Extension agents and youth educators differ in areas of expertise, leaving some counties with minimal ability to provide 4-H horse project members with sufficient content knowledge while agents in ...other counties are more well versed in equine-specific areas. The objective of this project was to conduct a needs assessment using a consistent evaluation metric implemented throughout the Tennessee 4-H Horse Program. Youth (n = 224) competed in the 2021 regional 4-H Hippology contest across the Eastern (n = 59), Central (n = 93), and Western (n = 72) regions. Youth competed within their age divisions, where junior (grades 4 and 5, k = 60), junior high (grades 6 to 8, k = 100), and senior (grades 9 to 12, k = 100) divisions competed in written exam and slide identification phases. Scores from all regional contests were collected and assessed to create a baseline for current equine content knowledge of 4-H members. Based on previously established equine project area learning outcomes in place since 2018, questions were placed into categories (colors, behavior, reproduction, ownership, selection (S), breeds (B), facilities, hoof care, tack (T), health (H), nutrition (Nu), waste management, exercise, and genetics) and areas of deficiency were identified within each age division based on percentage of questions answered incorrectly. Statistical analysis was performed using the frequency procedurein SAS v9.4 (Cary, NC). Questions on Nu were the highest percentage missed by both senior and junior high youth (k = 7.8, 51.94%; k = 7.5, 44.22%, respectively) whereas junior youth missed T questions most frequently (k = 4.9, 54.14%). Of the 5 topic areas of deficiency, S questions were the lowest percentage missed by both senior and junior high youth (k = 5.9, 36.81%; k = 7.1, 39.53%, respectively) whereas junior youth missed H questions least frequently (k = 4, 39.87%). Breed related questions were consistently missed by youth across all age divisions as reflected by juniors missing 43.7% (k = 3.1), junior high youth missing 41.54% (k = 2.9), and seniors missing 40.28% (k = 1.2). Despite divisional age and agent knowledge differences, youth throughout the program are consistently missing questions in several key areas that build throughout the 4-H horse project. Evaluation should continue across state and national level contests to determine if area deficiencies are consistent across youth and contests of varying intensity. Furthermore, utilizing this assessment approach, targeted training and educational resources can be developed and shared with educators and county agents to enhance youth comprehension and application in deficient areas.
The aim of this study was to develop a tool to measure the knowledge of nurses on pressure ulcer prevention. PUKAT 2·0 is a revised and updated version of the Pressure Ulcer Knowledge Assessment Tool ...(PUKAT) developed in 2010 at Ghent University, Belgium. The updated version was developed using state‐of‐the‐art techniques to establish evidence concerning validity and reliability. Face and content validity were determined through a Delphi procedure including both experts from the European Pressure Ulcer Advisory Panel (EPUAP) and the National Pressure Ulcer Advisory Panel (NPUAP) (n = 15). A subsequent psychometric evaluation of 342 nurses and nursing students evaluated the item difficulty, discriminating power and quality of the response alternatives. Furthermore, construct validity was established through a test–retest procedure and the known‐groups technique. The content validity was good and the difficulty level moderate. The discernment was found to be excellent: all groups with a (theoretically expected) higher level of expertise had a significantly higher score than the groups with a (theoretically expected) lower level of expertise. The stability of the tool is sufficient (Intraclass Correlation Coefficient = 0·69). The PUKAT 2·0 demonstrated good psychometric properties and can be used and disseminated internationally to assess knowledge about pressure ulcer prevention.
Background: The outbreak of COVID-19 has remained a massive challenge for healthcare workers specially physicians. Effective professional training has a crucial role in preparing doctors for ...responding to pandemics.
Objective: To assess the effectiveness of existing training modules on enhancing knowledge, ensuring safe practice, and improving behavior on COVID-19 among physicians.
Methods: This is a descriptive, cross-sectional, online survey; where a virtual questionnaire was used to collect data through online professional platforms. A pre-tested survey tool was employed to assess the impact of professional training on infection prevention and control.
Results: Total 161 physicians participated in this survey from 15 different countries. Most of the respondents (72%) received training from various sources like the workplace (60%) and international agencies (21%), through the in-person or online format. Knowledge assessment revealed advanced (43%) and competent (40%) understanding by the participants. Improving knowledge progression was displayed by the cohort who received professional training (p<0.00). Physicians’ positive behavior and good practices were observed with the training modules.
Conclusion: It became evident from this study, that professional training is effective in enhancing knowledge, improving behavior, and ensuring safe practices. Hence, designing such training modules for the physicians is warranted to tackle ongoing and future pandemics.
J MEDICINE 2021; 22: 107-113
Mentorship programs are crucial for continuous medical education, improving personal confidence, knowledge, and skills, and have been associated with staff retention and overall career satisfaction. ...However, there are limited studies evaluating the effectiveness of mentorship programs in neurosurgery. The study aims to evaluate the effectiveness of mentorship programs in neurosurgery, focusing on knowledge and skill development, personal growth, and networking opportunities.
A cross-sectional study was conducted during the 9th Hoz Neurosurgery Mentorship Program, involving 175 participants from 16 countries. Precourse and postcourse surveys assessed participants’ neurosurgical knowledge, research experience, personal abilities, and acknowledgment of neurosurgical subspecialties.
Of the participants, 89% were from Iraq, with the remaining from various countries. Most participants were medical students in their early years. The average neurosurgical knowledge score increased from 35.29/60 precourse to 38.4/60 postcourse. The total passing percentage increased from 71% precourse to 86% postcourse. Prior to the program, 87% of participants had not participated in research projects, and 69% had not presented at scientific meetings. Feedback from the postcourse survey highlighted personal development, leadership, teamwork, public speaking skills, and ethical and moral aspects of being a neurosurgeon.
Mentorship programs are effective in advancing the skills and capabilities of medical students, junior residents, and physicians. Evaluation of their effectiveness should consider not only scientific knowledge but also practical capabilities, personal growth, and critical thinking development. Free-of-charge programs with diverse participants and overall effectiveness make such experiences unique compared to other mentorship opportunities.
Background:
Multiple sclerosis (MS)-related knowledge is an important evaluation metric for health education interventions. However, few MS knowledge assessment tools are currently available for use.
...Objectives:
This study aims to develop a reliable and valid Multiple Sclerosis Knowledge Assessment Scale (MSKAS) for use in the MS community and the general public.
Methods:
The MSKAS was developed using a Delphi study methodology and was administered to participants in the first open enrolment of the Understanding Multiple Sclerosis (UMS) online course. Rasch analysis was used to examine its psychometric properties and develop the final scale.
Results:
Experts from across the MS community participated in the development of the MSKAS, resulting in an initial scale of 42 items. Five hundred and forty-three UMS participants completed the MSKAS; 89% were female and 30% were people with MS. The final unidimensional 22-item scale has a person separation index of 2.16, a person reliability index of 0.82, an item separation index of 11.19, and a Cronbach’s alpha (kr-20) test reliability of 0.87.
Conclusion:
The MSKAS is a unidimensional scale with good construct validity and internal consistency. The MSKAS has the potential to be useful for the assessment of MS knowledge in research and clinical practice.
To assess the knowledge and confidence level regarding the basic first-aid for treating epistaxis among medical staff, including nurses and physicians across various medical disciplines. The study ...focused three aspects of first aid management: location of digital pressure, head position and duration of pressure.
The study involved 597 participants, categorized into five groups according to their specialties: emergency medicine, internal medicine, surgery, pediatrics, and community-based healthcare. A paper-based multiple-choice questionnaire assessed knowledge of managing epistaxis. Correct answers were determined from literature review and expert consensus.
Most medical staff showed poor knowledge regarding the preferred site for applying digital pressure in epistaxis management. For head position, pediatricians and internal medicine physicians were most accurate (79.4% and 64.8%, respectively, p < 0.01), and nurses from the emergency department outperformed nurses from other disciplines; internal medicine, surgery, pediatrics, and community-based healthcare (61.1%, 41.5%, 43.5%, 60%, 45.6%, respectively, p < 0.05). While most medical staff were unfamiliar with the recommended duration for applying pressure on the nose, pediatricians and community clinic physicians were most accurate (47.1% and 46.0%, respectively, p < 0.01), while ER physicians were least accurate (14.9%, p < 0.01). Interestingly, a negative correlation was found between years of work experience and reported confidence level in managing epistaxis.
Our findings indicate a significant lack of knowledge concerning epistaxis first-aid among medical staff, particularly physicians in emergency departments. This finding highlights the pressing need for education and training to enhance healthcare workers' knowledge in managing epistaxis.
PDF
