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Teaching students statistical programming languages while simultaneously teaching them how to debug erroneous code is challenging. The traditional programming course focuses on error-free learning in class while students' experiences outside of class typically involve error-full learning. While error-free teaching consists of focused lectures emphasizing correct coding, error-full teaching would follow such lectures with debugging sessions. We aimed to explore these two approaches by conducting a pilot study of 18 graduate students who voluntarily attended a SAS programming seminar held weekly from September 2018 through November 2018. Each seminar had a 10-min error-free lecture, 15-min programming assignment, 5-min break, 10-min error-full lecture, and 15-min programming assignment. We examined student performance and preference. While four students successfully completed both assignments and ten students did not successfully complete either assignment, one student successfully completed only the first assignment that directly followed the error-free lecture and three students successfully completed only the second assignment that directly followed the error-full lecture. Of the 15 students who responded, twelve (80%) preferred error-full to error-free learning. We will evaluate error-full learning on a larger scale in an introductory SAS course. Supplemental files are available online for this article. [Poster presented at: GW's Scholarship of Teaching and Learning (September 27, 2018 and September 27, 2019); the Annual Meeting of the Association of Schools and Programs of Public Health (Arlington, VA, March 21, 2019); Joint Statistical Meetings (Denver, CO, July 29, 2019); and GWSPH Teaching Fellows panel (April 26, 2019).]

Our study compared the performance of students enrolled in a graduate-level introductory biostatistics course in an online versus a traditional in-person learning environment at a school of public health in the United States. We extracted data for students enrolled in the course online and in person from 2013 to 2018. We compared average quiz and final exam scores between students in the two learning environments adjusting for demographic characteristics and prior academic performance using linear mixed models. Data were available for 1461 (83.1%) students learning online and 298 (16.9%) students learning in person. After adjusting for sex, race/ethnicity, age, quantitative GRE score, undergraduate GPA, and math refresher score, we found quiz scores for students learning online were about 2.5% lower than those for students learning in person, on average, with a 95% confidence interval ranging from 4.9% lower to 0.02% higher. Differential performance was even closer to equality for the final exam where scores for students learning online were about 0.9% higher with a 95% confidence interval ranging from a 3.9% reduction to 5.8% improvement. These estimates suggest comparable student performance can be achieved in a graduate-level introductory biostatistics course among students learning online and in person. Supplementary materials for this article are available online.

Objectives: Investigate levels of retention at specified time periods along the prevention of mother-to-child transmission (PMTCT) cascade among mother-infant pairs as well as individual- and facility- level factors associated with retention. Methods: A retrospective cohort of HIV-positive pregnant women and their infants attending five health centres from November 2010 to February 2012 in the Option B programme in Rwanda was established. Data were collected from several health registers and patient follow-up files. Additionally, informant interviews were conducted to ascertain health facility characteristics. Generalized estimating equation methods and modelling were utilized to estimate the number of mothers attending each antenatal care visit and assess factors associated with retention. Results: Data from 457 pregnant women and 462 infants were collected at five different health centres (three urban and two rural facilities). Retention at 30 days after registration and retention at 6 weeks, 3, 6, 9 and 12 months post-delivery were analyzed. Based on an analytical sample of 348, we found that 58% of women and 81% of infants were retained in care within the same health facility at 12 months post-delivery, respectively. However, for mother- infant paired mothers, retention at 12 months was 74% and 79% for their infants. Loss to facility occurred early, with 26% to 33% being lost within 30 days post-registration. In a multivariable model retention was associated with being married, adjusted relative risk (ARR): 1.26, (95% confidence intervals: 1.11, 1.43); antiretroviral therapy eligible, ARR: 1.39, (1.12, 1.73) and CD4 count per 50 [mm.sup.3], ARR: 1.02, (1.01, 1.03). Conclusions: These findings demonstrate varying retention levels among mother- infant pairs along the PMTCT cascade in addition to potential determinants of retention to such programmes. Unmarried, apparently healthy, HIV-positive pregnant women need additional support for programme retention. With the significantly increased workload resulting from lifelong antiretroviral treatment for all HIV-positive pregnant women, strategies need to be developed to identify, provide support and trace these women at risk of loss to follow-up. This study provides further evidence for the need for such a targeted supportive approach. Keywords: PMTCT; retention; health facilities; sub-Sahara Africa; Rwanda; mother-infant pairs., Introduction There has been significant progress in the prevention of mother-to-child transmission (PMTCT) of HIV globally. The number of new infections among children decreased by 58% between 2000 and 2014; [...]

Teaching students statistical programming languages while simultaneously teaching them how to debug erroneous code is challenging. The traditional programming course focuses on error-free learning in class while students' experiences outside of class typically involve error-full learning. While error-free teaching consists of focused lectures emphasizing correct coding, error-full teachingwould followsuch lectureswith debugging sessions. We aimed to explore these two approaches by conducting a pilot study of 18 graduate students who voluntarily attended a SAS programming seminar heldweekly fromSeptember 2018 through November 2018. Each seminar had a 10-min error-free lecture, 15-min programming assignment, 5-min break, 10-min error-full lecture, and 15-min programming assignment. We examined student performance and preference. While four students successfully completed both assignments and ten students did not successfully complete either assignment, one student successfully completed only the first assignment that directly followed the error-free lecture and three students successfully completed only the second assignment that directly followed the error-full lecture. Of the 15 students who responded, twelve (80%) preferred error-full to error-free learning. We will evaluate error-full learning on a larger scale in an introductory SAS course. Supplemental files are available online for this article. [ABSTRACT FROM AUTHOR]

Introduction: Acute infection with HIV in the postpartum period results in a high risk of vertical transmission through breastfeeding. A study was done to determine the HIV incidence rate and associated risk factors among postpartum women in Southern Mozambique, where HIV prevalence among pregnant women is 21%. Methods: A prospective cohort study was conducted in six rural health facilities in Gaza and Maputo provinces from March 2008 to July 2011. A total of 1221 women who were HIV-negative on testing at delivery or within two months postpartum were recruited and followed until 18 months postpartum. HIV testing, collection of dried blood spot samples and administration of a structured questionnaire to women were performed every three months. Infant testing by DNA-PCR was done as soon as possible after identification of a new infection in women. HIV incidence was estimated, and potential risk factors at baseline were compared using Poisson regression. Results: Data from 957 women were analyzed with follow-up after the enrolment visit, with a median follow-up of 18.2 months. The HIV incidence in postpartum women is estimated at 3.20/100 women-years (95% CI: 2.30-4.46), with the highest rate among 18- to 19-year-olds (4.92 per 100 women-years; 95% CI: 2.65-9.15). Of the new infections, 14 (34%) were identified during the first six months postpartum, 11 (27%) between 6 and 12 months and 16 (39%) between 12 and 18 months postpartum. Risk factors for incident HIV infection include young age, low number of children, higher education level of the woman's partner and having had sex with someone other than one's partner. The vertical transmission was 21% (95% CI: 5- 36) among newly infected women. Conclusions: Incidence of HIV is high among breastfeeding women in Southern Mozambique, contributing to increasing numbers of HIV-infected infants. Comprehensive primary prevention strategies targeting women of reproductive age, particularly pregnant and postpartum women and their partners, will be crucial for the elimination of paediatric AIDS in Africa. Keywords: PMTCT; breastfeeding; incidence; HIV; elimination paediatric HIV; Mozambique., Introduction In 2012, 2.3 million new HIV infections occurred worldwide with 1.6 million of these in sub-Saharan Africa. Every day, about 6300 adults are infected globally, of which 34% are [...]

Our study compared the performance of students enrolled in a graduate-level introductory biostatistics course in an online versus a traditional in-person learning environment at a school of public health in the United States. We extracted data for students enrolled in the course online and in person from 2013 to 2018.We compared average quiz and final exam scores between students in the two learning environments adjusting for demographic characteristics and prior academic performance using linear mixed models. Data were available for 1461 (83.1%) students learning online and 298 (16.9%) students learning in person. After adjusting for sex, race/ethnicity, age, quantitative GRE score, undergraduate GPA, and math refresher score, we found quiz scores for students learning online were about 2.5% lower than those for students learning in person, on average, with a 95% confidence interval ranging from 4.9% lower to 0.02% higher. Differential performance was even closer to equality for the final exam where scores for students learning online were about 0.9% higher with a 95% confidence interval ranging from a 3.9% reduction to 5.8% improvement. These estimates suggest comparable student performance can be achieved in a graduate-level introductory biostatistics course among students learning online and in person. Supplementary materials for this article are available online. [ABSTRACT FROM AUTHOR]