Association Between Depression and Dissatisfaction with Complete Dentures

Objective: The aim of this study was to find out the role of depression in complete denture dissatisfaction and to determine frequencies of depression among the satisfied and dissatisfied patients. Study design: A cross sectional survey was carried out at Department of Prosthodontics, De’Montmorency College of Dentistry. Punjab Dental Hospital. The sample size was 80 edentulous patients having adequate maxillary and mandibular ridges. Methodology: The patients selected would be wearing complete dentures for the first time. All dentures were carefully designed. A socio-demographic form and depression rating questionnaire was filled by every participant involved in the study. After six months, satisfaction or dissatisfaction with the provided complete denture set was assessed through a separate questionnaire. The patients’ opinion concerning satisfaction with their dentures and depression was recorded and statistical analysis done. The results showed that 36.25% depressed versus 63.75% non-depressed. 28.75% were dissatisfied versus 71.25% satisfied. Conclusion: It was concluded that depression played a significant role in decreasing the satisfaction rating in first time denture wearers. Keywords: Depression, dissatisfaction, complete dentures,

453 Introduction of A Novel Online Learning Platform Increases Junior Doctors Confidence Prior To Starting Trauma & Orthopaedic On-Calls

Aim Trauma and Orthopaedic (T&O) junior doctors are expected to manage on-calls involving a high volume of patients presenting with a wide variety of complex conditions. Despite this, many junior doctors feel poorly prepared at the start of their placements with individual hospitals providing variable levels of induction. We therefore aimed to provide a free ‘Introduction to T&O on-calls’ course for junior doctors. Method The online platform ‘Zoom’ was used to provide 13 interactive lectures by T&O trainees and consultants over a single day in July 2020. In total, 280 UK junior doctors attended with 91.1% completing feedback. Pre- and post-course questionnaires were used to establish improved knowledge. Results Only 7.4% of participants either had or were aware of a local trust induction covering T&O on-calls. The course had an overall satisfaction rating of 90%, with participants showing a 15.3% improvement in on-call knowledge from pre-course to post-course (p<0.05). Prior to the course only 35% of participants felt prepared to perform an on-call which increased to 77% after the course. Almost all participants (90%) agreed that similar courses in other surgical specialties (General surgery (79%), Urology (60%), Vascular surgery (60%), ENT 55%)) which are commonly cross covered by junior doctors would be hugely beneficial. Conclusions Our principal focus moving forward is to establish a formal national induction programme for T&O junior doctors that is recognised by the relevant T&O organisations. This will instil confidence in the junior doctors whilst achieving patient safety and excellence during busy T&O on-calls.

Whistle while you work: improving psychiatry training in a London NHS Trust and what we learned along the way

AimsThe aim of this project is to improve the training experience of Psychiatry trainees across CNWL. In QI terms, we want to achieve a satisfaction rating of above 7/10 for all themes identified by August 2021.MethodCollected baseline data on satisfaction and priority ratings on 7 training themes Held discussion groups with trainees for specific themes to generate issues and solutions Developed and provided Quality Improvement training for trainees and trainers, 1:1 support and QI clinics – empowering trainees to develop their own local project and to make changes to issues on the ground Enacted central changes in communication, responsiveness, recognising success.Reassessed and fedback to the trainees throughout.ResultOur baseline satisfaction survey was completed in June 2020. Trainees their satisfaction for each theme out of 10 and to rank their priorities for change. Results showed satisfaction was lowest in morale and in safety and highest in education and supervision. Their highest priorities for change were safety, then morale, with induction as the lowest priority.We repeated the survey in October 2020. This showed improvements in most themes (apart from induction, perhaps due to induction having to be delivered virtually). Satisfaction in key priority areas of morale and safety increased from 4.53 to 6.37, and 5.12 to 6.70 respectively. We also asked what ‘one thing’ would they improve about their training. Key phrases included teaching, on-call, communication and induction.From this data, and softer feedback from trainees, it is encouraging that we are moving in a positive direction, but we are continuing to make changes.Conclusion•Trainees must be central to the work in improving their training•Using QI methodology helps – developing a structure and breaking down a bigger task helps make a plan•Feedback is key – but people are busy and receive a lot of emails and requests to fill surveys – catching people ‘in person’ (virtually) was the best way to ensure a lot of responses•Trainees have loads of great ideas, but they need support, time and resources to be able to develop their projects and changes•Flexibility is crucial: some topics work better locally, driven by trainees and some require a more coordinated, central roleWe hope that developing a structured approach to a large task like improving training will help make changes sustainable, and enables us to share our learning with others.

686 Emergencies in Plastic Surgery – The Impact of a One-Day Conference on Medical Students’ Confidence

Introduction Plastic surgery emergencies, such as facial trauma, burns, and gunshot wounds, are commonly presenting injuries to the emergency department. However, these topics are rarely part of medical school curriculums and few educational conferences exist on these topics. Hence, we created a novel international medical student conference entitled “Emergencies in Plastic Surgery”. We then evaluated its effectiveness in improving confidence in management of plastic surgery-related emergencies. Method We administered pre- and post-event online questionnaires to delegates evaluating self-reported confidence for Facial Trauma, Gunshot Wounds, Burns, Tendon Repair, Splinting, and Lacerations on a 5-point Likert-scale. Responses were matched before statistical analysis. Results Of the 85 attendees, three quarters responded (76%, n = 65). The conference significantly increased confidence ratings in all topics (p < 0.001). Prior to the conference, Lacerations had the highest confidence scores (2.36 ± 1.19) whereas Facial Trauma scored the lowest (1.79 ± 0.858). Facial Trauma had the greatest improvement in confidence (mean difference = 2.09 ± 0.974), whereas Lacerations yielded the lowest improvement (mean difference 1.21 ± 1.28). Facial Trauma also yielded the greatest mean satisfaction rating (4.68 ± 0.594). Conclusions The conference improved student confidence in all plastic surgery emergencies topics. More complex topics, e.g. facial trauma, yielded the greatest satisfaction and improvement in confidence.

Development and Functionality of an Internet-Based, Self-Managed Parent Training Program

Purpose This research note evaluated a self-managed, Internet intervention (i.e., Success With Stories) designed to facilitate parental reading practices and beliefs. Method Twelve reviewers were composed of parents of young children, speech-language pathologists, and experts in self-managed, Internet intervention. Satisfaction of usability, content, presentation, suitability, and exercises of Success With Stories was examined using an intervention satisfaction rating. Value and usefulness of content was evaluated via a survey. Results Reviewers found content to be valuable and useful for facilitating parental reading practices and beliefs. Results indicated high satisfaction across all reviewers. Conclusion Results point toward strengths and limitations of the protocol and future directions.

Using Video Tutorials to Learn Maya 3D for Creative Outcomes

This study tracked the transition from traditional front-of-class software demonstration of Autodesk's Maya 3D to the introduction of video tutorials over a five-year period. It uses Mayer and Moreno's (2003) theory of multimedia learning to frame the analysis of results. It found that students' preference for the video tutorial increased over the course of the study. Students' preference for video tutorials was correlated with a reduction in cognitive load, increase in satisfaction with the learning experience and subsequent reduction in frustration with the software. While there was no apparent change in measurable outcomes, students' satisfaction rating with the video tutorial in preference to other learning media suggests more efficient learning was achieved. As a consequence of the findings, the traditional demonstration was discontinued. Overall, the introduction of video tutorials for learning Maya 3D reduced frustration and freed up time for more creative pursuits – the primary purpose for learning the software.

Exploring the Motivators to Satisfy UAE Employees: Private Vs. Public

The United Arab Emirates (UAE) is a busines hub in the Middle East and is sought out place for work by expatriates. Gallup's Great Jobs Briefing (2018) reported UAE as one of the highest achiever for Job-Satisfaction rating, out of 128 countries. It was further reported that 72% jobs are considered as 'good job' in the UAE, based on several determinants. However, there are some contradictory findings regarding employees enagement level, wherein 69% participants were not engaged in the workplace. Further reports from Gallup (2017) found more than 75% UAE employees as highly disengaged and the world happiness report (Helliwell, Layard,, & Sachs, 2019) did not find UAE to be amongst the ranking of happiest countries. Further, there was disinterest in working with private sector as 62% participants preferrred to work in the public sector of UAE. The question then arise, if employees are satisfied, why they are not happy or engaged? Are there any motivational (de) factors that differentiates satisfaction level of employees working in UAE's government sector with those working in the private sector? Keywords: comparison public and private organizations, Herzberg's Two-Factor Theory, job satisfaction, UAE

Assessing local people’s satisfaction on resettlement arrangements of A Luoi Hydropower project, Thua Thien Hue Province

This study aims to estimate the level of satisfaction about resettlement arrangements for local people who have been affected by A Luoi hydroelectric construction project in the Thua Thien Hue province. This research used the Likert scale method to assess the satisfaction level of 98 households living in two of the resettlement sites. Results illustrate that there is variations in the level of satisfaction of local people in the two resettlement sites, Hong Thuong and Hong Ha. In the resettlement area (RA) of the Hong Thuong Commune, people are dissatisfied with the location arrangement. There is a lack of quality in the houses built, been damaged, cracked and degraded, since the construction design is not appropriate for the customs and practices of local people, with a satisfaction rating of 1.07. Meanwhile, at the resettlement site of the Hong Ha commune, people felt satisfied with the arrangement site of the RA and allocated residential land area with the satisfaction rating of 4.19. Our results will help the government, as well as the project owners, to understand the points of dissatisfaction of local people in order to have accordant solutions, ensuring the stable life for local people in those settlement areas. Nghiên cứu này nhằm mục đích đánh giá được mức độ hài lòng của người dân về việc bố trí tái định cư (TĐC) cho người dân bị ảnh hưởng bởi dự án xây dựng thuỷ điện A Lưới, tỉnh Thừa Thiên Huế. Nghiên cứu đã sử dụng phương pháp thang đo Likert để đánh giá mức độ hài lòng của 98 hộ dân sống tại hai khu tái định cư Hồng Thượng và Hồng Hạ. Kết quả nghiên cứu đã cho thấy có sự khác nhau về mức độ hài lòng của người dân tại hai khu TĐC. Tại khu TĐC Hồng Thượng người dân thấy không hài lòng về địa điểm bố trí TĐC, nhà ở được xây dựng thiếu chất lượng đã bị hư hỏng, nứt nẻ xuống cấp, thiết kế xây dựng không phù hợp với phong tục, tập quán của người dân địa phương, với chỉ số đánh giá hài lòng là 1,07. Trong khi đó, tại khu TĐC xã Hồng Hạ người dân lại thấy hài lòng về điểm bố trí TĐC và diện tích đất ở được cấp, với chỉ số đánh giá hài lòng là 4,19. Kết quả nghiên cứu của đề tài sẽ giúp cho chính quyền cũng như chủ đầu tư dự án nắm rõ những điểm không hài lòng của người dân để có hướng giải quyết phù hợp nhằm đảm bảo cuộc sống ổn định cho người dân tại nơi tái định cư.

Measuring the quality of nursing clinical placements and the development of the Placement Evaluation Tool (PET) in a mixed methods co-design project

Background The quality of nursing clinical placements has been found to vary. Placement evaluation tools for nursing students are available but lack contemporary reviews of clinical settings. Therefore, the aim of this study was to develop a feasible, valid and reliable clinical placement evaluation tool applicable to nursing student placements in Australia. Methods An exploratory mixed methods co-design project. Phase 1 included a literature review; expert rating of potential question items and Nominal Group Technique meetings with a range of stakeholders for item development. Phase 2 included on-line pilot testing of the Placement Evaluation Tool (PET) with 1263 nursing students, across all year levels at six Australian Universities and one further education college in 2019–20, to confirm validity, reliability and feasibility. Results The PET included 19-items (rated on a 5-point agreement scale) and one global satisfaction rating (a 10-point scale). Placements were generally positively rated. The total scale score (19 items) revealed a median student rating of 81 points from a maximum of 95 and a median global satisfaction rating of 9/10. Criterion validity was confirmed by item correlation: Intra-class Correlation Co-efficient ICC = .709; scale total to global score r = .722; and items to total score ranging from .609 to .832. Strong concurrent validity was demonstrated with the Clinical Learning Environment and Supervision Scale (r = .834). Internal reliability was identified and confirmed in two subscale factors: Clinical Environment (Cronbach’s alpha = .94) and Learning Support (alpha = .96). Based on the short time taken to complete the survey (median 3.5 min) and students’ comments, the tool was deemed applicable and feasible. Conclusions The PET was found to be valid, reliable and feasible. Use of the tool as a quality assurance measure is likely to improve education and practice in clinical environments. Further international evaluation of the instrument is required to fully determine its psychometric properties.

Measuring the quality of nursing clinical placements. Development of the Placement Evaluation Tool (PET): A mixed methods co-design project

Background: The quality of nursing clinical placements has been found to vary. Placement evaluation tools for nursing students are available but lack contemporary reviews of clinical settings. Therefore, the aim of this study was to develop a feasible, valid and reliable clinical placement evaluation tool applicable to nursing student placements in Australia.Methods: An exploratory mixed methods co-design project. Phase 1 included a literature review; expert rating of potential question items and Nominal Group Technique meetings with a range of stakeholders for item development. Phase 2 included on-line pilot testing of the Placement Evaluation Tool (PET) with 1,263 nursing students, across all year levels at six Australian Universities and one further education college in 2019-20, to confirm validity, reliability and feasibility.Results: The PET included 19-items (rated on a 5-point agreement scale) and one global satisfaction rating (a 10-point scale). Placements were generally positively rated. The total scale score (19 items) revealed a median student rating of 81 points from a maximum of 95 and a median global satisfaction rating of 9/10. Criterion validity was confirmed by item correlation: Intra-class Correlation Co-efficient ICC = .709; scale total to global score r = .722; and items to total score ranging from .609 to .832. Strong concurrent validity was demonstrated with the Clinical Learning Environment and Supervision Scale (r= .834). Internal reliability was identified and confirmed in two subscale factors: Clinical Environment (Cronbach’s alpha = .94) and Learning Support (alpha = .96). Based on the short time taken to complete the survey (median 3.5 minutes) and students’ comments, the tool was deemed applicable and feasible.Conclusions: The PET was found to be valid, reliable and feasible. Use of the tool as a quality assurance measure is likely to improve education and practice in clinical environments. Further international evaluation of the instrument is required to fully determine its psychometric properties.