Archeota, Fall 2018

This is the Fall 2018 issue of Archeota, the official publication of the SJSU SAASChttps://scholarworks.sjsu.edu/saasc_archeota/1008/thumbnail.jp

An exploratory study on the effect of positive (warmth appeal) and negative (guilt appeal) print imagery on donation behaviour in animal welfare

Very few studies in social marketing empirically compare the effectiveness of positive and negative appeals. This study examines the effect of positive (warmth appeal) and negative (guilt appeal) print imagery on donation behaviour to an animal welfare organisation. A quasiexperimental design was used to test the appeals, using a convenience sample of 282 university students, with each experimental group being exposed to only one type of appeal. The results indicated that negative imagery which evoked guilt was more effective than positive imagery which evoked warmth, on intention to donate money and time to the animal welfare organisation

Development, Implementation, and Evaluation of Teach Back Curriculum For Community Health Workers

Teach Back is a commonly used communication method to improve patient understanding and retention of health information. The method has been shown to be effective in improving patient and healthcare system outcomes, including patient health literacy and hospital readmissions. Community health workers (CHWs) are frontline healthcare workers who can help address patient health and social needs associated with hospital readmissions. However, a gap exists in Teach Back curricula and training methods reflecting the scope of work for CHWs. The objective of this training was to provide CHWs with didactic information and skill building practice curriculum focused on the integration of Teach Back into clinical patient interactions, care coordination, and follow-up support. A multidisciplinary team of academic and clinical partners at a large academic health university developed, implemented, and evaluated a 3-week pilot Teach Back training with CHWs through a quality improvement approach. The CHWs reported overall satisfaction with the training and instructors. The academic clinical partnership allowed the training to be tailored to the daily clinical workflow as reflected in the CHWs agreement that the training was relevant and practical. With the repeated exposure to Teach Back each week, the CHWs also reported an increase in confidence and conviction in using Teach Back. Additional implementation and evaluation of the training curriculum for CHWs is needed to gain further insights into Teach Back and training best practices and translation into practice

Development of Training Curriculum to Improve Patient Communication Skills and Social Support among Community Health Workers

BACKGROUND: Effective provider communication skills are important for patient decision-making and understanding, particularly for those with low health literacy. A gap exists in training methods and curriculum for community health workers (CHWs). Brief description of activity: Through a clinical and academic partnership, pilot training curriculum focused on patient communication skills was developed to align with CHW scope of work. IMPLEMENTATION: The curriculum was implemented in three 2-hour training sessions over WebEx with seven state-certified CHWs. The goal was for CHWs to understand the key elements and application of active listening, Teach Back, and action planning in a clinical setting. The sessions included didactic and skills practice modules for each skill. RESULTS: A survey was distributed to CHWs to evaluate knowledge, skills, and attitudes and reactions to training methods, instructors, and relevance using the Kirkpatrick\u27s evaluation model (Reaction and Learning). Although CHWs agreed that they had actively participated in the training and that the instructors were well-prepared, there was less agreement that the course was relevant. CHWs reported an increase in understanding of active listening and action planning, capability of using Teach Back and providing social support, and ability to teach, whereas a decrease was reported in the capability to use action planning. When probed about training relevance, CHWs felt action listening and Teach Back were relevant, but that action planning was not relevant to their responsibilities. This gap in responsibilities was also acknowledged by the clinical leadership. LESSONS LEARNED: The training allowed the CHWs to build on subsequent skills from previous sessions and to discuss struggles. A need for tools for integrating the skills in the clinical workflow were requested by CHWs and clinical leadership. These tools offer the opportunity to tailor future trainings on communication skills or patient scenarios. Future trainings should include CHWs to provide insight into scope of work.

The effect of intellectual ability on functional activation in a neurodevelopmental disorder: preliminary evidence from multiple fMRI studies in Williams syndrome

BACKGROUND: Williams syndrome (WS) is a rare genetic disorder caused by the deletion of approximately 25 genes at 7q11.23 that involves mild to moderate intellectual disability (ID). When using functional magnetic resonance imaging (fMRI) to compare individuals with ID to typically developing individuals, there is a possibility that differences in IQ contribute to between-group differences in BOLD signal. If IQ is correlated with BOLD signal, then group-level analyses should adjust for IQ, or else IQ should be matched between groups. If, however, IQ is not correlated with BOLD signal, no such adjustment or criteria for matching (and exclusion) based on IQ is necessary. METHODS: In this study, we aimed to test this hypothesis systematically using four extant fMRI datasets in WS. Participants included 29 adult subjects with WS (17 men) demonstrating a wide range of standardized IQ scores (composite IQ mean = 67, SD = 17.2). We extracted average BOLD activation for both cognitive and task-specific anatomically defined regions of interest (ROIs) in each individual and correlated BOLD with composite IQ scores, verbal IQ scores and non-verbal IQ scores in Spearman rank correlation tests. RESULTS: Of the 312 correlations performed, only six correlations (2%) in four ROIs reached statistical significance at a P value < 0.01, but none survived correction for multiple testing. All six correlations were positive. Therefore, none supports the hypothesis that IQ is negatively correlated with BOLD response. CONCLUSIONS: These data suggest that the inclusion of subjects with below normal IQ does not introduce a confounding factor, at least for some types of fMRI studies with low cognitive load. By including subjects who are representative of IQ range for the targeted disorder, findings are more likely to generalize to that population

Visualizing Constraints and Awareness of Submarine Maneuverability and Detectability

AbstractSubmariners must balance mission imperatives with own ship safety and operational security. A prime measure of safety is avoiding collisions with other contacts, including fishing and other commercial vessels—and especially other submarines and warships. A current problem for submariners is maintaining the submarine's manueverability when factors change, including the density of surrounding contacts, sea state, and weather/visibility, which impose constraints on the submarine's manueverability. These factors can also increase the submarine's detectability if the situation requires longer or more frequent periscope views to maintain situation awareness. Having visualization tools that help submariners manage manueverability and detectability aids decision making by identifying recommended boundaries in the area of operation and recommended patterns of periscope operation. To provide the tools submariners need, we designed and developed several visual aids that identify recommended courses of action for various situations, which promotes greater awareness for future missions. These visual aids were formulated from a combination of Knowledge Elicitation (KE) sessions and cognitive task analysis with development of an abstraction hierarchy and a decision ladder. Our visual aids consist of mapping out a submariner's area of operation by highlighting an optimized path the submariner can take when trying to avoid collisions. By having the ability to visualize these important factors and metrics that are involved in lowering a submarine's detectability while still promoting safety helps increase a submariner's awareness while also providing continuous improvement through risk management and mitigation for risky situations

Sharing Success: Expansion of a Tutor-Run Assessment Method to Multiple Courses and Colleges

Objectives: In 2014, data were presented on a successful pilot program using quizzes written by tutors in a single course at Wegmans School of Pharmacy. The objective of this study was to use the methods from the pilot to expand the program to other pharmacology courses at Wegmans School of Pharmacy as well as the University of Arkansas for Medical Sciences College of Pharmacy. Methods: Methods from the previous study were replicated, whereby tutors wrote weekly quizzes administered using ExamSoft®. The optional quizzes were openly accessible to students in preparation for course exams. Performance data were collected from students in one course at each institution and compared to the pilot study. Performance data collected included quiz and course exam scores. All students that utilized quizzes, as well as tutors, were surveyed to assess perceptions of the method. Results: The use and impact of quizzes was similar to the results in the pilot study. However, the magnitude of improvements was slightly lower than what was observed initially. Exam scores were significantly higher than quiz scores on 6/10 exams measured, compared to 5/5 exams in the pilot. Students who utilized the quizzes performed significantly better than those that did not on 3/10 exams (3/5 in the pilot), and earned significantly higher course averages. Student (n=155) and peer instructor (n=13) feedback remained positive after expansion of the program. Implications: This method is a tool that can be translated to different courses and different institutions with a valuable impact on student performance

Mindfulness- Based Functional Therapy: a preliminary open trial of an integrated model of care for people with persistent low back pain

Objectives: This pilot study investigated the feasibility and clinical utility of implementing a novel, evidence-informed, interdisciplinary group intervention—Mindfulness Based Functional Therapy (MBFT)—for the management of persistent low back pain (LBP) in primary care. MBFT aimed to improve physical and psychological functioning in patients with persistent LBP. Design: A single-group repeated measures design was utilized to gather data about feasibility, effect sizes, clinically significant changes and patient satisfaction. Setting: A community sample of 16 adults (75% female), mean (SD) age 47.00 (9.12) years (range 26–65 years), with mean (SD) LBP duration of 8.00 (9.00) years participated, using a simulated primary care setting at Curtin University in Australia. Intervention: MBFT is an 8-week group intervention co-facilitated by psychology and physiotherapy disciplines. Content includes: mindfulness meditation training, cognitive-functional physiotherapeutic movement retraining, pain education, and group support.Main outcome measures: Several validated self-report measures were used to assess functional disability, emotional functioning, mindfulness, pain catastrophizing, health-related quality of life at baseline, post-intervention, and 6 months follow-up. Results: Adherence and satisfaction was high, with 85% of participants highly satisfied with MBFT. Clinical significance analysis and effect size estimates showed improvements in a number of variables, including pain catastrophizing, physical functioning, role limitations due to physical condition, and depression, although these may have occurred due to non-intervention effects. Conclusions: MBFT is feasible to implement in primary care. Preliminary findings suggest that a randomized controlled trial is warranted to investigate its efficacy in improving physical and emotional functioning in people with disabling persistent LBP