951. Virtually the Same: Our Experience Teaching Abx Before and During the Pandemic

Background Understanding core principles of empiric antibiotic (abx) therapy is essential for abx stewardship. Pre-pandemic, the “Abx 101” workshop taught students an initial approach to empiric abx. Due to the pandemic, the session became virtual. We hypothesized that the face-to-face version (FTF) would be more effective and more positively reviewed by students compared to the virtual. Methods For the FTF, 3 faculty facilitated workshops of 50 3rd year medical students. The intro reviewed the typical microbiota of body areas (or common pathogens for community-acquired disease in sterile spaces). Student small groups were assigned a category of abx coverage (e.g. “MRSA drugs”), and completed a worksheet to identify abx in the assigned category from a reference list of abx. Groups taught back to the class (jigsaw technique) about abx for their respective categories. Next, faculty facilitated a large group discussion in which they matched initial abx therapy for each body area’s typical microbiome or pathogens. Finally, groups presented cases to the class and identified likely diagnosis, most likely organisms, and appropriate empiric abx to target those organisms. For the virtual version, the format was adapted for a 1 hour online interactive session with 1 MD facilitator, 20-25 students, and no breakout groups/jigsaw technique. The content was unchanged other than fewer cases. Results 26 of 140 (19%) students completed the survey (n=13 FTF, n=13 virtual). An independent-samples t-test compared FTF and virtual overall satisfaction scores. There were no significant differences in satisfaction from the FTF (M=8.54, SD=1.04) and virtual sessions (M=8.62, SD=1.94); t(24)=-.126. p=0.901. 100% of both groups rated the session as quite/extremely relevant to their training and 100% of respondents in both groups deemed the format of the sessions appropriate for the content. In the FTF group, 76% of respondents felt the session was quite/extremely effective for learning about abx spectra of activity, compared to 69% in the virtual group (X2 (1, N = 26) = .195, p = .658). Conclusion “Abx 101” was relevant, effective, and formatted well for learning about empiric abx, in FTF and virtual versions. These findings suggest that this curriculum is effective overall and adapts well for in-person and remote learning. Disclosures All Authors: No reported disclosures

Laboratory Management for Cytopathology Fellows: Our Institution’s Curriculum

Introduction/Objective The cytopathology laboratory is one of the most highly regulated clinical laboratories. The Accreditation Council for Graduate Medical Education (ACGME) milestones include competencies in laboratory management. Additionally, many cytology fellows will be involved in laboratory management after finishing training. Therefore, it is imperative to incorporate formal laboratory management training for cytology fellows. Our cytopathology department implemented a formal laboratory management curriculum this year, with emphasis placed on the milestones (1.0 and 2.0) provided by the ACGME. Methods/Case Report The curriculum is divided into seven modules extending throughout the fellowship year (August-April). The modules include hand-off communication, process improvement, laboratory accreditation (introduction, intermediate, advanced) and error management (introduction, intermediate). Each module has two components: self-study of assigned reading materials and online courses, followed by an interactive session with faculty and/or laboratory personnel. Several engaging, high-quality resources are used including Institute for Healthcare Improvement Open School, modules from professional organizations, PubMed articles, National Quality Forum, departmental committees and mock inspections. Each module is followed by an interactive session to review policies, procedures and/or checklists. The fellows also spend time in the cytology laboratory preparation area and participate in Quality Improvement meetings. Results (if a Case Study enter NA) The fellowship director discusses the educational expectations at the start of each module. Evidence of compliance is demonstrated by uploading all of the completed assignments to MedHub (a web- based training management system) at the end of the module. All of the modules include self-assessment questions that are reviewed by the fellowship director. Conclusion Our cytopathology laboratory introduced a structured laboratory management curriculum. This curriculum fulfills some of the laboratory management competencies put forth in the ACGME milestones. This curriculum will also help to prepare fellows to confidently participate in cytology laboratory management as they enter the workforce.

Impact of Digital and Non-Digital Urban Participatory Approaches on Public Access Conditions: An Evaluation Framework

The gradual institutionalization of public participation increasingly compels local authorities to partially share their power over the transformation of urban areas. The smooth running of a participatory session is based on selecting the appropriate type of interaction, or medium, which supports the local authorities to reach and interact with a targeted public. However, local authorities often appear unfamiliar with the organization of interactive sessions with the population. This article introduces an evaluation framework that focuses on the access conditions of participants to the sessions of interaction. This novel perspective aspires to assist the local authorities in their decision to adopt a participatory medium (or method of interaction). Seven dimensions are investigated to this aim, namely accessibility, availability, adequacy, affordability, acceptability, awareness, and attractiveness (the last dimension is introduced in this article). In light of two real case scenarios that occurred in Western Switzerland, the use of the access framework is investigated for two potential purposes: (1) supporting the choice of a medium for an interactive session according to the urban project’s context and the targeted public; and (2) improving future participatory approaches by assessing the representativeness of participants attending a past session in comparison to the originally targeted public.

From reminiscence to robustness: an interview with prof Deborah Blackman on the ways organizations “learn”

Purpose This paper aims to understand in-depth the concepts applied to the domains of organizational learning (OL) and learning organization, based on the notional perspectives of Professor Deborah Blackman and traces the evolutionary path of her academic journey and contributions in this regard. Design/methodology/approach A conversation with the distinguished academician, Professor Deborah Blackman. Findings How OL has pivoted around “shared mental models” that will enable in collective evidence-based decision-making across the organizational hierarchy. Originality/value The interactive session with Professor Deborah Blackman captured her ideas and critique pertaining to the theme of OL and the crucial aspect of “shared mental models” which promote “learning” in an organization. Delving deeper, it is seen that this trajectory offers the space and orientation to researchers and professionals to verify.

Improving Teacher-Student Interaction in the English Classroom: An Action Research Report

It is a common scene in many of the secondary school classrooms where a teacher does not encounter a participatory class. Especially in English classrooms students find it tough to converse fluently in English and this is a great inhibitory factor for the teacher to bring out her fullest efficiency. The present study aims to bridge this gap by making students feel comfortable and less inhibited inside classroom. This study aims to develop a congenial environment by instilling confidence by interactive methods and thus making students respond more in classroom. The student teacher who taught carried this out efficiently and was patient enough to deal with various nuances of learning .She was adept enough to steer with the learning variations of students and motivate them. This study establishes the fact that the manoeuvring ability of teacher makes a difference in the classroom. The untiring enthusiasm of pupil teacher was the key factor in successful interactive session.

Self medication among elderly poses challenges in urban settings

Background: Self-medication can be defined as obtaining and consuming one (or more) drug(s) without the advice of a physician. Using over the counter medicine is a common practice in developing countries including India. Studies have shown relatively high rates of self-medication among elderly and suggested awareness programmes among this group. Objectives of current study are to determine the prevalence of self-medication among geriatric population and to educate them about self-medication by an interactive session.Methods This was a cross sectional, questionnaire based study to evaluate the prevalence of self-medication in geriatric population in senior citizen club of Adajan and Ghoddod area of Surat city. Questionnaires were designed and modified from previous studies. Written informed consent was taken from those willing to participate in the study. After filling of pre-questionnaire, an interactive session was arranged and post-questionnaire were given to all participants. Data obtained were subjected to statistical analysis.Results: Number of participants in present study was 100. Self-medication was most common in age group of 65 to 75 years (48%) followed by less than 65 years (33%). 85% participants reported having taken non-prescription drugs. Drugs commonly used for self-medication were analgesics (85) and antacids (80). Side effects due to self-medication were reported by 22 participants. Main reasons for self-medication cited were to save expenses (65) and to save time (62). Post study awareness increased to 98%.Conclusions: Prevalence of self-medication is high in elderly. Interactive session can increase awareness regarding self-medication.

Virtual Reality, Augmented Reality, and Virtual Environments: Demonstrations of Current Technologies and Future Directions

Virtual environments and immersive technologies are growing in popularity for human factors purposes. Whether it is training in a low-risk environment or using simulated environments for testing future automated vehicles, virtual environments show promise for the future of our field. The purpose of this session is to have current human factors practitioners and researchers demonstrate their immersive technologies. This is the eighth iteration of the “Me and My VE” interactive session. Presenters in this session will provide a brief introduction of their virtual reality, augmented reality, or virtual environment work before engaging with attendees in an interactive demonstration period. During this period, the presenters will each have a multimedia display of their immersive technology as well as discuss their work and development efforts. The selected demonstrations cover issues of designing immersive interfaces, military and medical training, and using simulation to better understand complex tasks. This includes a mix of government, industry, and academic-based work. Attendees will be virtually immersed in the technologies and research presented allowing for interaction with the work being done in this field.