Peningkatan Kemampuan Apoteker sebagai Peneliti dalam Upaya Antimicrobial Resistance Awareness

Hingga saat ini, resistensi antimikroba masih menjadi masalah akibat ketidakrasionalan penggunaan antimikroba. Diperlukan minat dan pemahaman dari praktisi Apoteker untuk meneliti terkait antimikroba sehingga dapat berkontribusi terhadap penyelesaian masalah tersebut. Akan tetapi, penelitian lebih umum dilakukan oleh para akademisi dibandingkan dengan praktisi. Oleh sebab itu, dirancang sebuah kegiatan pengabdian masyarakat yang bertujuan meningkatkan minat dan pemahaman praktisi Apoteker terkait penelitian antimikroba. Bentuk kegiatan yang dilakukan adalah Focus Group Discussion (FGD) yang diawali dengan paparan ilmiah oleh narasumber. Peserta di setiap kelompok diatur terdiri dari gabungan akademisi dan praktisi Apoteker. Pada sesi FGD, praktisi Apoteker memaparkan permasalahan terkait antimikroba berdasarkan pengalaman kerjanya. Para akademisi berkontribusi untuk menyusun permasalahan menjadi sebuah kerangka penelitian yang dapat diaplikasikan. Berdasarkan post-assessment, kegiatan FGD antara akademisi dan praktisi terbukti meningkatkan minat dan pemahaman peserta terkait penelitian antimikroba. Kolaborasi antara akademisi dan praktisi perlu ditingkatkan untuk mengatasi masalah praktikal termasuk resistensi antimikroba.

Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

Linking motivation and learning is central to understanding students’ motivation toward learning and learning itself as complex cognitive phenomena. Some studies focused on students’ motivation toward learning biology in general; however, the shortage of studies on the effect of animation-based instruction and small-group laboratory activities as Resource-based Instructions (RBIs) on pre-service biology teachers was realized. The present study aimed to determine the effect of resource-based Instructions on pre-service biology teachers’ academic motivation toward learning biology at private and public Universities in Rwanda. Pre-service biology teachers were grouped into three groups at a public teacher traning University and received a pre-and post-assessment. Quasi-experimental, pre and post-test control group design was used at a public university, while a repeated measures design was used at a private university. The standard academic motivation scale for learning biology (AMSLB) yielded a Cronbach alpha coefficient of 0.71 before use. The t-Test was computed to measure the statistically significant difference between the pre-and post-assessment scores and group of RBI interventions. Multivariate analysis (MANOVA) was computed to measure the effect of RBIs vis à vis the AMSLB factors. Findings revealed no statistically significant difference (df=18, p=.458) in the motivation of learning biology of pre-service teachers before and after learning via traditional instruction at a public university. However, a statistically signficant difference was found with animation instruction (df=18, p=.002) and lab instruction (df=18, p=.014). The motivation of learning biology increased at a public university than at a private university. However, animations and small-group lab activities increased pre-service biology teachers’ intrinsic and extrinsic—career motivation of learning biology at both universities. Therefore, the study recommends using RBIs to improve pre-service biology teachers’ motivation toward learning biology.

Embedding a culture of academic integrity: A two-pronged approach

While universities have instituted use of various forms of technologies to help identify instances of academic integrity compromises, these tools are unable to detect cases where students get someone else to do their academic work for them. This paper discusses a two-stage approach to addressing academic integrity at a postgraduate business studies course where students were engaged in understanding what academic integrity means within their context and explore various forms of unethical behaviours. They were also made aware about various institutional policies and procedures for academic integrity breaches. This was followed with a post-assessment, ad-hoc feedback from students about their submitted work. Although a thorough evaluation is planned at a later stage, this paper shares some initial results about the effectiveness of this approach to countering academic misconduct behaviours. The paper will be of interest to other teaching academics interested in developing a culture of academic integrity.

Overcoming a Hurricane and Maintaining Wellness in College Student Physical Education

Background: With instructional time lost due to natural disasters, it is essential to examine the effect of a physical education course (PED 101) on college student well-being and motivation.Aim: This research examines the effect of physical education classes with a wellness component on wellness and motivation during a disruptive hurricane.Methods: A pre and posttest survey methodology was utilized to measure well-being and motivation, including by gender and exercise frequency, using the Wellness Inventory on college students enrolled in PED 101 who experienced Hurricane Florence.Results: All 12 dimensions of participants' wellness and their motivation to make changes in those wellness dimensions increased by the end of the hurricane semester. The results found significant changes between the pre- and post-assessment scores for all dimensions of wellness and motivation for male and female participants, as well as for all levels of exercise frequency.Conclusions: Including a well-being and motivation component in a college level physical education curriculum may enhance students' overall well-being and motivation during a disruptive hurricane.

Evaluasi Manajemen Keamanan Informasi Menggunakan Indeks Keamanan Informasi (KAMI) pada Jaringan (Studi Kasus: UIN Sunan Kalijaga Yogyakarta)

<p>Serangan pada jaringan saat ini sangat sering terjadi, dengan semakin banyaknya cara untuk melakukan pengaksesan terhadap data dan semakin berkembangnya teknologi yang digunakan tentunya akan menyebabkan meningkatnya ancaman keamanan suatu jaringan. Evaluasi manajemen keamanan informasi menggunakan indeks keamanan informasi (KAMI) yang dilakukan pada jaringan di UIN Sunan Kalijaga Yogyakarta didapatkan hasil indeks 407, yang dianggap masih belum optimal. Hal ini yang mendasari perlunya implementasi Open Source SIEM (OSSIM) ke dalam indeks KAMI. Penelitian ini dilakukan untuk mengoptimalkan proses keamanan informasi agar dapat bekerja sesuai dengan standar indeks KAMI. Metode penelitian yang digunakan meliputi studi literatur, melakukan Pre-Assesment Indeks KAMI, mengimplementasi infrastruktur OSSIM, monitoring indeks keamanan informasi menggunakan teknologi OSSIM, dan melakukan Post-Assesment Indeks KAMI, tahapan akhir ini menganalisis hasil monitoring untuk dibuat perbandingan bagaimana kondisi jaringan sebelum dan sesudah diimplementasikan OSSIM pada jaringan. Skor nilai perbandingan dari hasil penelitian terkait Indeks KAMI menunjukkan peningkatan skor penilaian sebesar 25, setelah diterapkan penggunaan OSSIM dari sebelumnya tanpa penerapan OSSIM sebesar nilai 407 menjadi 432. Peningkatan indeks KAMI membantu menaikan nilai pada aspek tata kelola, pengelolaan asset dan teknologi, namun tingkat kelayakan keamanan informasi masih di level I+ sampai dengan II+ sehingga keamanan informasi pada jaringan tidak layak dan butuh perbaikan.</p><p> </p><p><em><strong>Abstract</strong></em></p><p><em>Attacks on networks today are very common, with more and more ways to access data and the development of technology used, they will certainly cause an increase in network security threats. Evaluation of information security management using the information security index (KAMI) conducted on the network at UIN Sunan Kalijaga Yogyakarta obtained an index result of 407, which is considered still not optimal. This underlies the need to implement Open Source SIEM (OSSIM) into the KAMI index. This research was conducted to optimize the information security process so that it can work according to the KAMI index standards. The research methods used include literature study, conducting KAMI Index Pre-Assessment, implementing OSSIM infrastructure, monitoring information security index using OSSIM technology and conducting KAMI Index Post-Assessment, this final stage analyzes the results of monitoring to make comparisons of network conditions before and after implementation of OSSIM on the network. Comparative scores from the results of research related to the KAMI Index show an increase in the score of 25, after applying OSSIM from before without applying OSSIM, the value of 407 becomes 432. The increase in the KAMI index helps raise the value of governance aspects, asset management and technology, but the level of information security eligibility is still at the level of I+ to II+ so the information security on the network is not feasible and needs improvement.</em></p><p><em> </em></p><p><em><strong><br /></strong></em></p>

Transdiagnostic Behavioural Intervention for Children with Anxiety and Depressive Disorders: A Feasibility Study

There is increasing support for the efficacy of transdiagnostic cognitive behavioural interventions for anxiety and depression. However, little is known about the applicability of transdiagnostic behavioural interventions for children younger than 12 years old. This study was conducted to examine the feasibility and potential efficacy of Streamlined Transdiagnostic Intervention for Anxiety and Depression (STREAM) for children with anxiety and/or depressive disorders using a randomised controlled design with a wait-list control (WLC) condition and blind-assessments. Of the 22 potential participants, 16 Japanese children (M = 9.81; SD = 0.75; range 9–12 years) with principal anxiety or depressive disorder were eligible and enrolled. Then, the participants were randomly assigned to the STREAM or WLC condition. The dropout rates were 0% for both the conditions at post-assessment. Mixed model analyses showed that, although there were no significant interactions at post-assessment between both the conditions, both anxiety and depressive disorders significantly improved at 3 months compared with pre-assessment for the combined condition (the STREAM and WLC conditions). Therefore, this study demonstrated the feasibility of the STREAM in the Japanese clinical setting and potentially supported its efficacy for children with anxiety and depressive disorders at the follow-up assessment.

Online CME As a Tool to Increase Clinicians' Ability to Identify and Diagnose Paroxysmal Nocturnal Hemoglobinuria

Background: Paroxysmal nocturnal hemoglobinuria (PNH) is an extremely rare clonal hematopoietic stem cell disorder characterized by episodes of hemolysis and a high risk of thrombosis [Hill A, et al. Nat Rev Dis Primers. 2017;3:17028.]. PNH has diverse clinical manifestations, which contribute to its particularly challenging diagnosis. As a result, diagnostic delays are common, and patients often experience complications of untreated PNH [Mancuso S, et al. Hematol Rep. 2018;10:7523.]. Due to the rarity and confounding presentation of PNH, many members of the healthcare team are challenged to accurately recognize signs and symptoms of the disease and implement appropriate diagnostic methods. The objective of this study was to determine if an online continuing medical education (CME) intervention could improve hematologists' and primary care physicians' (PCPs) ability in identifying and diagnosing patients with PNH. Methods: The activity consisted of an approximately 2,000-word text-based interview between a moderator and a single expert faculty [Weitz I. https://www.medscape.org/viewarticle/943900. 2021.]. Educational effect was assessed with a repeated pairs pre-/post-assessment study including a 3-item, multiple choice, knowledge/competence questionnaire and 1 confidence assessment question, with each participant serving as his/her own control. Pre- and post-assessment scores were compared to determine relative changes in the proportion of correct responses to knowledge/competence questions. A paired samples t-test was conducted for significance testing on overall average number of correct responses and for confidence rating, and McNemar's test was conducted at the learning objective level (5% significance level, P &lt;.05). Cohen's d with correction for paired samples estimated the effect size of the education on number of correct responses (&lt;.20 modest, .20-.49 small, .59-.79 moderate, ≥.80 large). The activity launched 15 January 2021; data were collected until 3 May 2021. Results: Overall, statistically significant improvements in knowledge/competence were seen after education consumption for hematologists (N=55, P &lt;.001, Cohen's d=.59) and PCPs (N=332, P &lt;.001, Cohen's d=.47). 5% of hematologists and 17% of PCPs improved (P &lt;.317 and P &lt;.001, respectively) and 78% and 57%, respectively, reinforced their knowledge regarding the clinical manifestations of PNH. 29% of hematologists and 40% of PCPs improved (P&lt;.001) and 69% and 36%, respectively, reinforced their competence related to establishing a diagnosis of PNH. Following the activity, 38% of hematologists and 52% of PCPs had a measurable increase in confidence regarding their ability to evaluate patients with suspected PNH. Conclusions: Participation in a text-based CME-certified activity resulted in statistically significant improvements in knowledge/competence and measurable increases in confidence of hematologists and PCPs regarding the diagnosis of PNH. These results have the ability to translate to improvements in clinical care. The need for additional educational activities was also identified to address residual gaps and further increase clinicians' ability in this rare clinical setting. Disclosures Weitz: Apellis Pharmaceuticals: Consultancy, Honoraria; Alexion: Consultancy, Honoraria, Speakers Bureau; Biocryst: Consultancy, Honoraria; Novartis Corporation: Consultancy, Honoraria; Sanofi Genxyme: Consultancy, Honoraria.

Is a Video Worth a Thousand Words? Educating Preclinical Medical Students on Sterile Scrubbing, Gowning, and Gloving Virtually and In-Person

Introduction. Programs that offer early exposure to surgery for medical students foster interest in and positive perceptions of surgery. The COVID-19 pandemic led to suspension of these activities at our institution, the University of Kansas School of Medicine. In response to the lack of virtual alternatives, a pilot virtual surgery enrichment program was implemented for first-year students in place of in-person surgical exposure. The aim of this study was to compare the efficacy of in-person and virtual-based surgical education programs to expose preclinical medical students about the surgical realm of medicine. Methods.First-year medical students participated in either a virtual (Group A) or in-person (Group B) week-long surgical enrichment program. Group assignments were dictated by COVID restrictions on each of our three medical school campuses: Salina, Wichita, and Kansas City. Pre- and post-surveys with a 14-question multiple-choice assessment of surgical knowledge were distributed to participants. Paired Wilcoxon Signed Rank tests and Mann-Whitney-U tests were used for statistical analysis. Results. There were 14 participants in Group A and 7 participants in Group B. Both groups improved significantly from pre- to post-assessment score. (Group A, p = 0.01; Group B, p = 0.04). There was no difference between groups in the magnitude of score improvement from pre- to post-assessment (p = 0.59). Conclusion. This pilot program demonstrated that virtual platforms can be a method to provide meaningful clinical experiences in surgery to preclinical medical students restricted from clinical activities. Further development of mentorship in virtual surgical programs and assessment of subjective experience is needed.

Improving Competence in Diagnosis, Referral and Initial Management of Acquired Hemophilia a through Online Interactive Case-Based Education

INTRODUCTION Diagnosing acquired haemophilia A (AHA) can be challenging due to a) it's rarity (~1.5 cases per million), and b) the range of nonspecific bleeding patterns that may present. Therefore, there is a substantial diagnostic delay and rate of misdiagnosis, leading to an increased risk of morbidity and mortality. This study was conducted to determine whether online interactive case-based independent medical education could improve clinicians' competence in identifying possible AHA, in appropriate referral to specialist centers and in initial management. METHODS Hematologists and emergency medicine (EM) physicians participated in a text, case-based activity and completed pre- and post-questions (Ma A. Active Bleeding in the ER and a Prolonged aPTT: What's Your Next Step? www.medscape.org/viewarticle/944112). Educational effect was assessed using a 3-question repeated-pair design with pre-/post-assessment. A paired samples t-test was conducted for significance testing on overall average number of correct responses and for confidence rating, and a McNemar's test was conducted at the learning objective level (5% significance level, P &lt;.05). Cohen's d with correction for paired samples estimated the effect size of the education on number of correct responses (&lt;.20 modest, .20-.49 small, .59-.79 moderate, ≥.80 large). Data were collected from 03/15/2021 to 06/14/2021. RESULTS Overall significant improvements at the aggregate level were seen after participation for hematologists (33% average correct response rate at pre-assessment vs 94% at post-assessment; P&lt;.001, Cohen's d= 2.27, N=86), and EM physicians (24% average correct response rate at pre-assessment vs 80% at post-assessment; P&lt;.001, Cohen's d= 1.30, N=102). Highly significant improvements were achieved with regards to recognizing symptoms of AHA, appropriate referral, and initial therapeutic management (figure). After participating, 37% of hematologists and 40% of pulmonologists had measurable improved confidence (both P&lt;.001), resulting in 63% of hematologists and 46% of EM physicians who were mostly or very confident in identifying features consistent with a possible AHA diagnosis post-CME (vs 44% and 26% pre-CME respectively). CONCLUSIONS This study demonstrates the success of online, interactive case-based education in improving clinicians' competence in identifying patients with possible AHA, appropriate referral and initial treatment. Both improvement and reinforcement in the context of a linked learning assessment have been shown to positively correlate with increases in confidence as well as intention to make clinical practice changes (Lucero KS, Chen P. J Eur CME. 2020 Oct 12;9(1):1834759), suggesting that most clinicians who participated in this activity are likely to make improvements in their practice. This could lead to earlier appropriate treatment and improved overall outcomes for these patients. Figure 1 Figure 1. Disclosures Ma: Takeda: Honoraria, Research Funding; Accordant: Consultancy.

959. Online CME Successful at Improving Knowledge, Competence and Confidence on Incorporating mAbs for COVID-19 Among a Global Audience

Background The incorporation of effective treatments is critical to improving patient care for COVID-19. We assessed the educational impact of a series of continuing medical education (CME) activities on knowledge, competence, and confidence changes in US and OUS physicians related to the use of monoclonal antibodies (mAbs) for COVID-19. Methods 10 online, CME-certified activities were delivered in multiple formats. For individual activities, educational effect was assessed with a repeated pairs pre-/post-assessment study including a 1 to 7-item, multiple choice, knowledge/competence questionnaire and one confidence assessment question. To assess changes in knowledge, competence, and confidence, data were aggregated across activities and stratified by learning theme. McNemar’s test or paired samples t-test (P&lt; .05) assessed educational effect. The activities launched between November 2020 and May 2021; data were collected through May 2021. Results To date, the 10 activities have reached over 50,000 clinicians, including 24,627 physicians. Selected improvement/reinforcement in knowledge/competence measured as relative % change in correct responses pre/post education across the learning themes are reported. (i) 89% improvement/reinforcement among US ID specialists in knowledge/competence incorporating mAbs into patient care and 83% improvement among outside the US (OUS) ID specialists (P &lt; .001). (ii) 70% improvement/reinforcement among US PCPs in knowledge/competence incorporating mAbs into patient care and 55% improvement among OUS PCPs (P &lt; .001). (iii) 52% improvement/reinforcement in knowledge/competence among US PCPs regarding clinical data for mAbs and 44% among OUS PCPs (P &lt; .001). (iv) 42% of US ID specialists and 29% of OUS ID specialists had a measurable improvement in confidence in identifying patients who would benefit from mAbs (P &lt; .001). Conclusion This series of online, CME-certified educational activities resulted in significant improvements in knowledge, competence, and confidence regarding the appropriate use of mAbs for SARS-CoV-2 in clinical practice. These results demonstrate the effectiveness of global curriculum-based education for clinicians designed to address specific gaps in care. Disclosures All Authors: No reported disclosures