Video clips for YouTube: Collaborative video creation as an educational concept for knowledge acquisition and attitude change related to obesity stigmatization

Mobile phones and advanced web-based video tools have pushed forward new paradigms for using video in education: Today, students can readily create and broadcast their own digital videos for others and create entirely new patterns of video-based information structures for modern online-communities and multimedia environments. This paradigm shift in video usage can be used for advanced learning about complex topics in higher education, for example, learning about socio-scientific or medical topics. Yet-technology aside-applicable educational concepts using collaborative video creation as a method need to be developed. In the present study, we investigate a specific concept designed to fight obesity stigmatization by developing knowledge using a learning-through-design-approach. We expected that creating videos can actually contribute to a deeper understanding of obesity and to a reduction in stigmatizing attitudes-when compared to a control condition. Dependent measures were based on the students' video products, obesity-related knowledge and attitudes. The course group assessed their own knowledge on causes of obesity and stigmatization because of obesity higher in the post-test than a control group who read a newspaper article on the topic. A corresponding significant reduction in stigmatizing attitudes was found. In sum, results indicate significant differences between students who produced YouTube videos and a control group of students. The results are interpreted as a confirmation of our initial assumptions and evidence indicating that the program is successfully applicable in higher education

Organ Preservation in Rectal Cancer: The Patients' Perspective

Organ preservation after a clinical complete response to radiochemotherapy is currently one of the most discussed topics in the management of rectal cancer. However, the patients' perspective has only been poorly studied so far. In this multicenter study, we examined 49 patients with locally advanced rectal cancer. The willingness to participate in an organ preservation study and the acceptance of the associated aspects such as intensified radiochemotherapy protocols, the need for close follow-up examinations and local regrowth rates were assessed. Attitudes were correlated with baseline quality of life parameters and psychological scales for “fear of progression”, “locus of control”, “depression”, and the “willingness to take risks”. A total of 83% of patients would consider the deferral of surgery in case of a clinical complete response (cCR). Three monthly follow-up studies and a 25% local regrowth rate are considered acceptable by 95% and 94% respectively. While 41% would be willing to exchange cure rates for a non-operative treatment strategy, a potentially more toxic radiochemotherapy in order to increase the probability of a cCR was the aspect with the lowest acceptance (55%). Psychological factors, in particular “locus of control” and “willingness to take risks”, influenced patient preferences regarding most of the assessed parameters. While in general a broad acceptance of an organ-preserving treatment can be expected, patient preferences and concerns regarding different aspects of this strategy vary widely and require specific consideration during shared decision making

Video clips for YouTube: Collaborative video creation as an educational concept for knowledge acquisition and attitude change related to obesity stigmatization

19 Halama

Information ranks highest: Expectations of female adolescents with a rare genital malformation towards health care services - Fig 3

<p>Priority score (<i>best practice</i> / “Target”, <i>full bar height</i>), current state score (“Actual”, <i>turquois</i>), and gap score, <i>orange</i>, for items from (<b>A</b>) the “Needs of and offers to parents and relatives”, (<b>B</b>) “Patient participation”, and (<b>C</b>) “Transition programs” domains, ordered according to the gap and priority scores (for item descriptions, see <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0174031#pone.0174031.s001" target="_blank">S1</a>–<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0174031#pone.0174031.s003" target="_blank">S3</a> Tables). Each bar represents median scores.</p

“Online-Portal” domain items listed according to their gap and priority scores (for original German version, see S5 Table).

<p><b>”</b> The letter (D) codes the questionnaire domain and the number (1 to 23), the item’s running position in the questionnaire. Each item had to be ranked using a 7-point scale (1, <i>strongly disagree</i>, through 7, <i>strongly agree</i>) on two occasions (as to both actual and target, i.e., best practice, state of care).</p

Priority score (<i>best practice</i> / “Target”, <i>full bar height</i>), current state score (“Actual”, <i>turquois</i>), and gap score, <i>orange</i>, for items from the “Online-Portal” domain, ordered according to the gap and priority scores (for item descriptions, see Table 2).

<p>Each bar represents median scores.</p

Priority (<i>best practice</i> / “Target”) scores for information-related, <i>left</i>, and information- unrelated items, <i>right</i>, from “Tailored informational offers” domain.

<p>Information-related, compared to information-unrelated, items yield significantly greater priority scores (non-directional Wilcoxon signed-rank <i>W</i> test; <i>P =</i> 0.016). Each bar represents median + 95% CI.</p

Priority score (<i>best practice</i> / “Target”, <i>full bar height</i>), current care score (“Actual”, <i>turquois</i>), and gap score, <i>orange</i>, for items from the “Tailored information offers” domain, ordered according to the gap and priority scores (for item descriptions, see Table 1).

<p>Each bar represents median scores.</p

Priority (<i>best practice</i> / “Target”, <i>left</i>) and gap scores (<i>right</i>) for information-related and information-unrelated items from five domains analyzed.

<p>Information-related, compared to information-unrelated, items yield both significantly greater priority and gap scores (non-directional Wilcoxon signed-rank <i>W</i> test; <i>P =</i> 0.008 and <i>P =</i> 0.026, respectively). Each bar represents median + 95% confidence interval, CI.</p