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Cost has been reported as the main barrier to healthy eating in vulnerable groups. We aimed to evaluate the effect of a nutrition education intervention on adherence to Mediterranean Diet and health when providing food vouchers. This pilot study has a randomized control trial design. We included 66 vulnerable users from the Red Cross of Zaragoza (Spain). Intervention and control group individuals received 120 euros/month of food vouchers over 3 months to be spent in supermarkets (60 euros/month if under 12 y) plus a 10-week nutrition education program for the intervention group. Family food purchases were assessed using electronically recorded supermarket-obtained transactions. During and at the end of the intervention the percentage of healthy food was higher in the intervention than in the control group. Once the nutrition education was over, differences between groups dissipated. In the intervention group, health parameters improved, particularly weight-status, lipids, and liver enzymes. Control participants gained weight, although lipid and liver enzymes improved. Blood pressure and HbA1c did not improve in either the intervention or the control group. In conclusion, providing unrestricted food vouchers to vulnerable groups to increase healthy food consumption appears to be insufficient and should be accompanied by medium-long term nutrition education. [ABSTRACT FROM AUTHOR]

Factors affecting student dropout behavior have been investigated overtime. A lot of factors came out to be affecting this prevalent concern in schools. However, in this study, a systematic review of peer-reviewed, empirical literature and studies published between 2015-2023 was conducted to identify the common factors affecting student dropout behavior and the interventions implemented to minimize dropout rates. This review specifically tackles two key issues: firstly, an exploration of the common factors affecting student dropout behavior, and secondly, an examination of prevalent initiatives and interventions aimed at reducing student dropouts. A total of 12 studies were included in the review which passed the PRISMA diagram guidelines, Critical Appraisal Skills Programme (CASP) checklist, and were organized using a literature matrix. Results showed that family, school, school/teacher, lack of guidance and counseling, social, individual, and socioeconomic factors were the common factors influencing student dropout behavior. Additionally, it showed that remedial programs addressing lack of interest, support and resources, improving the school's guidance program, offering mechanisms for support to counteract the impact of poverty, transportation and counseling services, increased funding for disadvantaged students, raising awareness of the consequences of premarital sex, enforcing school dropout policies, integrating sex education, and guaranteeing adequate resource availability were the common interventions implemented to address these prevalent factors. The results underscored the importance of tailored and context-specific interventions in effectively addressing the identified factors contributing to student dropout behavior. It became evident that a comprehensive approach, addressing the nuanced nature of each factor, is crucial for the development of efficient and effective programs aimed at reducing dropout rates. Further research suggests to further investigate interventions that are custom-tailored to each specific factor, thereby providing a more refined and targeted framework for addressing issues related to student dropouts. [ABSTRACT FROM AUTHOR]

Schools reproduce scientific knowledge uncritically. - Schools should provide educational opportunities for students' action, reflection, and interaction. - Participatory approach allows students to expand their agency around climate change. - Participatory approach promotes students' knowledge of their community's environmental problems. Purpose: This paper explores the potential of students' participation in the HW educational intervention programme based on participatory methodologies in promoting their environmental citizenship. Design/methodology/approach: Using a quasi-experimental design, 126 students were randomly assigned to the intervention and control groups and filled out questionnaires before and after the HW intervention to evaluate environmental citizenship dimensions. Findings: The psychometric properties of a 16-item instrument to measure youth environmental citizenship were validated. After the HW intervention, the students' intervention group had a significant improvement in their sense of environmental efficacy. Research limitations/implications: The cross-sectional design of this study does not allow causal inferences to be made; further research should conduct longitudinal studies. Practical implications: Schools must promote educational experiences where students have opportunities for reflection and action in interaction in a climate of openness to dialogue and diversity with the involvement of different actors. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The 2018 American Heart Association (AHA)/American College of Cardiology (ACC)/Multisociety blood cholesterol guidelines recommend clinicians consider adding non-statin therapy for patients with very high-risk (VHR) atherosclerotic cardiovascular disease (ASCVD) and low-density lipoprotein cholesterol (LDL-C) ≥ 70 mg/dl while receiving maximally tolerated statins. However, according to a recent study, only 17.1% of patients with established ASCVD received appropriate lipid-lowering therapy (LLT) intensification. Here, we describe the design of a prospective, 12-month study (LOGAN-CV) evaluating a multifaceted site-level intervention to enhance clinicians' adherence to guidelines to improve LDL-C levels for patients with VHR ASCVD. Methods: Clinicians from up to ten research sites are eligible if they care for adult patients with ASCVD. Interventions include educational modules, a cloud-based performance platform providing clinicians a tailored summary of their LDL-C management performance, newsletters, periodic peer-to-peer calls, and pre- and post-intervention surveys evaluating knowledge, attitudes, and beliefs around LDL-C management, with additional interventions for clinicians demonstrating a lower readiness to make treatment decisions based on guideline recommendations. Patients with VHR ASCVD, defined as having recent myocardial infarction and LDL-C ≥ 70 mg/dl despite statin treatment, will be included in the study. Patient data will be collected from electronic medical records from baseline (clinician enrollment) through the 12-month intervention. The study started in October 2022, with anticipated completion in March 2024. Planned Outcomes: The change in proportion of patients with LDL-C < 70 mg/dl achieved at any time during the 12-month intervention (primary); LLT intensification, changes in guideline-aligned LDL-C testing and LLT titration over 12 months, and change in overall clinicians' knowledge, attitudes, and beliefs are key outcomes of interest. The LOGAN-CV study addresses a critical unmet need in LDL-C control in patients with VHR ASCVD and evaluates the effect of a multifaceted intervention targeting clinicians to improve their adherence to guidelines and consequently improve clinical outcomes for patients. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current study aimed to investigate the influence of an evidence-based coaching intervention on students’ wellbeing, perception of inclusion and study-interest, among 93 first year social work students (aged 16–24) in the Netherlands. The coaching intervention that was implemented was based on the REGROW model. A pre-test intervention-post-test design with two conditions was employed. The experimental condition (n = 47) received coaching from their mentor between pre-test and post-test, while the control condition (n = 46) received regular academic career counselling from their mentor. The results indicate that coaching has a positive effect on students’ emotional wellbeing, but not on psychological and social wellbeing, perception of inclusion and study-interest. In addition, it was found that students’ evaluation of the coaching trajectory is predictive of their emotional wellbeing, specifically in relation to relatedness and pressure. In vocational education, coaching seems to be a valuable addition to academic career counselling. A structured practical coach model, such as the REGROW model, potentially combined with a coach card, could help implementing coaching in vocational education. [ABSTRACT FROM AUTHOR]

Background: Childhood is the most important period of a child's growth and development. Considering the role of the mother, this age period is important due to the formation of eating habits and the start of complementary feeding. The purpose of this research is to determine the effect of education on improving the health literacy of mothers in the field of child nutrition. Methods: The current research is a semi-experimental before-and-after study that was conducted on 696 mothers covered by the health center of Pakdasht city in 2017. The samples were randomly selected in two groups of 50 case and 50 control group. The tool for collecting information is the parents' health literacy questionnaire and the food pyramid scale, which were completed by mothers two times before and 3 months after the intervention. After the pre-test, educational intervention was conducted in 8 sessions. SPSS version 22 and Kolmogorov Smirnov, Wilcoxon, linear regression, Mann-Whitney, Fisher, chi-square statistical tests were used for data analysis. It should be noted that the level of significance in the present study is P<0.05. Results: There is a significant difference between the average knowledge scores of the case and control groups after the training, which shows the effect of the training. Before the intervention, the average scores of the two intervention groups were 37.43, attitude 20.03, and behavior 8.45. The intervention had increased by 40.25, 20.52 and 8.53, respectively. Conclusion: According to the findings of this study, education can be an effective tool to improve the knowledge, attitude and practice of mothers towards children's nutrition. [ABSTRACT FROM AUTHOR]

Families are the primary caregivers and the main source of support for their children. Family resilience involves coping and adapting to stressful situations. This study explored the impact of previous treatment experience on parental resilience, in families, as well as the relationship between family history of communication and language disorders and parental stress. These variables were assessed through the Resilience Scale and the Parental Stress Index in parents of 220 children aged 3 to 6 years attending mainstream schools and early intervention (EI) centers in Caceres (Spain). The results revealed significant differences in resilience between parents who had received previous treatments and those who had not (p = 0.11). Furthermore, a significant association was found between having no family history of communication and language disorders and the Dysfunctional Parent–Child Interaction subscale from the Parental Stress Index (U = −2.079, p = 0.038). These findings highlight the relevance of previous experience in EI to build family resilience as resilient parents are more likely to be actively involved in their children's education and create a supportive environment. Thus, promoting resilience in educational settings may have positive effects on children's and families' quality of life during the EI process. [ABSTRACT FROM AUTHOR]

Most students and practitioners commonly see grammar teaching and learning as both tedious and unattractive experiences. In this sense, more innovative ways of presenting foreign language grammar are needed. One such novel approach is Just-in-Time Teaching (JiTT), which has proven to be beneficial in a wide array of disciplines, including language learning. The present exploratory study aims to examine how JiTT contributes to success rates in English grammar learning at two proficiency levels, and to analyse how participants perceive this methodological approach. Sixty-four English as a foreign language students, divided into beginners and intermediate learners, were exposed to five JiTT grammar lessons throughout an academic semester. Participants' answers on JiTT quizzes and satisfaction questionnaires were recorded and compared to their performance on a final exam based on the same five grammar points presented through JiTT. Statistical analyses revealed that JiTT had little impact on learners' success rates in grammar learning, although a higher impact was observed in intermediate learners, in comparison to beginners. However, both groups of participants showed positive attitudes towards the intervention. Results are discussed in the light of how teaching English grammar through JiTT contributes to success rates. The potential of JiTT as a good methodology to be used in foreign language teaching is also addressed. [ABSTRACT FROM AUTHOR]

Despite undeniable advances in research on language learning strategies in the last several decades, empirical investigations of actions and thoughts that learners engage in to better understand and use grammar structures in different contexts, or grammar learning strategies (GLS), remain scarce. Moreover, there is a paucity of studies examining the effects of pedagogical interventions in this area, both with respect to the use of different types of GLS and the mastery of grammar structures in terms of explicit and implicit (automatized) knowledge. There is also no empirical evidence concerning the mediating role of individual difference (ID) factors in this respect. The paper outlines a study currently in progress that seeks to address all of these gaps. The first part is devoted to a brief overview of key issues related to the definition and classification of GLS as well as a synthesis of available research in this area. This is followed by a description of an intervention-based research project which explores the effects of strategies-based instruction (SBI) targeting GLS by English majors in Poland, also taking into account the moderating impact of selected ID variables. In particular, the methodology of the study is presented and the envisaged contributions of the intervention are considered. [ABSTRACT FROM AUTHOR]

This paper examines the efficacy of academic support interventions provided by the Swinburne College Student Hub for international students enrolled in the Postgraduate Qualifying Program (PQP) or English Language Intensive Courses for Overseas Students (ELICOS). Interventions for PQP students encompass plagiarism checking, paraphrasing, proofreading, referencing, and essay structure guidance, while ELICOS interventions are skill-based workshops focusing on reading, listening, and writing. The study highlights the importance of tracking student progress to refine interventions effectively. Programspecific student trackers were developed, leading to significant improvements in student success rates in assignments and unit completion, as revealed by analysis of empirical data from 2022. The findings underscore the effectiveness of tailored academic support, with implications for enhancing the delivery of support services and improving academic outcomes for PQP and ELICOS cohorts in academic settings. [ABSTRACT FROM AUTHOR]

Hardware Description Languages (HDL) have gained popularity in the field of digital electronics design, driven by the increasing complexity of modern electronic circuits. Consequently, supporting students in their learning of these languages is crucial. This work aims to address this need by developing an automated assessment software tool with feedback process to support the learning of HDL and making an educational intervention to support the learning process of students. The tool's features were selected based on similar developments, and a prototype was designed and implemented. Additionally, an educational intervention was conducted over a five-week period in a Digital Electronics course at the National University of Colombia. Through analyzing students' interactions with the tool and their perceptions of its usage, the study examined their learning experiences. Among the features highlighted by students as most beneficial for their HDL learning process were the online availability of the tool, the feedback system that helped them identify and correct errors in their code, the provision of immediate feedback, the online editor with syntax highlighting, and the graphical user interface. This work makes two significant contributions to the field of HDL teaching in engineering. Firstly, a publicly accessible HDL grading tool has been developed, offering students immediate formative and summative feedback through an automated grader. Secondly, empirical evidence has been provided regarding the benefits of using such a tool in enhancing students' learning process. [ABSTRACT FROM AUTHOR]

The appearance of new ways of committing sexual violence via technological media and virtual spaces has produced countless situations where sexual abuse of minors may occur. This is the digital scenario surrounding the phenomenon of grooming. The present study focuses on analyzing grooming experienced by Spanish university students during childhood. The sample comprised 3293 students in higher education, 68.3% of whom were female, 30.5% were male, and 1.2% identified as non-binary. The mean age was 18.83 years (SD = 2.28). The results confirmed that sexual abuse of minors has moved towards virtual environments, indicating a prevalence of 12.2% for grooming, which was more likely to have affected women and non-binary people. In addition, student victims of grooming were more often also victims of sextortion. Consumption of pornography was also shown to be particularly important, with the results indicating that students who consumed it and started consuming it before they were 16 years old were more often victims of grooming. These findings should encourage the educational community to develop preventive actions that match the reality of online child sexual abuse. In summary, the only path towards preventing and detecting grooming is to invest in high-quality digital education and sex education from a gender perspective. [ABSTRACT FROM AUTHOR]

Copyright of Educación (18133363) is the property of Universidad Femenina del Sagrado Corazon and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Negative perceptions around medications for opioid use disorder (MOUD) amongst the public could deter patients with opioid use disorder (OUD) from engaging with MOUD. Thus, we evaluated whether a brief intervention could improve preferences for MOUD in people who may or may not use opioids. Methods: We employed a pre-post design to assess the effect of a brief educational intervention on preferences for methadone, buprenorphine, naltrexone, and non-medication treatment in an online sample of US adults stratified by race, who may or may not use opioids. Respondents ranked their preferences in OUD treatment before and after watching four one-minute educational videos about treatment options. Changes in treatment preferences were analyzed using Bhapkar’s test and post hoc McNemar’s tests. A binary logistic generalized estimating equation (GEE) assessed factors associated with preference between treatments. Results: The sample had 530 responses. 194 identified as White, 173 Black, 163 Latinx. Treatment preferences changed significantly towards MOUD (p

Background: The first 2years of a child's, feeding-pattern is an important determinant of childhood-malnutrition. Nutritional education on complementary feeding was provided, and the impact on Minimum-Meal-Diversity [MMD], Minimum-Meal-Frequency [MMF] & the children's growth, was evaluated & compared between the education-intervention group and the control group. Methodology: The study was conducted in 2villages of Vijayapura-district 5Anganwadi from each village was selected for study and compared. Primary-outcome: improvement in MMD, MMF Secondary-outcome: weight for age Z-score [WAZ], weight for age Z-score [HAZ] &mid-arm-circumference. Results: Overall education-intervention-group showed better weight-gain than control-arm significant-difference was observed in WAZi.e1.36 v/s1 (p

Vaccine effectiveness and safety concerns can prevent people from receiving their first Covid-19 vaccines or boosters. Understanding the vaccine mechanism may lead people to perceive vaccine effectiveness appropriately. This study tested whether helping people understand the vaccine’s mechanism could improve their perceived vaccine safety and effectiveness. In a preregistered study, N = 1,548 unvaccinated or non-boosted participants were randomly presented with one of three communication formats: a fact box (a benefit-risk profile in tabular format; control condition), an expository text (i.e., a purely factual explanation) plus fact box, or an analogy plus fact box. Participants rated the vaccine’s effectiveness in preventing a Covid-19 disease, their perceived risk of getting vaccinated, and their intention to get vaccinated or boosted (depending on their vaccination status). Reading either additional text about the vaccines’ mechanism increased participants’ effectiveness ratings for the vaccine to prevent Covid-19 but did not affect risk ratings or vaccination intentions. The participants’ vaccine-related perceptions and intentions did not differ between the two text types. Elaborating on the vaccine’s mechanism of protection, in addition to presenting the benefit-risk profile of a vaccine, can lead people to perceive the vaccine effectiveness as slightly higher, yet it is insufficient to increase vaccination intentions.

Background A high proportion of bodybuilders use supplements to improve performance, with some turning to prohibited substances and methods. The attitudes of bodybuilders towards performance enhancement may be gauged through surveys such as the Performance Enhancement Attitude Scales (PEAS). Educational interventions are recommended as part of anti-doping measures. The objective of this project was to assess the impact of a pharmacy-led intervention using an antidoping educational flyer and the performance enhancement attitude scale to measure the attitude of bodybuilders in the United Arab Emirates (UAE). Methods The PEAS eight-item short form questionnaire was administered to male bodybuilders in the UAE. The PEAS was conducted before and after administration of an educational flyer concerning the problems associated with supplement use among bodybuilders. The Wilcoxon Signed-Rank and Kruskal Wallis tests were used for data analysis. Results A total of 218 bodybuilders, who reported taking dietary supplements, filled out the survey both pre and post viewing the antidoping educational flyer. A difference was observed between the full-time professional bodybuilders, students, and part-time bodybuilders with other primary occupations (p-value

Abstract Background One-fifth of the Sri Lankan population consists of adolescents, with 71% of them schooling. An extreme need exists in the country for the introduction of evidence-based interventions for the psychosocial well-being of adolescents. The present study assessed the effectiveness of an educational intervention to promote the psychosocial well-being of school-going adolescents in grade nine in Western Province, Sri Lanka. Materials and methods A quasi-experimental study was conducted among grade nine students in Western Province in 2019. Panadura Medical Officer of Health (MOH) area was selected as the interventional area (IA), and Kelaniya MOH area was identified as the control area (CA). Teachers at schools in the IA received training on psychosocial health promotion of adolescents. They delivered the activity-based educational intervention package to the grade nine students as 20-min classroom sessions for three months. Pre- and post-intervention assessments of attitudes and practices related to the psychosocial well-being of adolescents were conducted using an interviewer-administered questionnaire. Categorical data were compared using Chi-Square or Fisher’s exact test. Mann–Whitney U test was applied to determine the difference between the medians of the pre-and post-intervention scores on attitude and practices for psychosocial well-being. Results A total of 1040 grade nine students were enrolled. There was a statistically significant increase in median score on attitudes [81.8 (IQR:75.5–85.5) to 82.3(IQR:78.6–87.2] and practices [81.7(IQR: 76.1–85.7) to 83.1(IQR: 79.1–86.9)] in the IA while there was no significant difference in the CA. The proportion of bullied adolescents in the past 30 days reduced significantly from 14.8% (n = 38) to 7.9% (n = 20) in IA(p = .03), whereas there was a slight reduction from 17.1% (n = 44) to 11.3% (n = 26) in CA (p = .17). Conclusions The present psychosocial intervention is effective in improving the psychosocial well-being of school adolescents, though long-term effectiveness was not assessed. It is recommended to utilise study findings in deciding to introduce the present intervention to basic and in-service teacher training packages and school curricula with necessary modifications.

Abstract Background Medication reconciliation is an evidence-based practice that reduces medication-related harm to patients. This study evaluated the effect of educational intervention on medication reconciliation practice of pharmacists among ambulatory diabetes and hypertensive patients. Methods A non-randomized clinical trial on medication reconciliation practice was carried out among 85 and 61 pharmacists at the intervention site and control site, respectively. Medication reconciliation was carried out among 334 (intervention-183; control-151) diabetes and/or hypertensive patients by the principal investigator to indirectly evaluate pharmacists’ baseline medication reconciliation practice at both sites. A general educational intervention was carried out among intervention pharmacists. Medication reconciliation was carried out by the principal investigator among another cohort of 96 (intervention-46; control-50) and 90 (intervention-44; control-46) patients at three and six months postintervention, respectively, to indirectly assess pharmacists’ postintervention medication reconciliation practice. Thereafter, a focused educational intervention was carried out among 15 of the intervention pharmacists. Three experts in clinical pharmacy analysed the medication reconciliation form filled by the 15 pharmacists after carrying out medication reconciliation on another cohort of 140 patients, after the focused intervention. Data was summarized with descriptive (frequency, percentage, mean ± standard deviation) and inferential (Pearson product-moment correlations analysis, independent-samples t-test and one-way ANOVA) statistics with level of significance set at p

Good-quality relationships in which individuals with profound intellectual disabilities (intelligence quotient, IQ < 20–25) are recognized by healthcare professionals (HPs) are essential for the quality of healthcare and promoting autonomy. This study examines the impact of an educational intervention on documentation of the interplay between HP and individuals receiving services in supported accommodation in Norway. An educational intervention study was designed to encourage HPs to document their approaches and interplay. The Scale for the Evaluation of Staff-Patient Interactions in Progress Notes (SESPI) was applied to measure documentation before and after the intervention. Journal notes written over a three-month period before the intervention and a three-month period after the intervention were measured. Prior to the intervention, only 23.1% of the journal notes described the resident’s experiences, increasing by 5.4% (p = 0.041) post-intervention. Practical solutions to individual experiences increased from 0.9% to 8.5% (p < 0.001). The educational intervention demonstrated a significant increase in the documentation of residents’ experiences and the interplay between HPs and residents. Future research should explore the generalizability of these findings. Incomplete documentation of HPs’ relational work conceals important aspects of the healthcare provided, potentially resulting in confining autonomy and participation for individuals with intellectual disabilities.

Background/Objective: To evaluate adherence to labor arrest and failed induction of labor (IOL) criteria in nulliparous, term, singleton, and vertex (NTSV) cesarean deliveries at an academic medical center and to measure the impact of a quality-improvement educational initiative that focused on obstetric provider education of modern labor arrest and failed IOL criteria. Methods: This is a retrospective cohort study using electronic health record (EHR) data with a pre- (1 September 2018–30 September 2019) and post-intervention (1 October 2019–31 March 2020) study design of all NTSV cesarean deliveries for labor arrest or failed IOL performed at an academic medical center in the northeastern United States. The quality-improvement educational intervention consisted of the distribution of educational pocket cards outlining modern labor arrest and failed IOL criteria to obstetric providers. Outcomes included adherence to labor arrest and failed IOL criteria pre- and post-intervention with secondary outcomes evaluating adherence by provider type (Maternal–Fetal Medicine (MFM) or generalist obstetrician). Descriptive and bivariate statistics were used in the analysis. Results: Pre-intervention, 272 NTSV cesarean deliveries were performed for labor arrest or failed IOL versus 92 post-intervention. Adherence improved post-intervention amongst failed IOL (OR 6.5, CI 1.8–23.8), first-stage arrest (OR 4.5, CI 2.2–10.8) and second-stage arrest (OR 3.7, CI 1.5–9.4). When comparing provider type, MFM physicians were more likely to be adherent to labor arrest and failed IOL criteria compared to generalist obstetricians pre-intervention (OR 3.1, CI 1.7–5.5); however, post-intervention, there was no longer a difference in adherence (OR 3.3, CI 0.9–12.3). Conclusions: Adherence to labor arrest criteria was suboptimal in the pre-intervention period; however, a targeted quality-improvement educational intervention improved adherence rates to labor arrest and failed IOL criteria among obstetric providers.

The shape of the Earth is a fundamental concept that students need to learn in astronomy education. This paper reports the findings of a study that confirms the effectiveness of an intervention involving the construction of a model of the Earth prior to the introduction of the globe as a codified artefact. The educational intervention had been preceded by the EARTH2 test, which was used to check how well students participating in the study mastered the concept of the Earth’s shape. The study included forty-seven primary school students (grades I and II). Effectiveness was measured by comparing the answers chosen by Polish children in a test as mental models. The study confirmed (A) that the intervention was effective: 49% of progressive changes, 30% of regressive changes, and 21% of changes within the same mental model were observed; (B) that there was an increase in the children’s interest in space, revealed by an increased number of questions going far beyond the school astronomy curriculum; and (C) that students’ concerns about the dangers of space were revealed. Key findings include the following: (a) Educational effectiveness regarding the concept of the shape of the Earth is achieved in activities that involve building a spherical Earth model before introducing a globe as a ready-made model. (b) The topics addressed in astronomy classes must be far broader than what the current curricula provide. They should take into account current issues reported by the media and deal with astronomical discoveries and space technology. (c) When organising activities, children’s concerns about the dangers of space should be borne in mind.

Providing patients with accurate and organized information about colonoscopy, while reducing anxiety, is critical to the procedure’s success. This study evaluated the impact of an immersive 360° virtual reality (VR)-based educational intervention for first-time adult colonoscopy patients regarding anxiety, attitudes, knowledge, compliance with bowel preparation, and bowel cleanliness. A quasi-experimental design with a non-equivalent control group and non-synchronized pretest–post-test clinical trial was conducted with 40 patients in the experimental group and 40 in the control group. The 360° VR intervention included two sessions: precautions before colonoscopy and the colonoscopy process. The control group received education through individual verbal explanations with written materials. The findings indicated that the VR intervention significantly improved patients’ colonoscopy-related anxiety, attitudes, adherence to bowel preparation instructions, and bowel cleanliness. Utilizing 360° VR as an educational tool has the potential to enhance the effectiveness of educational programs by providing realistic information and engaging patients. These findings suggest that 360° VR has the capacity to enhance screening rates and clinical outcomes by reducing negative perceptions associated with colonoscopy. Furthermore, the application of this method can extend to diverse diagnostic testing-related nursing situations in clinical settings.

The causality bias, or causal illusion, occurs when people believe that there is a causal relationship between events that are actually uncorrelated. This bias is associated with many problems in everyday life, including pseudoscience, stereotypes, prejudices, and ideological extremism. Some evidence-based educational interventions have been developed to reduce causal illusions. To the best of our knowledge, these interventions have included a bias induction phase prior to the training phase, but the role of this bias induction phase has not yet been investigated. The aim of the present research was to examine it. Participants were randomly assigned to one of three groups (induction + training, training, and control, as a function of the phases they received before assessment). We evaluated their causal illusion using a standard contingency judgment task. In a null contingency scenario, the causal illusion was reduced in the training and induction-training groups as compared to the control group, suggesting that the intervention was effective regardless of whether or not the induction phase was included. In addition, in a positive contingency scenario, the induction + training group generated lower causal judgments than the control group, indicating that sometimes the induction phase may produce an increase in general skepticism. The raw data of this experiment are available at the Open Science Framework at https://osf.io/k9nes/ [ABSTRACT FROM AUTHOR]

Flipped learning has emerged as an innovative teaching and learning model, in part due to the critical role it plays in transforming the nature of student-teacher interaction in and out of the classroom. With the spread of COVID-19, a new concept has appeared: online flipped learning, which essentially refers to flipping synchronous online classes. In this study, the researchers adapted the principles of the conventional flipped learning model to an online environment and amassed favorable feedback from students. Data on students' perceptions gathered through semi-structured interviews revealed that the flipped learning model facilitated speaking practice. However, the results of the questionnaire given to students before and after the intervention revealed that the flipped learning model was ineffective in alleviating students' foreign language anxiety levels compared to synchronous learning, and it did not make a significant difference in students' selfregulatory behaviors. At the end of the study, students did not report any differences between the conventional and online flipped learning models in terms of instructional practices, materials and classroom activities. [ABSTRACT FROM AUTHOR]

Recently, artificial intelligence (AI) technologies have been widely used in the field of education, and artificial intelligence in education (AIEd) has gained increasing attention. However, no quantitative meta-analysis has been conducted on the overall effectiveness of AI on learning achievement and learning perception. To close this research gap, this study conducted a comprehensive meta-analysis of the effects of AI on learning achievement and learning perception. The present metaanalysis synthesized 24 articles with a total of 2908 participants from 2001 to 2020. The findings reveal that AI had a high effect size on learning achievement and a small effect size on learning perception. The effect sizes of 13 moderator variables were analyzed, including sample levels, sample size, learning domains, learning methods, research design, research settings, intervention duration, types of organization for treatment, role of AI, areas of AI application, AI software, AI hardware, and AI technologies. It was found that sample size, sample level, learning domains, types of organization, roles of AI, and hardware significantly moderated the effectiveness of AI. The results and the implications for educators and practitioners are discussed in depth. [ABSTRACT FROM AUTHOR]

This study examined whether particular practices in story retelling improve children's comprehension of story structure and enables them to further comment on the story content. Eighty-three (83) kindergarten children (M = 5.4) years old composed the experimental (N = 43) and the control (N = 40) groups. For 6 weeks, one time per week, six well-structured books were read to the experimental group as follows: Before reading there was a brief discussion, while after reading children were trained in story retelling. The intervention programme in retelling consisted of five levels, which began from total teacher assistance to the point where children were able to retell the story freely and completely. The same six books were simply read to the control group and after the reading the children discussed the interesting parts and made drawings based on the story. Children's retellings were taped and analysed by a series of measures. Results confirmed the experimental group children's achievements in almost all measurements indicating that the multilevel training programme in retelling enhanced children's ability for deeper comprehension and further commentary. [ABSTRACT FROM AUTHOR]

Research suggests that medical students are not confident and may be ill-prepared to prescribe competently. Therefore, changes to standard education may be required to fortify medical student prescribing skills, confidence, and competence. However, specific education to write a safe and legal prescription is generally lacking. Furthermore, the term prescribe and the skill thereof is not clearly defined. This review compares additional education for medical students to no identified additional education or another educational modality on the skill of prescription writing. Secondary aims include review of education modalities, prescribing skill assessments, educator professional background, and timing of education within the medical curriculum. This systematic review was conducted and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Databases searched included: CINAHL, Cochrane Library, EMBASE, Emcare (Ovid), MEDLINE (Ovid), PubMed and Scopus. Search terms included: medical education, medical undergraduate, medical student, medical school, and prescriptions. The search was conducted in February 2023, and quantitative outcomes were reported. Of the 5197 citations identified, 12 met the inclusion criteria. Eleven studies reported significant improvements in prescribing skills of medical students after additional educational intervention(s). Various educational modalities were implemented, including case-based teaching (n=3), patient-based teaching (n=1), tutorial-based teaching (n=2), didactic teaching (n=1), and mixed methods (n=6). There were no commonalities in the professional background of the educator; however, five studies used faculty members. There was no consensus on the best assessment type and time to implement prescription writing education during medical training. There are a range of interventions to educate and assess prescribing competencies of medical students. Despite heterogenous study designs, there is evidence of the superiority of additional prescription writing education versus no identified additional education to develop prescription writing skills. The introduction of formal teaching and standardised assessment of prescribing skills for medical students is recommended. [ABSTRACT FROM AUTHOR]

Research in the UK suggests that multi-componential interventions focusing on language and pre-literacy skills can improve children's reading and language skills. However, simple translations of such programmes may not produce equivalent effects in diverse communities. The reasons for this are multi-faceted and include factors beyond the rationale and content of the intervention programmes themselves. Understanding these factors is critical for creating programmes that will generalise across settings. In this review, we reflect upon challenges encountered in two reading and language intervention programmes in South America to identify community and cultural contextual factors that can influence the implementation and scalability of educational programmes. We use our findings to develop an education-specific framework to guide the development and implementation of high-quality evidence-based approaches to language and literacy intervention. Our model guides implementation practices in diverse contexts and stresses the importance of the evidence-base and communication. [ABSTRACT FROM AUTHOR]

Introduction: Ischemic heart diseases are the most important cause of death worldwide, which affect the quality of life of affected patients. In Iran, ischemic heart diseases are the first cause of death in people aged over 35 years. The main goal of this study is to investigate the effect of lifestyle education on the quality of life of patients with ischemic heart diseases. Method: This semi -experimental study was conducted using a pre -test and post -test design and with experimental and control groups. The statistical population included all patients with ischemic heart disease hospitalized in the CCU of Ali Ibn Abi Talib (AS) Rafsanjan Hospital in 2019. The sample size of 30 people in each group was determined. A three -part questionnaire (demographic information, France and Powers quality of life questionnaire and Minnesota questionnaire) was used to collect information. First, both experimental and control groups completed the mentioned questionnaires as a pre -test, then the experimental group was educated with five 45 -minute sessions, and after two weeks, a post -test was taken from both groups again using the same questionnaires. The collected data were analyzed by SPSS software version 21. Independent T, paired T, and Chi -square statistical tests, Pearson's correlation coefficient and covariance analysis were used. Results: The mean age of the samples was 59.73±12.81 years and the average duration of coronary disease was 1953.38±2598.50 days. The results showed that the increase in scores related to the general state of quality of life after education was significant and indicated the improvement of the condition of the experimental group compared to the control group . Conclusion: The findings of the present study showed that interventional efforts are important and necessary in order to improve the quality of life in patients with ischemic heart disease. In order to improve the quality of life and ultimately control heart disease, it is recommended to use the educational program designed and used in this study as a model. [ABSTRACT FROM AUTHOR]

This research contributes to helping educational establishments across the world develop self-efficacy techniques to improve communication skills within an accounting course design and other disciplines. This paper asks the research question: Does self-efficacy enhances accounting students' communication ability? Previous research has identified the business community requiring accountants to display high levels of communication ability. However, despite many deliberate pedagogical interventions over the years, communication skills are lacking in graduating accounting students. This paper describes a new approach of deliberate self-efficacy interventions in one UK university's undergraduate accounting curriculum to improve accounting students' communication ability. In addition, a self-efficacy framework of Stone and Bailey [(2007). Team conflict self-efficacy and outcome expectancy of business students. Journal of Education for Business, 82(5), 258–266. https://doi.org/10.3200/JOEB.82.5.258-266.] is developed to model communication self-efficacy, outcome expectancy and behavioral intentions of the students. The data consists of the results of 131 first-year accounting students, and this paper contributes by helping to pinpoint two self-efficacy techniques to improving students' communication skills: 'personal mastery' and 'mentor support'. [ABSTRACT FROM AUTHOR]

The noticeable shift in interior design practice toward understanding issues of emotional and cultural intelligence offers opportunities for educational programs to provide direct impact through increasing the levels of emotional and cultural intelligence of emerging interior design practitioners (interior design students). The use of intercultural competence (ICC) as part of critical professional training in many fields aligns to the abovementioned idea, as ICC seeks to understand how professionals functionalize their understandings of cultural differences into policies and solutions that are appropriate for their professional setting. With this understanding of ICC, researchers seek to understand how course-level curriculum interventions affect the ICC levels of emerging interior design practitioners. The present paper is a case study of a curricular intervention to increase interior design students' intercultural competency. The research design utilizes the proprietary Intercultural Development Inventory (IDI) survey as the pre- and post-test to measure ICC changes in an undergraduate, theory-based lecture course. The intervention engaged students in learning experiences related to community spaces, social justice, global issues of design, and sustainability, with the intent to improve ICC levels. While a preliminary review of the data indicated no change in the collective cohort's ICC levels, a chi-square analysis of data revealed a meaningful change in the individual students. Specifically, the interventions (1) gave students a deeper understanding and insight of their culture and cultural norms over others; and (2) allowed for significant individual changes along the IDI continuum. The results imply a connection between course-level curriculum interventions and ICC levels, which indicates the ability to change students' ICC through strategic academic intervention and work. [ABSTRACT FROM AUTHOR]

Background: Medication reconciliation is an evidence-based practice that reduces medication-related harm to patients. This study evaluated the effect of educational intervention on medication reconciliation practice of pharmacists among ambulatory diabetes and hypertensive patients. Methods: A non-randomized clinical trial on medication reconciliation practice was carried out among 85 and 61 pharmacists at the intervention site and control site, respectively. Medication reconciliation was carried out among 334 (intervention-183; control-151) diabetes and/or hypertensive patients by the principal investigator to indirectly evaluate pharmacists' baseline medication reconciliation practice at both sites. A general educational intervention was carried out among intervention pharmacists. Medication reconciliation was carried out by the principal investigator among another cohort of 96 (intervention-46; control-50) and 90 (intervention-44; control-46) patients at three and six months postintervention, respectively, to indirectly assess pharmacists' postintervention medication reconciliation practice. Thereafter, a focused educational intervention was carried out among 15 of the intervention pharmacists. Three experts in clinical pharmacy analysed the medication reconciliation form filled by the 15 pharmacists after carrying out medication reconciliation on another cohort of 140 patients, after the focused intervention. Data was summarized with descriptive (frequency, percentage, mean ± standard deviation) and inferential (Pearson product-moment correlations analysis, independent-samples t-test and one-way ANOVA) statistics with level of significance set at p<0.05. Key findings: Baseline medication reconciliation practice was poor at both sites. Post-general educational intervention, medication discrepancy was significantly reduced by 42.8% at the intervention site (p<0.001). At the intervention site, a significant increase of 54.3% was observed in patients bringing their medication packs for clinic appointments making medication reconciliation easier (p=0.003), at 6-months postintervention. Thirty-five, 66 and 48 drug therapy problems were detected by 31 (43.1%), 33 (66.0%) and 32 (71.1%) intervention pharmacists at 1-, 3- and 6-month post-general educational intervention, respectively. Post-focused educational intervention, out of a total of 695 medications prescribed, 75 (10.8%) medication discrepancies were detected and resolved among 42 (30%) patients by the 15 pharmacists. Conclusions: The educational interventions improved pharmacists' medication reconciliation practice at the intervention site. It is expected that this research would help create awareness on medication reconciliation among pharmacists in developing countries, with a view to reducing medication-related patient harm. [ABSTRACT FROM AUTHOR]

Background: The best methods for preventing and controlling cardiovascular diseases are preventive behaviours. Aim: The purpose of the current study is to ascertain how educational intervention affects cardiovascular disease prevention. Methods: The current investigation is a quasi-experimental study conducted in Shiraz, Iran, in the year 2022, focusing on 200 hypertension patients (by sample random sampling) that were divided into two groups: a control group consisting of 100 participants (63 males and 37 females) and an intervention group also consisting of 100 participants (58 males and 42 females). The data collection instrument comprises inquiries pertaining to demographic factors as well as constructs of the health belief model (HBM) and preventive behaviours for cardiovascular diseases. The participants in both groups completed the questionnaire prior to and three months after the intervention. The intervention group underwent a total of six training sessions, each lasting 55 min. Results: The results showed that after the intervention, the intervention group showed a significant increase in all cues of the HBM model except for the perceived barriers. Following a period of three months subsequent to the educational intervention, the experimental group also exhibited a notable reduction in blood pressure in comparison to the control group. Conclusion: The findings of the study indicate that the utilisation of the HBM demonstrated positive outcomes in facilitating the promotion of cardiovascular disease prevention among patients diagnosed with hypertension. The promotion of health among individuals with high blood pressure can be both beneficial and feasible. Moreover, this particular model can be utilised as a comprehensive framework for the development, execution, and evaluation of advantageous and effective healthcare initiatives. [ABSTRACT FROM AUTHOR]

Background. Climate change is undisputedly one of the most significant problems in the world. Children's respiratory health can be particularly affected by climate change, which contributes to triggering respiratory allergic diseases through many allergies. Aim. This study was conducted to evaluate the effect of climate change educational intervention on knowledge and health-related behaviors of children with respiratory allergic diseases Design. A quasi-experimental research design was utilized. Subjects. A convenience sample was used including 73 children aged 8 to 15 years diagnosed with respiratory allergic diseases. Setting. The study was carried out at allergy and immunology outpatient clinics affiliated to Mansoura University Children's Hospital (MUCH). Tools of data collection. Three tools were used for data collection: demographic and clinical data structured interview sheet, children knowledge regarding climate changes questionnaire and children's climate change health-related behaviors questionnaire. Results: There was a statistically significant difference between the children's knowledge score and daily health-related behaviors score regarding climate change pre- and post-intervention (P=0.000). There was a positive correlation between children's knowledge and their health-related behaviors pre- and post-educational intervention (p= 026 & 0.021 respectively). Conclusion. The study highlights the potential of climate change education in boosting knowledge and health-related behaviors among children with respiratory allergic diseases, thereby promoting a sustainable healthy future. Recommendation. This study emphasizes the need for climate education in pediatric healthcare to protect vulnerable children from public health threats, requiring further research for long-term effects and scalability. [ABSTRACT FROM AUTHOR]

Peer feedback has been widely employed in writing instruction in various contexts. However, studies into its effects on improving students' writing performance, particularly its long-term effects, are under-represented. To fill the research gap, we adopted a pre-, post-, and delayed post-test quasi-experimental design to investigate the long-term effects of a peer feedback intervention. Two intact classes of EFL students from a Chinese university were recruited, with one class participating in peer feedback activities and the other class receiving collective feedback from their teacher for one semester. Their compositions for the pre-, post-, delayed post-tests were compared in terms of the overall text quality, content, organization, complexity, accuracy, and fluency (CAF). The results show that the experimental group participants made significant improvements in the overall text quality, content, organization, and accuracy in the post-test and they retained the improvements 12 weeks after the intervention. In addition, they outperformed their counterparts receiving collective feedback in the overall text quality and organization in the post- and delayed post-tests, and in accuracy only in the delayed post-test. Results suggest that peer feedback could help Chinese EFL learners make progress in writing. [ABSTRACT FROM AUTHOR]

In the present study, we investigated the impact of a word‐problem intervention in retention and acquisition of knowledge after the intervention ended. We based analyses upon Grade 4 students experiencing mathematics difficulty (average age at pretest = 8.77) who received one of two variants of a word‐problem intervention (with [n = 111] vs. without [n = 110] embedded pre‐algebraic reasoning instruction) and students within a business‐as‐usual condition (BaU [n = 127]) separately. Findings revealed that students who received the intervention not only tended to retain less, but they also showed more active knowledge acquisition after the intervention ended. Furthermore, word‐problem intervention altered the contributions of some prior knowledge and skills on both retention and acquisition. [ABSTRACT FROM AUTHOR]

Background: This study examined the impacts of an educational intervention based on the Progressively Lowered Stress Threshold (PLST) extended model on caregiving for people with dementia (PWD). Method: This study was conducted in Isfahan, Iran, from May 2016 to June 2018, with 38 caregivers of PWD as participants assigned to an intervention group. Data were collected using a multi‐sectional, researcher‐developed questionnaire that recorded the demographic characteristics, and measured the dementia‐related knowledge and caregiving practices of the participants. The questionnaire and an educational program were designed in three parts according to the educational needs of caregivers to enhance their practice, skills, and ability to handle challenging behaviours in PWD. The questionnaire's face validity was confirmed by expert review, and its reliability was assessed with Cronbach's alpha coefficient (knowledge section, 0.838; practice section, 0.802). The sampling method used was convenience sampling, and none of the caregivers refused to receive the educational content. Therefore, the evaluation of the program lacks a randomized controlled group. To tailor the intervention program to the participants' needs, the educational content was based on the PLST extended model. Results: The mean scores for knowledge and practice increased following the intervention (P < 0.05). An educational intervention, using the PLST extended care model, thus produced positive impacts in improving the knowledge and practice of caregivers of PWD. Conclusion: Educating caregivers with the PLST extended model, with a specific focus on the cultural and religious backgrounds of societies, is recommended. [ABSTRACT FROM AUTHOR]

Objective: To understand the extent to which adolescent awareness about anaemia and anaemia prevention can be changed by nutrition messages received at school. Design: Mixed‐methods pre–post intervention study. Setting: Three government schools in Bagalkot, Belagavi and Raichur districts of Karnataka, India. Population: Students of grade six and seven and teachers involved in implementing the intervention. Methods: An educational intervention was co‐developed by school teachers and nutrition experts using locally adapted resource materials that consisted of lectures, role play and practical demonstrations. Seven half‐hour educational sessions were delivered by school teachers over 7 weeks to 455 students. Pre‐ and post‐intervention tests measured changes in adolescents' knowledge about anaemia. Semi‐structured in‐depth interviews with teachers and focus groups with students explored their reactions to the intervention. Main outcome measures: Knowledge score related to anaemia. Results: The percentage of children with correct scores increased by 7.3–49.0 percentage points for the tested questions after implementation of the intervention. The mean knowledge score increased by 3.67 ± 0.17 (p < 0.01). During interviews, teachers and students highlighted high acceptance of the intervention and materials, an increase in awareness, a positive attitude towards changing behaviour around diet, an increase in the demand for iron and folic acid supplements and improved sharing of messages learned with peers and families. Challenges expressed included need for further training, time limitations and hesitancy in teaching about menstruation and pregnancy. Conclusions: Educational interventions carried out for adolescents by teachers in schools are effective in improving awareness and attitude related to anaemia and its prevention. [ABSTRACT FROM AUTHOR]