Application of the PRECEDE -PROCEED model in prevention of brucellosis focused on livestock vaccination process

Background This article reports the steps of an educational intervention, which is designed to change livestock breeders’ preventive behavior in terms of vaccinating their livestock against brucellosis. The study has been conducted in a rural area in a country with the second highest brucellosis prevalence in the world. Methods In a quasi-experimental study and applying PRECEDE-PROCEED model, 45 livestock breeders were trained through basket method, accompanied with constructive feedback from researchers and peers and a brief interactive lecture at the end. The livestock breeders’ awareness, attitude and practice level in the intervention group was compared with those of other 45 livestock breeders in a control group, 1 and 6 months after the intervention. According to the results of the Rose Bengal tests (RBTs), as a rapid and simple screening test, the presence or absence of Brucella antibodies in the animals’ serum was investigated. Results Immediately and 1 month after the intervention, the mean scores of knowledge, awareness and practice of livestock breeders in the intervention group were significantly higher. Six months after the intervention, the results of the RBTs were positive in more livestock in the intervention group compared to the animals in the control group. The positive result of RBT after educational intervention, in livestock whose test results were negative immediately before intervention, accompanying the results of observation indicating a good general condition of livestock was considered as a probable evidence of the success of the educational intervention. Conclusion The model-driven educational intervention could significantly increase livestock breeders’ awareness, attitude and practice regarding prevention of brucellosis and vaccination of their livestock against brucellosis; however, a period of non-continuous reinforcement and gradual reduction of the number of the reinforcements by health educator workers is recommended in order to increase the maintenance of the learnt behavior. Trial registration Conducting this study was registered at Iranian Registry of Clinical Trials (IRCT20180304038945N1). Registered 24 December 2018. The proposal was registered before enrollment of the first participant.

Active Forms of Conducting European Studies: Experience, Analysis, Conclusions

RESEARCH OBJECTIVE: The purpose of the paper is to assess the efficiency of the active forms (Quiz, One Pager, the World Café, Visualization: Mind Mapping, Interactive lecture-discussion) used within the European studies for PhD students on ensuring quality of higher education. THE RESEARCH PROBLEM AND METHODS: The empirical material of the research was collected by questionnaire with the direct participation of the authors. The respondents were asked to rate each of the active forms on a Likert scale from 1 to 5 points in order to obtain a rating scale for each of the active forms. THE PROCESS OF ARGUMENTATION: The main professional and general competencies of PhD degree seekers (ability to analyse, evaluate and synthesize new and complex ideas; ability to apply knowledge in practical situations; ability to work in a team etc) can be developed using the active forms of training. RESEARCH RESULTS: The study showed that active forms are effective for the European studies and development of the professional competence of PhDs. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The active forms are promising for PhD students’ training, especially for the instruction of complex knowledge and the formation of transversal competencies. No less important is the conclusion about the need to use a set of methods that together ensure the implementation of the full range of educational tasks.

Application of The PRECEDE -PROCEED Model in Prevention of Brucellosis Focused On Livestock Vaccination Process

Background This article reports the steps of an educational intervention, which is designed to change livestock breeders’ preventive behavior in terms of vaccinating their livestock against brucellosis. The study has been conducted in a rural area in a country with the second highest brucellosis prevalence in the world. Methods In a quasi-experimental study and applying PRECEDE-PROCEED model, 45 livestock breeders were trained through basket method, accompanied with constructive feedback from researchers and peers and a brief interactive lecture at the end. The livestock breeders’ awareness, attitude and practice level in the intervention group was compared with those of other 45 livestock breeders in a control group, one and six months after the intervention. The presence of anti-brucellosis antibodies in livestock’s blood was compared in groups and considered as the outcome measure of the intervention. Results Immediately and one month after the intervention, the mean scores of knowledge, awareness and practice of livestock breeders in the intervention group were significantly higher. Six months after the intervention, the results of the Rose Bengal tests were positive in more livestock in the intervention group compared to the animals in the control group. Conclusion The model-driven educational intervention could significantly increase livestock breeders' awareness, attitude and practice regarding prevention of brucellosis and vaccination of their livestock against brucellosis; however, a period of non-continuous reinforcement and gradual reduction of the number of the reinforcements by health educator workers is recommended in order to increase the maintenance of the learnt behavior. Trial registration: Conducting this study was registered at Iranian Registry of Clinical Trials (IRCT20180304038945N1). Registered 24 December 2018(https://www.irct.ir/trial/29996).The proposal was registered before enrollment of the first participant.

The Role of Mathematics in the Formation of Pupils’ Creative Activity

The article is devoted to the problem of the development of the creative activity of students in grades 5–6 in the process of teaching mathematics. It is noted that the fulfillment of a creative task requires from students not a simple reproduction of information, but creativity, since the tasks contain a greater or lesser element of obscurity. A creative task is the content, the basis of any interactive method. A creative task (especially practical and close to the student's life) gives meaning to learning, motivates pupils. To develop the creative activity of students, you can use specially developed various software tools (Learning Apps, Mentimeter, Quzizz, etc.) in the lesson. With the help of a huge number of online services, you can create a whole collection of interactive tasks of the following nature: study an interactive lecture and answer the questions; answer questions of the test, quiz (with one or many correct answers); build a timeline and others.

A national CASC course

AimsThere was understandable anxiety from trainees about the transition to the online format of the CASC due to the pandemic. There is also significant variability between trusts in the availability of lectures tailored specifically to the CASC exam. Having recent experience of the CASC exam, including the online format, we developed a free online lecture series. We aimed to address common questions relating to the exam, and selected topics that trainees may find daunting or had less experience with through clinical care. The topics covered were: An Introduction to the CASC, Mental State Examinations, Psychological Therapies, Pharmacology and a Q&A Session.MethodThe course was designed to tackle areas that trainees often find difficult based on our own experiences as well as surveying course attendees. Prior to the course, we liaised with consultant site tutors & junior doctor representatives to integrate the course into the local academic programme, and to facilitate promotion of the session to trainees across sites. We subsequently offered registration to trainees nationally. The course was planned and delivered by the organisers through interactive lecture-based presentations with handouts, ahead of the January 2021 examinations. Content was based on national guidelines and published research. 5 sessions were delivered with the final session including guest consultant panellists to answer trainee questions. Quantitative and qualitative feedback was collected from the attendees.Result172 doctors registered onto the course, with 44 NHS trusts represented. Doctors from a variety of grades attended, with 55% CT3s, 17% Specialty Doctors, 16% CT2s, 8% CT1s, 4% in other roles. 100% of attendees stated that they would recommend the course to any doctor sitting the CASC. 97% of attendees rated the course as either ‘Excellent’ or ‘Good’. Qualitative feedback was positive and 3 themes were identified- communication, content and the online format.ConclusionThe CASC course provided an opportunity to deliver national teaching to trainees based on national guidelines and peer-reviewed research, with a focus on addressing areas that trainees may feel less confident with. The course received significant positive feedback from attendees. The significant number of pre-CT3 trainees attending the course suggests that there may be an interest from this group for further support in developing the complex communication skills that ultimately are assessed by the CASC exam.

Not yet a dinosaur: the chalk talk

This article discusses the chalk talk’s potential as an active learning method. Although chalk talks are a form of interactive lecture, they have received little attention in the medical education literature compared with other active learning methods such as team-based learning and simulation. One of the authors (C. K. L. Phoon) has used chalk talks to teach congenital heart defects to first- and third-year NYU medical students for many years. His chalk talks have consistently earned among the highest teaching scores, and students have noted their strengths of being more interesting, clear, and tangible than didactic lectures. Using the teacher and student perspectives, we examine the chalk talk’s strengths and weaknesses compared with common passive and active learning methods. Chalk talks create a real-time, shared space that facilitates the active learning goals of helping students build, test, and revise mental models (conceptual frameworks). The limited amount of information that can be presented and the ability to solicit and arrange students’ ideas on the board lead to the cocreation of valuable conceptual frameworks. Chalk talks require less restructuring of teaching sessions than other active learning methods and are best suited to topics that hinge on understanding of concepts. We advocate for the chalk talk to be reexamined as a promising educational tool given its strengths and the successes that other active learning methods have shown. Furthermore, we provide guidance to help educators deliver chalk talks and discuss future studies that would advance understanding of this powerful teaching tool.

Effectiveness of an Educational Intervention to Improve Medical Student Comfort and Familiarity With Providing Gender-Affirming Hormone Therapy

Background and Objectives: Gender-affirming hormone therapy (GAHT) is a key component in the primary care of transgender and gender-nonconforming (TGNC) people. However, physicians are hesitant to initiate GAHT, citing a lack of knowledge. We developed an educational program for medical students and sought to investigate whether medical students’ comfort and familiarity with GAHT could increase after a short interactive program. Methods: Second-year medical students (N=54) at the University of Minnesota were recruited to attend an hour long interactive lecture on GAHT. We calculated mean change in pre- and postintervention 5-point Likert scale scores from a survey assessing comfort and familiarity with key concepts of GAHT to assess the effectiveness of the intervention. Results: Mean response score change increased significantly after the intervention around the use of chosen names (0.4±0.13, P<.017), the use of informed consent to initiate GAHT (1.8±0.20, P<.001), initiating and managing GAHT in the primary care setting (1.4±0.19, P<.001), medications used in GAHT (2.3±0.21, P<.001), and dosing (2.5±0.60, P<.001). Conclusions: GAHT can be initiated and managed in a primary care setting. There is a push to introduce GAHT in the preclinical years. After participating in a short interactive lecture on GAHT, second-year medical students reported increased comfort and familiarity with GAHT. Inclusion of GAHT in the preclinical curriculum does not require significant teaching time and is important knowledge for all future physicians.

A Comparative Study to Evaluate the Role of Interactive Lecture Classes and Self-Directed Learning Sessions among First MBBS Students in the Department of Physiology during Implementation of Competency Based Medical Education

BACKGROUND Implementing the new competency based medical education is quite challenging for medical educators while teaching newly admitted undergraduate medical students. We wanted to compare the role of interactive lecture classes with self-directed sessions among first MBBS students in the Department of Physiology during implementation of competency based medical education. METHODS The present study was conducted in the Department of Physiology among two hundred undergraduate medical students after obtaining Institutional Ethical Clearance. Ten interactive lecture classes were compared with ten self-directed learning sessions using pre-test and post-test MCQS. Students’ feedback was collected following the sessions and students were provided with feedback following each session. Feedbacks from facilitators were also taken following the sessions. SPSS version 16 was used to analyse the data. T test was done to compare the different teaching methods. RESULTS Students were more satisfied with the SDL sessions. According to the teachers, students participated and interacted in SDL sessions better when compared to traditional classes. Teachers had to put much more effort to the SDL sessions as compared to traditional lecture sessions to make these sessions effective. There was no difference in performance between traditional lecture classes and self-directed learning sessions in pre-test sessions (50.39 ± 19.41 vs. 52.84 ± 16.01; p value 0.17). Students performed better in post-test sessions (50.39 ± 19.41 vs. 63.38 ± 12.79; p value < 0.0001**) as compared to pretest sessions in interactive lecture classes. Students performed better in posttest sessions (52.84 ± 16.01 vs. 69.79 ± 12.4; p value < 0.0001**) as compared to pre-test sessions during assessment of self-directed learning sessions. Performances of students were also better in SDL sessions as compared to interactive lecture classes in post-test sessions. (69.79 ± 12.4 vs. 63.38 ± 12.79; p value < 0.0001**). CONCLUSIONS Self-directed learning sessions were more effective than interactive lecture classes for teaching physiology to undergraduate medical students and for implementation of competency based medical education. Successful implementation of SDL sessions requires a greater number of teachers as compared to interactive lecture sessions. KEYWORDS Traditional Lecture Classes, Self-Directed Learning, Competency Based Medical Education