206Clinical Epidemiology Knowledge Retention in Accelerated Teaching and Learning

Background Accelerated courses continue to be part of the changing landscape in medical education despite limited evidence to support their efficacy in relation to knowledge retention. The purpose of this study was to determine if a difference in knowledge retention exists over time between students enrolled in a traditional versus an accelerated clinical epidemiology course. Methods The current study incorporated an epidemiologic prospective cohort design. The course in clinical epidemiology focused on evidence-based decision making for diagnostic and therapeutic research methods and problem-based learning. Knowledge retention was assessed at four-times points (baseline, three, six and 12 months) for students enrolled in either traditional (13 weeks) or accelerated (1 week) courses. Linear mixed-effect regression modeling was incorporated to examine the change in trajectory of knowledge retention over four points in time between students enrolled in traditional and accelerated teaching formats. Results A significant main effect of traditional versus accelerated course format on retention of knowledge over time was not found (β=-0.341, p = 0.410), suggesting that knowledge retention is not compromised regardless of teaching format. Furthermore, the greatest diminished knowledge retention was observed between baseline and 12 months (β = 10.595, p < 0.0001), followed by three months (β = 3.864, p < 0.0001) and six months (β = 1.180, p < 0.0001). Conclusion This study determined that accelerated course format does not compromise short- and long-term clinical epidemiology knowledge retention in students. Key message University administrators and faculty should not be suspicious of knowledge retention issues in accelerated courses and should endorse accelerated learning opportunities.

The Future of Hospitality Education: A Reflection

The article the future of hospitality education sums up the author’s personal and professional experiences. Topics covered include creative use of online media, industry forums and mentorship, skill and project-based learning, practicum leadership seminars in partnership with industry, and accelerated courses instead of traditional semester-based courses.

History of military hygiene studies in the russian army

The issue of teaching in military schools the discipline «military hygiene» is being considered. The experience of the Russian army shows that from the fourth quarter of the 19th century, and until 1917 military hygiene was an academic discipline in the training of cadets and officers. At the same time, programs and textbooks were created, even for training at the accelerated courses of cadets and officers during the First World War. The textbooks contained sections on the basics of international military law, human anatomy and physiology, food hygiene, water supply, placement of military personnel in stationary and field conditions, hygiene uniforms, bath and laundry services, personal hygiene, rules for maintaining the territory and cleaning battlefields. Separate chapters presented the issues of urgent illnesses for the troops and their prevention. At the same time, comparative statistics are provided on the irrecoverable losses of troops from weapons and mainly from diseases. In addition, the textbooks contained information on the organization of the army’s sanitary service, the rules for the arrangement of premises for the sick and wounded were considered. In the applications, even the «highest approved» Instruction for protecting the health of the military ranks of the active army, various methods and tools for hygienic analysis, methods, disinfectants and others were presented. Here you can find a list of control questions on the sections of the discipline and the answers to them, which indicates the control over the assimilation of the material.