scholarly journals Written narratives of Grade 5 learners with developmental language difficulties: A group discussion intervention study

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 45-67
Author(s):  
Sharon Moonsamy
Keyword(s):  
Intervention Study ◽  
Group Discussion ◽  
Post Intervention ◽  
Group Discussions ◽  
Written Narratives ◽  
Grade 5 ◽  
Language Difficulties ◽  
Quasi Experimental ◽  
Cognitive And Metacognitive Strategies ◽  
Analysis Protocol

Increased demand on a learner’s linguistic, cognitive and metacognitive abilities is expected at higher grades in schools. The application of cognitive and metacognitive strategies when learning is, however, not always automatic, therefore explicit mediation to retrieve and apply these processes appropriately, is essential. This paper aims to compare the linguistic experiences of Grade 5 learners with Developmental Language Difficulties (DLD) when writing a narrative, pre- and post-discussion intervention. The intervention approach is grounded in Feuerstein (2006) and Vygotsky’s (1934/1987) theories of cognitive development. This quantitative and qualitative study was a quasi-experimental, pre- and posttest design. The sample consisted of 10 Grade 5 learners from a remedial school. The pretest written narratives preceded the intervention phase and were followed by the posttest narratives. The macro- and microstructure of the written narratives were analysed, using an adapted framework based on Fey’s (2001) and Moonsamy’s (2009) analysis protocol. Explicit discussions on writing processes should generalise to familiar and novel tasks required in all learning situations. The findings suggest that interventions, using group discussions, were beneficial for learners with DLD where knowledge was coconstructed. Improvements in microstructure were evident while the macrostructure remained the same at post-intervention. This study contributes to evidence-based practice for learner instruction in mainstream and special needs environments.

scholarly journals Family-centered postnatal training and adherence to newborn care practices in district hospitals in two Indian states: A quasi-experimental intervention study

2021 ◽  
Author(s):  
Sehj Kashyap ◽  
Amanda F Spielman ◽  
Nikhil Ramnarayan ◽  
Sahana SD ◽  
Rashmi Pant ◽  
...  
Keyword(s):  
Health Outcomes ◽  
Intervention Study ◽  
Intervention Group ◽  
Newborn Care ◽  
Post Intervention ◽  
Indian States ◽  
District Hospitals ◽  
Quasi Experimental ◽  
Care Practices ◽  
Family Centered

Background and Objectives: Globally, 2.5 million newborns die within the first month of life annually. The majority of deaths occur in low- and middle-income countries (LMICs), and many of these deaths happen at home. The study assessed if the Care Companion Program (CCP) an in-hospital, skills-based training given to families improves post-discharge maternal and neonatal health outcomes. Methods: This quasi-experimental pre-post intervention study design compared self-reported behavior and health outcomes among families before and after the CCP intervention. Intention to treat analysis included families regardless of their exposure to the intervention. Mixed effects logistic regression model, adjusted for confounders, was fit for all observations. Effects were expressed as Relative Risks (RR) with 95% Confidence Intervals (CI). Results: At 2-weeks post-delivery, telephone surveys were conducted in the pre (n = 3510) and post-intervention (n = 1474) groups from 11 district hospitals in the states of Karnataka and Punjab. The practice of dry cord care improved significantly by 4%, (RR = 1.04, 95%CI [1.04,1.06]) and skin to skin care by 78% (RR=1.78, 95%CI [1.37,2.27]) in the post-intervention group as compared to pre-intervention group. Furthermore, newborn complications reduced by 16% (RR=0.84, 95%CI [0.76,0.91]), mother complications by 12% (RR=0.88, 95%CI [0.79,0.97]) and newborn readmissions by 56% (RR=0.44, 95%CI [0.31,0.61]). Outpatient visits increased by 27% (RR=1.27, 95%CI [1.10,1.46]). However, outcomes of breastfeeding, mothers diet, hand-hygiene, and process indicator of being instructed on warning signs were not different. Conclusion: Postnatal care should incorporate pre-discharge multi-pronged training of families to improve essential maternal and newborn care practices. The CCP model runs on a public-private partnership and is integrated into existing health systems. Our findings demonstrate that it is possible to improve outcomes through a family-centered approach in India. The CCP model can be integrated into formalised hospital processes to relieve overburdened healthcare systems in LMIC settings.

scholarly journals The impact of a peer-based education on fruits and vegetables intake among housewives

2021 ◽  
Vol 40 (1) ◽  
Author(s):  
Roya Sheybani ◽  
Zahra Hosseini ◽  
Sayed Hossein Davoodi ◽  
Teamur Aghamolaei ◽  
Amin Ghanbarnejad
Keyword(s):  
Self Efficacy ◽  
Fruits And Vegetables ◽  
Group Discussion ◽  
Peer Education ◽  
Intervention Group ◽  
Control Group ◽  
Post Intervention ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact

Abstract Background Evidence indicates the lower intake of fruits and vegetables than the recommended daily amount. Study aimed at determining the effects of peer education intervention on the consumption of fruits and vegetable in housewives. Methods A quasi-experimental was conducted with 130 housewives referring to health care centers in Bandar Abbas, Iran. Sixty-five subjects were recruited in each of the intervention and the control groups. Intervention group were divided into three subgroups each receiving a seven-sessions educational programs (lecturing and group discussion) through peers about the importance of benefits of fruits and vegetables consumption. Participants were followed for two months. Data were collected using a questionnaire in two stages of pre- and post-intervention. Differences in the outcome before and after the intervention were tested using T-test and paired T-test. Results The daily servings of fruits and vegetables in the intervention group increased from 1.73 to 4.20 and in the control group from 1.96 to 2.16; a statistically significant difference was also observed between the groups (P < 0.001). After the intervention benefits and self-efficacy of fruits and vegetables consumption significantly increased and perceived barriers of fruits and vegetables consumption significantly decreased in the intervention group (P < 0.001). Conclusion Peer education improves benefits and self-efficacy, reduces barriers, and increases the daily servings of fruits and vegetables in housewives.

scholarly journals Impact of multi-professional, scenario-based training on postpartum hemorrhage in Tanzania: a quasi-experimental, pre- vs. post-intervention study

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Signe Egenberg ◽  
Gileard Masenga ◽  
Lars Edvin Bru ◽  
Torbjørn Moe Eggebø ◽  
Cecilia Mushi ◽  
...  
Keyword(s):  
Postpartum Hemorrhage ◽  
Intervention Study ◽  
Post Intervention ◽  
Quasi Experimental

scholarly journals Evaluation of Modified Melasma Area and Severity Index in Hyperthyroid Patients Receiving Anti-thyroid Drugs

2021 ◽  
Vol 9 (B) ◽  
pp. 344-349
Author(s):  
Irma Bernadette S. Sitohang ◽  
Benny Nelson ◽  
Melani Marissa ◽  
Wresti Indriatmi ◽  
Wismandari Wisnu
Keyword(s):  
Outpatient Clinic ◽  
Mixed Type ◽  
Intervention Study ◽  
Severity Index ◽  
Interventional Study ◽  
Post Intervention ◽  
Before And After ◽  
The Face ◽  
Quasi Experimental ◽  
Hyperthyroid Patients

BACKGROUND: Melasma is a common hyperpigmentation disorder, which causes brownish discoloration of the face. Despite unclear mechanisms, thyroid hormones were thought to play a role in melasma. AIM: This study aims to determine and compare the clinical improvement of melasma in hyperthyroid patients receiving anti-thyroid drugs. METHODS: An interventional study with a quasi-experimental design (pre-post-intervention study) was conducted at the Internal Medicine Outpatient Clinic and Dermatology and Venereology Outpatient Clinic, Cipto Mangunkusumo Hospital, Jakarta, Indonesia, from July 2019 to March 2020. A comparative analysis was done to compare the modified melasma area and severity index (mMASI) in hyperthyroid patients before and after 12 weeks of anti-thyroid drugs. All subjects did not receive any additional topical therapies for their melasma. The clinical features were evaluated objectively at baseline and 12th-week visit, by mMASI score on different areas of the face (forehead, left-right malar, and chin) and Wood’s lamp examination. RESULTS: All areas showed a decline in mMASI score components (e.g., involvement areas and darkness degree) after 12 weeks of treatment. However, only the malar area showed a significant decline (p < 0.05). Wood’s lamp examination at baseline revealed dermal type melasma on 17 subjects, mixed type on six subjects, and epidermal type on one subject. All types remained unchanged after 12 weeks of treatment. CONCLUSIONS: Our study demonstrated that mMASI score in malar area improved significantly, this might be because malar area included this study were comprised of epidermal, dermal, and mixed type. On the other hand, based on Wood’s lamp examination, all types of melasma remained unchanged after 12 weeks of treatment.

scholarly journals Collaborative Learning in Small Group Discussions and Its Impact on Resilience Quotient and Academic Performance

2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Emeliza T. Estimo ◽  
Lourdes C. Arañador ◽  
Luis G. Evidente
Keyword(s):  
Academic Performance ◽  
Collaborative Learning ◽  
Small Group ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Group Discussion ◽  
Group Discussions ◽  
Small Group Discussions ◽  
Quasi Experimental ◽  
The Impact

This paper is a quasi-experimental investigation on the impact of Collaborative Learning (CL) in Small Group Discussions (SGD) on the development of the eight components of Resilience Quotient (RQ) and the Academic Performance (AP) of students in Maritime English classes. Using different statistical tools such as mean and standard deviation and t-test for dependent and independent means, the study revealed that students who have a higher academic performance tend to also have a higher RQ. Evidence also showed that a high level of RQ could enhance academic performance and that RQ could be developed through constant exposure to small group discussions at a certain period of time. Evidence in the study also showed that too much dependence on the teacher as the main source of learning in the traditional approach could lead to some regression or decline on the students’ personal vision thereby lowering their level of resilience. There was also some evidence that the improvement in the level of RQ can also be a teacher factor. Moreover, it was noticed that working in small groups could give students the opportunity to affirm their personal beliefs and individual capabilities in accomplishing their tasks in the teaching and learning process. Keywords - collaborative learning, small group discussion, Resilience Quotient, academic

scholarly journals Changing perception and improving knowledge of leprosy: An intervention study in Uttar Pradesh, India

2021 ◽  
Vol 15 (8) ◽  
pp. e0009654
Author(s):  
Anna T. van ‘t Noordende ◽  
Suchitra Lisam ◽  
Vivek Singh ◽  
Atif Sadiq ◽  
Ashok Agarwal ◽  
...  
Keyword(s):  
Focus Group ◽  
Intervention Study ◽  
Intervention Development ◽  
Uttar Pradesh ◽  
Evaluation Tool ◽  
Community Members ◽  
Focus Group Discussions ◽  
Post Intervention ◽  
Group Discussions ◽  
Personal Attitudes

Introduction Since ancient times leprosy has had a negative perception, resulting in stigmatization. To improve the lives of persons affected by leprosy, these negative perceptions need to change. The aim of this study is to evaluate interventions to change perceptions and improve knowledge of leprosy. Methodology/Principal findings We conducted a pre-post intervention study in Fatehpur and Chandauli districts, Uttar Pradesh, India. Based on six steps of quality intervention development (6SQuID) two interventions were designed: (1) posters that provided information about leprosy and challenged misconceptions, and (2) meetings with persons affected by leprosy, community members and influential people in the community. The effect of the interventions was evaluated in a mixed-methods design; in-depth interviews, focus group discussions, and questionnaires containing a knowledge measure (KAP), two perception measures (EMIC-CSS, SDS) and an intervention evaluation tool. 1067 participants were included in Survey 1 and 843 in Survey 2. The interventions were effective in increasing knowledge of all participant groups, and in changing community and personal attitudes of close contacts and community members (changes of 19%, 24% and 13% on the maximum KAP, EMIC-CSS and SDS scores respectively, p<0.05). In Survey 1, 13% of participants had adequate knowledge of leprosy versus 53% in Survey 2. Responses showed stigmatizing community attitudes in 86% (Survey 1) and 61% (Survey 2) of participants and negative personal attitudes in 37% (Survey 1) and 19% (Survey 2). The number of posters seen was associated with KAP, EMIC-CSS and SDS scores in Survey 2 (p<0.001). In addition, during eight post-intervention focus group discussions and 48 interviews many participants indicated that the perception of leprosy in the community had changed. Conclusions/Significance Contextualized posters and community meetings were effective in changing the perception of leprosy and in increasing leprosy-related knowledge. We recommend studying the long-term effect of the interventions, also on behavior.

Effect and acceptability of AKI education using peer review audit in primary care

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X696977
Author(s):  
Mufaza Asrar ◽  
Joanna McKinnell ◽  
Nitin Kolhe ◽  
Lynn Woods ◽  
Sally Bassett ◽  
...  
Keyword(s):  
Primary Care ◽  
Peer Review ◽  
Secondary Care ◽  
Group Discussion ◽  
Risk Groups ◽  
Risk Identification ◽  
Care Staff ◽  
Small Group Teaching ◽  
Post Intervention ◽  
Early Management

BackgroundThis was part of the Southern Derby shire CCG AKI awareness and improved management in primary and secondary care. The programme involved educating the primary care staff (GPs nurses) about AKI, identifying and early management in at risk groups. The secondary care aspect involved protocol development for AKI risk/identification to reduce morbidity.AimAs two-thirds of AKI originates in the community we aimed to increase awareness and knowledge levels of AKI in primary care via a CCG wide education programme. This included nephrology a peer review audit of cases with an evaluation of the programme’s acceptability and impact.MethodOver a 12month period, peer review audit sessions were delivered to GPs and the primary care MDT. These sessions consisted of a short presentation by a consultant nephrologist followed by discussion of cases. Qualitative feedback was collected from all participants. Web-based, CCG-wide questionnaires incorporating factual and clinical questions were used to assess baseline and post-intervention knowledge level.Results93% of participants (94 responses) found the peer review audit sessions useful, particularly the presence of nephrologist. 45% of participants were anxious about group discussion of cases, although 36% thought they were the most useful component of the sessions. Formal presentations were ranked as the most popular format of receiving education. 996 individuals completed the questionnaires. At baseline 61% were GPs, 27% practice nurses and 8% Advanced Practitioners, with similar proportions at 1yr. Exposure to AKI teaching, self-reported awareness and confidence levels were higher in the second questionnaire and there was a significant improvement in test scores.ConclusionPrimary care education can improve knowledge and awareness of AKI. Small group teaching with involvement of a nephrologist was popular. These results suggest that there is a need to tailor education styles to individual preferences, and peer review audit may not be universally acceptable in primary care.

Inter-rater Reliability of Preceptors on Clinical Pharmacy Competency Evaluation

2020 ◽  
Vol 15 ◽  
Author(s):  
Dixon Thomas ◽  
Sherief Khalifa ◽  
Jayadevan Sreedharan ◽  
Rucha Bond
Keyword(s):  
United Arab Emirates ◽  
Clinical Pharmacy ◽  
Clinical Competence ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Group Discussion ◽  
Pharmacy Students ◽  
Rater Reliability ◽  
Quasi Experimental ◽  
Competency Evaluation

Background:: Clinical competence of pharmacy students is better evaluated at their practice sites. compared to the classroom. A clinical pharmacy competency evaluation rubric like that of the American College of Clinical Pharmacy (ACCP)is an effective assessment tool for clinical skills and can be used to show item reliability. The preceptors should be trained on how to use the rubrics as many inherent factors could influence inter-rater reliability. Objective:: To evaluate inter-rater reliability among preceptors on evaluating clinical competence of pharmacy students, before and after a group discussion intervention. Methods:: In this quasi experimental study in a United Arab Emirates teaching hospital, Seven clinical pharmacy preceptors rated clinical pharmacy competencies of ten recent PharmD graduates referring to their portfolios and preceptorship. Clinical pharmacy competencies were adopted from ACCP and mildly modified to be relevant for the local settings. Results:: Inter-rater reliability (Cronbach's Alpha) among preceptors was reasonable being practitioners at a single site for 2-4 years. At domain level, inter-rater reliability ranged from 0.79 - 0.93 before intervention and 0.94 - 0.99 after intervention. No inter-rater reliability was observed in relation to certain competency elements ranging from 0.31 – 0.61 before intervention, but improved to 0.79 – 0.97 after intervention. Intra-class correlation coefficient improved among all individual preceptors being reliable with each other after group discussion though some had no reliability with each other before group discussion. Conclusion:: Group discussion among preceptors at the training site was found to be effective in improving inter-rater reliability on all elements of the clinical pharmacy competency evaluation. Removing a preceptor from analysis did not affect inter-rater reliability after group discussion.

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