797. Infection Prevention and Control Training Needs and Preferences Among Frontline Health Professionals

Background In 2020, the Nebraska Infection Control Assessment and Promotion program began collaborating with the Nebraska Department of Health and Human Services (NE DHHS) and the CDC to distribute infection prevention and control (IPC) training to frontline healthcare professionals (HCPs), focusing on nursing assistants (NAs), dentists, and other groups not traditionally targeted by IPC training. We conducted a learning needs assessment of these workers to plan high-yield curricula for each group. Methods We distributed an online survey to Nebraska’s frontline HCPs via local professional society email lists and the NE DHHS’s weekly newsletter. The survey asked respondents to identify their professional role, practice setting (urban vs suburban vs rural), preferred sources and formats of training, and perceived need for additional training across multiple IPC topics. Results 456 HCPs completed our survey, including 177 NAs, 72 nurses, and 59 dentists; most HCPs practiced in a rural setting (62%). HCPs viewed the CDC as the most trustworthy source of IPC training (92% trusted, vs 71% for local health authorities, 64% for professional societies, and 43% for academic institutions); versus other respondents, NAs had substantially lower trust in all groups except the CDC. Respondents were more often interested in self-paced learning (63%) or interactive discussion with experts (53%) versus peer discussions (40%) or lectures (34%). Compared with other respondents, dentists were least interested in peer discussions (27%) and NAs in lectures (15%). Triage and screening was the only IPC training topic a majority of all respondents (51%) requested, though majorities of nurses (58%) and dentists (51%) also wanted training on environmental cleaning. Hand hygiene (12%) and personal protective equipment use (27%) were the least requested IPC topics, especially among NAs (5% and 18%). Conclusion Nebraska’s frontline healthcare workers express high confidence in the CDC as a source of IPC training and prefer self-paced and expert discussion learning modalities. Key between-group differences indicate that individualizing curricula for NAs, dentists, and other HCPs may improve IPC training quality. Disclosures M. Salman Ashraf, MBBS, Merck & Co. Inc (Grant/Research Support, I have recieved grant funding for an investigator initiated research project from Merck & Con. Inc. However, I do not see any direct conflict of interest related to the submitted abstract) Nicolas W. Cortes-Penfield, MD, Nothing to disclose

Conditions for reflexive practices in leadership learning: The regulating role of a socio-moral order of peer interactions

Peer interaction is a standard aspect of most leadership development programmes and is seen to be conducive to learning. Realising deeper and critical reflexivity in peer interaction is, however, challenging. This study employs conversation analysis to empirically explore peer interactions in a leadership development programme for first-line managers in the public sector in Denmark. The analysis shows that a socio-moral order, that is normative expectations inherent in interactions, guide peer discussions and shape the conditions for reflection and deeper reflexivity. The socio-moral order was based on a central principle of treating each other as experts on one’s own practice. This principle allowed for reflection but turned attention away from critical reflexive practices. As a result, peer discussions took a more conservative rather than a transformational orientation. The study extends the theoretical understanding of the conditions for critical reflexivity as it demonstrates how the socio-moral order of interaction regulates engagement in critically reflexive practices.

Deployment of I don’t know and wakannai in second language classroom peer discussions

This conversation analytic study explicates the differential actions of the English phrase I don’t know (IDK) and its equivalent in Japanese, wakannai, as deployed by Japanese learners of English during peer discussions for language learning. By examining natural classroom interaction, we explore second language (L2) speakers’ use of these tokens for various pragmatic actions. The data consist of 47 h of discussions in English language classes in three Japanese universities. The discussions were carried out in the target language, English, for the most part, but occasionally the participants used their common first language (L1), Japanese. All cases of IDK and wakannai examined here occurred in first positions during production of opinions or first assessments. The analysis revealed that within a single discussion session, the participants marshalled IDK and wakannai to perform differential actions. Overwhelmingly, in our data, IDK was deployed to manage their epistemic stance, while wakannai was produced to make a public assertion of their insufficient knowledge.

Reflecting on Personal Routines to New Ways of Teaching by German Geography Teachers: Effects of a Teacher Training Project in North Rhine-Westphalia

The gap between educational knowledge that is taught in universities and actions by teachers can be sizeable. A sustainable change in teachers' efforts requires particular sensitivity and awareness of this gap between subject-specific educational thinking and acting and between theory and practice. This study explored the extent to which a reflection on personal routine in class undertaken by geography teachers, and the associated awareness of their deficits ("the gap"), can contribute to a change in action. In this study, ten teachers from German Gymnasiums in North Rhine-Westphalia participated in a four-month-long intervention. The teachers had to document their lessons, work through possible deficits in peer discussions, and discuss solutions. The results showed that although intervention helped raise awareness of deficits, it was not enough to bring about a lasting change in teachers' actions. Possible causes for this lack of lasting change are reflected upon, and teacher training consequences are considered.

Adversities faced by Y or Z category health science journals with HEC, Pakistan

Objective: To know the rate and predictors for derecognition/demotion in HEC-indexed Y, and Z categories health science journals (HSJs) Methods: A list of HEC-indexed Y and Z categories HSJs was downloaded from the official website of HEC, Pakistan on 29 July 2019. General information like the type of publisher, specialty, sponsoring body, origin city, and sector (Armed Forces/Civilian) of the derecognized or demoted journals were noted. Fundamental issues like HEC's procedures were resolved using literature review, contacts to the affected journals, and peer-to-peer discussions. Results: Of 50 journals, 25 (50%) were found against each of the Y and Z categories. Fourteen (56% of the total) Y category journals faced adversity in the form of derecognition (n = 5) or demotion (n = 9). Whereas, the rate increased remarkably to 64% (n = 16) in the Z category. Similarly, the high rate was noticed in specialty-specific journals (67.9%, n =19). A journal under private sponsorship had twofold more chance of the adversity (95%CI:1.003-2.918, p = .05) than public-sponsored journals (75 vs. 50%, respectively). Most of the affected Z category journals (n = 13, 81.3%) had their first registration with HEC before 2015. Conclusion: The policy of HEC for derecognition/demotion of HSJs needs extensive review to promote medical publications.

Prefacing opposition: Resources for adumbrating conflict talk in second language peer discussions

This study provides an empirical analysis of conflict talk among second language learners, focusing on the opening aspects of conflict talk sequences, specifically the short sequences between an arguable and initial opposition. Data is based on 178 hours of small group discussions video-recorded in Japanese university English classes. Analysis revealed: (a) repetitions and why-type questions directly following an initial speaker’s claim were likely to adumbrate upcoming oppositions, (b) when a questioning repeat failed to elicit an account for the original speaker’s claim, the potential opposer explicitly pursued an account for the claim with a why-type question, (c) a major action these repeats and why-type questions performed was to call for speakers of potential arguables to provide sufficient accounts for their claims. The findings contribute to research on argumentative talk in classrooms by extending analysis beyond adjacent turns, by highlighting the resources of repetitions and why-type questions that speakers deploy to adumbrate oppositions, and by explicating the details of second language learner talk in peer discussions.

Addressing Misconceptions in Algebra 1

An algebra 1 teacher collaborated with two university researchers to develop vocabulary minilessons and peer discussions to support students in understanding and using algebraic language.

Japanese Voice-Rhythm Ensemble Practice by Using Gordon's Instructional Template (IT)

The study describes a music teacher's experience teaching a voice-rhythm ensemble in a Japanese elementary school by utilizing Gordon's instructional template (IT). The IT is a seven-step template used to map a democratically based pedagogy. In this study, 32 (N=32) fifth graders were divided in four groups. The first lesson began with students listening to several musical selections that did not include any melodies. The students then sung a voice-rhythm ensemble called Yasainokimochi, which is constructed just by syllables without any melodies. Finally, small groups of students created and arranged an original voice-rhythm ensemble. During this lesson sequence, the teacher used Gordon's IT to facilitate student-teacher and peer discussions. As a part of the IT process, students and the teacher also reflected on the learning sequence and listened to one another in building the desired musical outcome. An underlying foundation of this classroom is to imbue in students the kyosei principles of understanding each other, leaving nobody out, and making friends.