV1: FVC = 0.01 ± 0.09), LCI (mean difference ± SD, 0.08 ± 1.13), six-minute walk test, and CFQ-R were unchanged post-intervention. Participant-reported experiences of the device were predominantly positive. Conclusions The disposable OPEP device maintained patients’ lung function during short term use (≤ 1 month), and was the subject of positive feedback regarding functionality while reducing the risk of airway contamination associated with ineffective cleaning. Registration The study was approved as a Clinical Investigation by the Irish Health Products Regulatory Authority (CRN-2209025-CI0085).

scholarly journals STORING THE INFORMATION INTO LONG TERM MEMORY AND ITS IMPACTS ON LEARNING MATHEMATICS

2013 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Fitriati
Keyword(s):  
Learning Strategies ◽  
Mathematics Learning ◽  
Knowledge Retention ◽  
Memory Storage ◽  
Long Term Memory ◽  
Mathematics Students ◽  
Potential Implication ◽  
Term Memory ◽  
Learning Mathematics

Memory obviously plays an important role in knowledge retention. In particular, when learning mathematics students claim that much of what is taught in classrooms is soon forgotten and learning mathematics is difficult or not interesting. Neuroscience, through its study on long term memory, has tried to identify why these phenomena occur. Then some possible solutions are suggested. Understanding the processes of memory storage including acquisition, consolidation, recoding, storing and retrieval helps teachers to efficiently plan for effective learning activities. Therefore, this paper outlines the potential implication of long term memory to mathematics learning as well as suggests some learning strategies that might solve students‟ and teachers‟ problem in learning mathematics.

scholarly journals NEOGAMES: A Serious Computer Game That Improves Long-Term Knowledge Retention of Neonatal Resuscitation in Undergraduate Medical Students

2021 ◽  
Vol 9 ◽  
Author(s):  
Liyuan Hu ◽  
Lan Zhang ◽  
Rong Yin ◽  
Zhihua Li ◽  
Jianqing Shen ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Serious Games ◽  
Neonatal Resuscitation ◽  
Computer Game ◽  
Knowledge Retention ◽  
Control Group ◽  
Undergraduate Medical Students ◽  
Resuscitation Training

Background: Serious games are potential alternatives for supplementing traditional simulation-based education for neonatal resuscitation training. However, evidence regarding the benefits of using serious games to improve long-term knowledge retention of neonatal resuscitation in undergraduate medical students is lacking.Objective: We designed a serious computer game “NEOGAMES” to train undergraduate medical students in neonatal resuscitation in a cost-friendly and accessible way and to examine whether serious game-based training improves long-term knowledge retention in medical students.Methods: “NEOGAMES” consists of a screen with images of an incubator, a baby, visual objects, anatomy, action cards, monitors, real-time feedback, and emotional components. Undergraduate medical students from Shanghai Medical College of Fudan University were invited to participate and were allocated to a game group or a control group. Participants in the game group played the game before the training. All the participants completed three written tests, pre- and post-training knowledge tests and a follow-up test after 6 months.Results: Eighty-one medical students participated in the study. The student demographic characteristics of the groups were comparable, including sex, age, and grade point average (GPA). Significant short-term knowledge improvement was noticed only for male students in the game group based on their 5.2-point higher test scores than those of the controls (p = 0.006). However, long-term knowledge improvement at 6 months was identified for both male and female students in the game group, with test scores 21.8 and 20 points higher, respectively, than those of the controls (P < 0.001). The long-term knowledge retention in the game group was almost 3 times higher than that in the control group.Conclusions: Long-term knowledge retention was nearly 3 times higher for the game group than for the control group. The improvement in knowledge supports the use of serious games for undergraduate medical education.

scholarly journals Evaluation of ThinkFirst for Kids Injury Prevention Curriculum for Grades 7/8

2009 ◽  
Vol 36 (6) ◽  
pp. 761-768 ◽  
Author(s):  
Michael Vassilyadi ◽  
Cheryll Duquette ◽  
Mohammed F. Shamji ◽  
Shari Orders ◽  
Simon Dagenais
Keyword(s):  
Head Injury ◽  
Injury Prevention ◽  
Test Scores ◽  
Risky Behaviors ◽  
Knowledge Retention ◽  
Prevention Curriculum ◽  
Study Test ◽  
Injury Causes ◽  
Substantial Morbidity

Background:Head injury causes substantial morbidity and mortality in children. The ThinkFirst For Kids (TFFK) program improves knowledge of safe behaviours in kindergarten to Grade 6 students.Methods:This study evaluated the TFFK curriculum for grade 7/8 students. Knowledge acquisition was assessed quantitatively by an injury prevention test at baseline, at curriculum completion, and six weeks later. Participant experiences and behaviours were explored qualitatively by interviews and focus groups.Results:Students (n=204) and teachers (n=6) from four schools participated in this study. Test scores improved from baseline (26.48±0.17, n=204), to completion (27.75±0.16, n=176), to six weeks post-completion (28.65±0.13, n=111) (p<0.05). Most students reported their decision-making and participation in risky behaviors was altered by the curriculum.Interpretation:The TFFK curriculum may promote education about head injury prevention among Grade 7/8 students, with a suggestion of long-term knowledge retention. The curriculum was wellreceived and may be suitable to reduce risky behavior and injuries in children.

Prehospital Mass-Casualty Triage Training—Written Versus Moulage Scenarios: How Much Do EMS Providers Retain?

2013 ◽  
Vol 28 (3) ◽  
pp. 251-256 ◽  
Author(s):  
Brian L. Risavi ◽  
Mark A. Terrell ◽  
William Lee ◽  
Donald L. Holsten
Keyword(s):  
Test Performance ◽  
Mass Casualty ◽  
Publication Type ◽  
Post Intervention ◽  
Video Instruction ◽  
Skill Retention ◽  
Term Retention ◽  
Patients At Risk ◽  
Long Term Retention

AbstractIntroductionThe aim of this study was to assess the effectiveness of written and moulage scenarios using video instruction for mass-casualty triage by evaluating skill retention at six months post intervention.MethodsPrehospital personnel were instructed in the START method of mass-casualty triage using a video. Moulage and written testing were completed by each participant immediately after instruction and at six months post instruction.ResultsThere was a significant decrease in performance between initial and six-month testing, indicating skill decay and loss of retention of triage skills after an extended nonuse period. There were no statistically significant differences between written and moulage testing results at either initial testing or at six months. Prior skill level did not influence test performance on the type of testing conducted or long-term retention of triage skills.ConclusionThese data confirm the skill deterioration associated with an infrequently used triage method. Further research to more precisely define triage criteria, as well as the ability to apply the criteria in a clinical setting and to rapidly identify patients at risk for morbidity/mortality is needed.RisaviBL, TerrellMA, LeeW, HolstenDLJr. Prehospital mass-casualty triage training—written versus moulage scenarios: how much do EMS providers retain?. Prehosp Disaster Med. 2013;28(3):1-6.

scholarly journals Scaling Effective Learning Strategies: Retrieval Practice and Long-Term Knowledge Retention in MOOCs

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Dan Davis ◽  
René Kizilcec ◽  
Claudia Hauff ◽  
Geert-Jan Houben
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Large Scale ◽  
Retrieval Practice ◽  
Learning Strategy ◽  
Scientific Evidence ◽  
Knowledge Retention ◽  
Learning Context ◽  
Effective Learning

Scientific evidence for effective learning strategies is primarily derived from studies conducted in controlled laboratory or classroom settings with homogeneous populations. Large-scale online learning environments such as MOOCs provide an opportunity to evaluate the efficacy of these learning strategies in an informal learning context with a diverse student population. Retrieval practice, a learning strategy focused on actively recalling information, is recognized as one of the most effective learning strategies in the literature. In this study, we evaluate the extent to which retrieval practice facilitates long-term knowledge retention among MOOC learners using an instructional intervention. We conducted a pre-registered randomized encouragement experiment to test how retrieval practice affects learning outcomes in a MOOC. We observed no effect on learning outcomes and high levels of treatment non-compliance. This suggests that even evidence-based strategies may not work "out of the box" in new learning contexts and require context-aware research on effective implementation approaches. We conducted a series of exploratory studies on the extent to which learners recall knowledge gained in MOOCs over the long term. To our surprise, passing and non-passing learners scored similarly on a knowledge post-test, and both retained approximately two-thirds of what they learned over the long term.

scholarly journals The Effects of an Online Teaching Material Integrated Methods on Students’ Science Achievement, Attitude and Retention

2020 ◽  
Vol 4 (1) ◽  
pp. 22
Author(s):  
Emre Yılmaz ◽  
Fikret Korur
Keyword(s):  
Learning Strategies ◽  
Teaching Methods ◽  
Online Teaching ◽  
Science Achievement ◽  
Fourth Graders ◽  
Knowledge Retention ◽  
Teaching Material ◽  
Post Intervention ◽  
Significant Treatment ◽  
Integrated Methods

This 2-group quasi-experimental study was conducted to explore the following research questions: Do the fourth graders’ post-intervention scores achieved in the unit of force and motion achievement test and attitude scale toward the unit depend on being in the groups that were taught the unit either with ‘Online Advance Organizer Concept Teaching Material’ (ONACOM) integrated PBL and with ONACOM-integrated EL when we control for their respective pretest scores and their science grades in the previous semester? What are the students’ gains, achievement, attitude and retention from the two systematic applications of the ONACOM-integrated methods, PBL and EL? The sample (N=220) consisted of fourth graders at public elementary schools in Burdur, Turkey. Although there were no significant treatment effects favoring one of the methods, teaching science topics by integrating ONACOM consistently in both methods increased the students’ achievement and attitude levels and supported their knowledge retention with large effect sizes significantly. As a well-developed innovative software, ONACOM is effective on learning regardless of the course and method when it is systematically integrated into teaching methods, since it is prepared on the basis of multimedia learning strategies and is suitable for the essential structures of both teaching methods.

scholarly journals Health education through mass media announcements by loudspeakers about malaria care: prevention and practice among people living in a malaria endemic area of northern Myanmar

2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Pyae Linn Aung ◽  
Tepanata Pumpaibool ◽  
Than Naing Soe ◽  
Jessica Burgess ◽  
Lynette J. Menezes ◽  
...  
Keyword(s):  
Intervention Group ◽  
Malaria Prevention ◽  
Care Seeking ◽  
Endemic Region ◽  
Post Intervention ◽  
Chi Square ◽  
Transmission Season ◽  
Baseline Knowledge ◽  
Peak Transmission

Abstract Background Interventions to raise community awareness about malaria prevention and treatment have used various approaches with little evidence on their efficacy. This study aimed to determine the effectiveness of loudspeaker announcements regarding malaria care and prevention practices among people living in the malaria endemic villages of Banmauk Township, Sagaing Region, Myanmar. Methods Four villages among the most malaria-burdened areas were randomly selected: two villages were assigned as the intervention group, and two as the control. Prior to the peak transmission season of malaria in June 2018, a baseline questionnaire was administered to 270 participants from randomly selected households in the control and intervention villages. The loudspeaker announcements broadcasted health messages on malaria care and prevention practices regularly at 7:00 pm every other day. The same questionnaire was administered at 6-month post intervention to both groups. Descriptive statistics, Chi-square, and the t-test were utilized to assess differences between and within groups. Results Participants across the control and intervention groups showed similar socio-economic characteristics; the baseline knowledge, attitude and practice mean scores were not significantly different between the groups. Six months after the intervention, improvements in scores were observed at p-value < 0.001 in both groups, however; the increase was greater among the intervention group. The declining trend of malaria was also noticed during the study period. In addition, more than 75% of people expressed positive opinions of the intervention. Conclusions The loudspeaker intervention was found to be feasible and effective, as shown by the significant improvement in scores related to prevention and care-seeking practices for malaria as well as reduced malaria morbidity. Expanding the intervention to a larger population in this endemic region and evaluating its long-term effectiveness are essential in addition to replicating this in other low-resource malaria endemic regions.

A Prospective, Non-randomized Feasibility and Preliminary Efficacy Study of a Telemedicine-Enabled Co-management Intervention for Adults With Type 2 Diabetes and Moderate Anxiety and/or Depression

2021 ◽  
Vol 47 (2) ◽  
pp. 144-152
Author(s):  
Michelle F. Magee ◽  
Stacey I. Kaltman ◽  
Mihriye Mete ◽  
Carine M. Nassar
Keyword(s):  
Mental Health ◽  
Type 2 Diabetes ◽  
Management Program ◽  
Post Intervention ◽  
Convenience Sample ◽  
Intervention Delivery ◽  
Management Intervention ◽  
Moderate Depression ◽  
Patient Health

Purpose The primary aim of this pilot study was to examine the feasibility of codelivering a mental health intervention with an evidence-based type 2 diabetes (T2DM) boot camp care management program. The preliminary impact of participation on symptom scores for depression and anxiety and A1C was also examined. Methods This was a 12-week, non-randomized pilot intervention conducted with a convenience sample of adults with uncontrolled T2DM and moderate depression and/or anxiety at an urban teaching hospital. Co-management intervention delivery was via in-person and telehealth visits. Participants were assessed at baseline and 90 days. Results Participants (n = 18) were African American, majority female (83%), and age 50.7 ± 13.4 years. Significant improvements in mental health outcomes were demonstrated, as measured by a reduction in Patient Health Questionnaire − 9 scores of 2.4 ± 2.9 ( P = .01) and in Generalized Anxiety Disorder − 7 scores of 2.3 ± 1.9 ( P = .001). The pre-post intervention mean A1C improved by 3.4 ± 2.1 units from 12% ± 1.4% to 8.5% ± 1.7% ( P < .001). Conclusion The data generated in this pilot support the feasibility of delivering a diabetes and mental health co-management intervention using a combination of in-person and telemedicine visits to engage adults with T2DM and coexisting moderate depression and/or anxiety. Further research is warranted.

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