960. Creation of an Infection Prevention and Control (IPAC) Elective for Infectious Disease (ID) Fellows

Background ID specialists often function as leaders of IPAC for healthcare systems, with variable training. Our graduates have noted feeling underprepared for this role despite completion of a computer-based training course on IPAC basics. We developed a 2-4 week IPAC elective (IPACe) rotation to address this gap to increase familiarity with key IPAC concepts, introduce learners to approaches to IPAC investigations, and develop understanding of common IPAC challenges and controversies. Methods Methodology followed Kern’s 6-step approach. A reading list focusing on key areas in infection prevention was developed. Instructional methods included flipped classroom, learner led discussions, performing tracers, and integration with the IPAC team. Key hospital processes including High Level Disinfection (HLD) and Sterile Processing Department (SPD) were reviewed in detail with and observed by learners. In addition to an IPACe, periodic required IPAC essay questions on real-world investigations as they arose were delivered to the learners. Learner Assessment: Learners were assessed on elements of IPAC consistent with the ACGME 6 core competencies at the end of their rotation. Program Assessment: Anonymous narrative feedback was solicited post rotation completion and at semi-annual program evaluations. Additionally, learners were asked to rate the elective on a 5 point Likert scale (1 lowest, 5 highest) and specific feedback was solicited for improvement. Finally, feedback was solicited from graduates in IPAC roles. Results 8 learners participated over from 2017-2021: 2 for 4 weeks, and 6 for 2 weeks. 4 of 8 surveys included a response to the questionnaire, all survey respondents (4/4) rated the elective 5: “rotation should be required of all trainees in the program.” Narrative assessments revealed the elective was highly valuable. Graduates reported feeling well-prepared after the IPACe for their roles as IPAC leaders. Highlights identified were: exposure to interdisciplinary teamwork, participation in tracers in identifying gaps, and using real-world IPAC challenges as cognitive frameworks for outbreak investigation. Conclusion An IPACe was highly valued by fellow learners and narrative assessments identified key areas for further focus. Disclosures All Authors: No reported disclosures

AN APPROACH FOR DEVELOPMENT AND APPLICATION OF CPSS- EDUCATIONAL ENVIRONMENTS IN BULGARIAN SCHOOL

Modern realities in the era of Industry 4.0 and the global Covid-19 pandemic place new challenges to education. It is a fact that classical learning, supported by modern information and communication technologies, provides an effective learning process, but the Covid-19 realities require a rapid transition to distance absentee learning. The use of computer-based training systems and cloud platforms has its advantages, but also problems related to the low level of personalization of the learning process and the adaptability of the learning content to the specific characteristics of each student. Cyber-physical and social systems (CPSS) largely solve the problems associated with integrating processes and interactions in the virtual world with the dynamically changing conditions of the physical world in which learning occurs. This gives grounds to draw the attention of specialists to the creation of CPSS educational platforms for secondary school. Following this approach, we created a prototype of ь CPSS educational space called BLISS. The results of the test application of this platform in the school environment give us reason to believe that if we put the learner with his/her peculiarities, goals, and interests at the center of such a system, and present him/her in the virtual space through his / her personal assistant, we could significantly increase the interactivity of the learning process and the adaptability of the offered learning content.

Pelatihan sistem keuangan akuntansi berbasis komputer dalam mendorong kinerja keuangan di BUMDes Mangkubumi Kabupaten Ciamis

Tujuan dari penelitian ini adalah membentuk dan mengembangkan kelompok masyarakat yang sudah terbentuk dalam suatu wadah BUMDes menjadi lebih mampu secara keahlian menggunakan teknologi komputer dalam penyusunan laporan keuangan yang akuntabel yang dipersyaratkan oleh lembaga keuangan, melalui pelatihan sistem akuntansi berbasis komputer ini diharapkan akan membekali kemampuan dan keterampilan pengurus dan pengelola BUMDes agar dapat menggunakan dan menerapkan sistem akuntansi yang sesuai Standar Laporan Keuangan (SAK) yang diterima umum sehingga dengan mudah dapat mengukur dan meningkatkan kinerja keuangan unit usaha BUMDes. Target dari penelitian ini adalah para pengurus dan pengelola BUMDes dapat mengoperasikan komputer dengan terampil dan dapat mengaplikasikan sistem akuntansi berbasis komputer sederhana dengan menggunakan rumus dan fungsi-fungsi yang sudah tersedia dalam Software Microsoft Excell dengan kekhususan pada bidang akuntansi (Excell for Accounting), sehingga dapat meningkatkan kinerja keuangan dan akuntabil itas penyusunan keuangan BUMDes. Metode yang digunakan dalam penelitian ini yaitu dengan menggunakan metode bim bingan teknis (technical assistance) yang menitikberatkan pada kegiatan pembelajaran Computer Based Training (CBT) yaitu pembelajaran berbantuan komputer (PBK) dengan menggunakan aplikasi komputer Microsoft Excel sebagai media utamanya, menggunakan metode simulasi dan case study, yang digunakan untuk menggali pengetahuan, pengalaman usaha atas kasus-kasus dimulai dari pencatatan transaksi, klasifikasi buku besar dan penyusunan laporan keuangan .Kata Kunci: BUMDes., CBT., Excell for Accounting., Kinerja., Sistem Informasi Akuntansi. Computer-based Accounting Financial System Training in Encouraging Financial Performance at BUMDes Mangkubumi Ciamis DistrictABSTRACTThe purpose of this research is to form and develop community groups that have been formed in a BUMDes forum to become more capable of skillfully using computer technology in preparing accountable financial reports which is required by financial institutions, through training in computer-based accounting systems, it is hoped that this will equip the abilities and skills. BUMDes administrators and managers are able to use and implement an accounting system that is in accordance with the generally accepted Financial Reporting Standards (SAK) so that they can easily measure and improve the financial performance of BUMDes business units. The target of this research is that BUMDes administrators and managers can operate computers skillfully and can apply a simple computer-based accounting system using formulas and functions that are already available in Microsoft Excel Software with specificity in accounting (Excell for Accounting), so that they can improve financial performance and accountability of BUMDes financial preparation. The method used in this research is by using the technical assistance method which focuses on Computer Based Training (CBT) learning activities, namely computer-assisted learning (CAL) using the Microsoft Excel computer application as the main media, using simulation methods and case studies. , which is used to explore knowledge, business experience on cases starting from recording transactions, classifying ledgers and preparing financial reports.Keywords: accounting information systems ., BUMDes., CBT ., excell for accountin., performance.

Effects of computer-based training on children's executive functions and academic achievement

The educational community is deeply interested in knowing how to improve the academic performance of its students. And in particular, with regard to the skills critical to academic performance, the literature has revealed that the development of executive functions (EF) plays a key role. Although numerous studies have aimed to improve EF through computerized cognitive training interventions, the evidence of the effect derived from these interventions remains ambiguous. The purpose of this study is to investigate the effects of a computerized game-based training program on EF and its impact on academic performance in 713 Spanish Primary School students (M =10.2 years old, 51.3 % girls). The EF training was carried out in 26 participating schools (8 weeks, 3 sessions of 15-20 minutes each week), measuring both before and after the training students’ executive functions through questionnaires and chronometric tests, and obtaining information on academic performance. The results showed an improvement within the training group in the validated questionnaires exploring inhibition and working memory, as well as in academic performance, compared to the control group. In contrast, no significant intergroup differences were observed in the chronometric tests measuring inhibition. These results highlight the relevance of computerized EF training programs as part of the educational activities developedat schools.

Emotional Expression in Children With ASD: A Pre-Study on a Two-Group Pre-Post-Test Design Comparing Robot-Based and Computer-Based Training

Several studies have found a delay in the development of facial emotion recognition and expression in children with an autism spectrum condition (ASC). Several interventions have been designed to help children to fill this gap. Most of them adopt technological devices (i.e., robots, computers, and avatars) as social mediators and reported evidence of improvement. Few interventions have aimed at promoting emotion recognition and expression abilities and, among these, most have focused on emotion recognition. Moreover, a crucial point is the generalization of the ability acquired during treatment to naturalistic interactions. This study aimed to evaluate the effectiveness of two technological-based interventions focused on the expression of basic emotions comparing a robot-based type of training with a “hybrid” computer-based one. Furthermore, we explored the engagement of the hybrid technological device introduced in the study as an intermediate step to facilitate the generalization of the acquired competencies in naturalistic settings. A two-group pre-post-test design was applied to a sample of 12 children (M = 9.33; ds = 2.19) with autism. The children were included in one of the two groups: group 1 received a robot-based type of training (n = 6); and group 2 received a computer-based type of training (n = 6). Pre- and post-intervention evaluations (i.e., time) of facial expression and production of four basic emotions (happiness, sadness, fear, and anger) were performed. Non-parametric ANOVAs found significant time effects between pre- and post-interventions on the ability to recognize sadness [t(1) = 7.35, p = 0.006; pre: M (ds) = 4.58 (0.51); post: M (ds) = 5], and to express happiness [t(1) = 5.72, p = 0.016; pre: M (ds) = 3.25 (1.81); post: M (ds) = 4.25 (1.76)], and sadness [t(1) = 10.89, p < 0; pre: M (ds) = 1.5 (1.32); post: M (ds) = 3.42 (1.78)]. The group*time interactions were significant for fear [t(1) = 1.019, p = 0.03] and anger expression [t(1) = 1.039, p = 0.03]. However, Mann–Whitney comparisons did not show significant differences between robot-based and computer-based training. Finally, no difference was found in the levels of engagement comparing the two groups in terms of the number of voice prompts given during interventions. Albeit the results are preliminary and should be interpreted with caution, this study suggests that two types of technology-based training, one mediated via a humanoid robot and the other via a pre-settled video of a peer, perform similarly in promoting facial recognition and expression of basic emotions in children with an ASC. The findings represent the first step to generalize the abilities acquired in a laboratory-trained situation to naturalistic interactions.

The Profound Heterogeneity of Substance Use Disorders: Implications for Treatment Development

A single treatment approach will never be sufficient to address the diversity of individuals with substance use disorders (SUDs). SUDs have historically defied definition through simple characterizations or models, and no single characterization has led to the development of broadly effective interventions. The range of dimensions of heterogeneity among individuals with SUDs, including severity of the disorder, type of substance, and issues that frequently co-occur, underscores the need for highly tailored approaches. Personalized medicine for individuals with SUDs will require two major developments. First, given the diversity of individuals with SUDs, multivariate phenotyping is needed to identify the particular features driving addictive processes in a given individual. Second, a wider range of interventions that directly target core mechanisms of addiction and the problems that co-occur with them is needed. As clinicians cannot be expected to master the full range of interventions that may target these core processes, developing interventions that can be delivered easily, flexibly, and systematically via technology will facilitate the ability to truly tailor them to this highly complex and challenging population. One such technology-delivered intervention, Computer-Based Training for Cognitive Behavioral Therapy (CBT4CBT), is used as an example to illustrate a vision for the future of highly tailored interventions for individuals with SUDs.

Developing and Validating a Computer-Based Training Tool for Inferring 2D Cross-Sections of Complex 3D Structures

Objective Developing and validating a novel domain-agnostic, computer-based training tool for enhancing 2D cross-section understanding of complex 3D structures. Background Understanding 2D cross-sections of 3D structures is a crucial skill in many disciplines, from geology to medical imaging . It requires a complex set of spatial/visualization skills including mental rotation, spatial structure understanding, and viewpoint projection. Prior studies show that experts differ from novices in these skills. Method We have developed a novel training tool for inferring 2D cross-sections of 3D structures using a participatory design methodology. We used a between-subject study design, with 60 participants, to evaluate the training tool. Our primary effectiveness evaluation was based on pre- and postspatial tests that measured both cross-section abilities and specific spatial skills: viewpoint, mental rotation, and card rotation. Results Results showed significant performance gains on inferring 2D cross-sections for participants of the training group. Our tool improves two other spatial skills as well: mental rotation and viewpoint visualization. Conclusion Our training tool was effective not only in enhancing 2D cross-section understanding of complex 3D structures, but also in improving mental rotation and viewpoint visualization skills. Application Our tool can be beneficial in different fields such as medical imaging, biology, geology, and engineering. For example, an application of our tool is in medical/research labs to train novice segmenters in ongoing manual 3D segmentation tasks. It can also be adapted in other contexts, such as training children, older adults, and individuals with very low spatial skills.