The Judiciary and Education Reform: A Reassessment

Professor Areen examines the judicial attempt to provide equal educational opportunity, and questions the basic premises upon which judicial intervention is based. The author concludes that judicial efforts to equalize educational opportunity have been misdirected. The goals sought to be attained by judicial intervention must be reconsidered before an effective education can be provided for all

Effect of educational intervention on perceived susceptibility self-efficacy and DMFT of pregnant women

Background: The World Health Organization identifies oral health as a necessity for public health through the entirety of life. This issue has been considerably addressed due to susceptibility to tooth decay during pregnancy and maternal and fetal health. Objectives: Investigate the effect of educational intervention on perceived susceptibility, self-efficacy, and DMFT of pregnant women. Patients and Methods: A quasi-experimental survey (pretest, posttest, and control group) was implemented in 88 primiparous women in the first trimester of pregnancy who attended private clinics in Delfan city, Iran. It was conducted using random sampling and then assigned to intervention and control groups. Data were collected using a questionnaire that included demographic characteristics, a DMFT checklist, and some health belief model (HBM) constructs. After collecting baseline information, an educational intervention consisting of 4 training sessions for the intervention group was scheduled. In the sessions, lecture, focus-group discussion, video, and role-playing were used as the main educational strategies. Four months after the intervention, a post-test questionnaire and DMFT checklist were conducted. Data were analyzed using SPSS (ver20) software and Chi-square, independent t-test, and repeated measure ANOVA at the significant level of α 0.05), during the intervention, or after intervention. Repeated measure ANOVA explained that the aforementioned score was different in the three cases (pretest, 2 months after intervention, and 4 months after intervention) after intervention (P< 0.05). Paired t-test also showed that the DMFT mean increased 4 months after intervention in the control group (P < 0.001). It was not, however, augmented in the intervention group (P = 0.92). Conclusions: Results showed that education on some of the HBM constructs resulted in increased knowledge of oral health, perceived susceptibility, and self-efficacy of pregnant women. It is also possible to prevent increased DMFT during pregnancy. © 2016, Iranian Red Crescent Medical Journal

Educational interventions to improve people's understanding of key concepts in assessing the effects of health interventions: a systematic review

Abstract Background Health information is readily accessible but is of variable quality. General knowledge about how to assess whether claims about health interventions are trustworthy is not common, so people’s health decisions can be ill-informed, unnecessarily costly and even unsafe. This review aims to identify and evaluate studies of educational interventions designed to improve people’s understanding of key concepts for evaluating claims about the effects of health interventions. Methods/Design We searched multiple electronic databases and sources of grey literature. Inclusion criteria included all study types that included a comparison, any participants (except health professionals or health professional students) and educational interventions aimed at improving people’s understanding of one or more of the key concepts considered necessary for assessing health intervention claims. Knowledge and/or understanding of concepts or skills relevant to evaluating health information were our primary outcome measures. Secondary outcomes included behaviour, confidence, attitude and satisfaction with the educational interventions. Two authors independently screened search results, assessed study eligibility and risk of bias and extracted data. Results were summarised using descriptive synthesis. Results Among 24 eligible studies, 14 were randomised trials and 10 used other study designs. There was heterogeneity across study participants, settings and educational intervention type, content and delivery. The risk of bias was high in at least one domain for all randomised studies. Most studies measured outcomes immediately after the educational intervention, with few measuring later. In most of the comparisons, measures of knowledge and skills were better among those who had received educational interventions than among controls, and some of these differences were statistically significant. The effects on secondary outcomes were inconsistent. Conclusions Educational interventions to improve people’s understanding of key concepts for evaluating health intervention claims can improve people’s knowledge and skills, at least in the short term. Effects on confidence, attitude and behaviour are uncertain. Many of the studies were at moderate or greater risk of bias. Improvements in study quality, consistency of outcome measures and measures of longer-term effects are needed to improve confidence in estimates of the effects of educational interventions to improve people’s understanding of key concepts for evaluating health intervention claims. Systematic review registration PROSPERO CRD4201603310

Self-esteem and mood in obese children and their mothers: A pilot study

Objective: A test-retest pilot study was conducted to examine the relationship between overweight/obesity, self-esteem and mood in a group of school-age children, and the degree to which they changed after a tailored psycho-educational intervention. Before and after administering the psycho-educational training, the following aspects were assessed: the child's weight (BMI); the child's and mother's levels of self-esteem and mood; the mother's perception of their child; and the child's general quality of life. Method: Subject to their prior informed consent, 12 overweight/obese children aged between 8 and 13 years, and their mothers were involved in a psycho-educational intervention, which consisted in four meetings with both the children and their mothers. The study consisted in measuring anthropometric parameters and administering specific psychological tests (the CDI, TMA, BDI, B-SE, and CBCL) to both the children and their mothers before and after the psycho-educational intervention. Results: The results showed that a high BMI was associated with depressive symptoms (anhedonia, negative mood) and low self-esteem (family life, body experience). Low levels of self-esteem were also found in 50% of the mothers, with no correlations between the mother's and child's self-esteem. On analyzing the mothers' clinically significant depressive symptoms (cognitive-affective sphere), it emerged that they included the perception of more problems in their child. After the psycho-educational intervention, there were improvements in: the children's BMI; the children's depressive symptoms and self-esteem; the mothers' depressive symptoms and self-esteem; and the mothers' perceptions of their child's problems. Conclusions: Our case series confirmed the association between overweight/obesity and psychological issues. Overweight/obese children need to be also addressed regarding the psychological fallout of their physical condition. Any intervention must also include the parents, to make them more aware, more committed, and better able to help their child change

Using Experimental Economics to Measure the Effects of a Natural Educational Experiment on Altruism

Economic research examining how educational intervention programs affect primary and secondary schooling focuses largely on test scores although the interventions can affect many other outcomes. This paper examines how an educational intervention, a voucher program, affected students' altruism. The voucher program used a lottery to allocate scholarships among low-income applicant families with children in K-8th grade. By exploiting the lottery to identify the voucher effects, and using experimental economic methods, we measure the effects of the intervention on children's altruism. We also measure the voucher program's effects on parents' altruism and several academic outcomes including test scores. We find that the educational intervention positively affects students' altruism towards charitable organizations but not towards their peers. We fail to find statistically significant effects of the vouchers on parents' altruism or test scores.

A brief educational intervention in personal finance for medical residents.

IntroductionAlthough medical educational debt continues to escalate, residents receive little guidance in financial planning.AimTo educate interns about long-term investment strategies.SettingUniversity-based medicine internship program.Program descriptionAn unselected cohort of interns (n = 52; 84% of all interns) underwent a 90-minute interactive seminar on personal finance, focusing on retirement savings. Participants completed a preseminar investor literacy test to assess baseline financial knowledge. Afterward, interns rated the seminar and expressed their intention to make changes to their long-term retirement accounts. After 37 interns had attended the seminar, a survey was administered to all interns to compare actual changes to these accounts between seminar attendees and non-attendees.Measurements and main resultsInterns' average score on the investor literacy test was 40%, equal to the general population. Interns strongly agreed that the seminar was valuable (average 5.0 on 5-point Likert scale). Of the 46 respondents to the account allocation survey, interns who had already attended the seminar (n = 25) were more likely than interns who had not yet attended (n = 21) to have switched their investments from low to high-yield accounts at the university hospital (64 vs 19%, P = 0.003) and to enroll in the county hospital retirement plan (64 vs 33%, P = 0.07).ConclusionsOne 90-minute seminar on personal finances leads to significant changes in allocation of tax-deferred retirement savings. We calculate that these changes can lead to substantial long-term financial benefits and suggest that programs consider automatically enrolling trainees into higher yield retirement plans

Adjustment and Completion of BASNEF Model to Provide a New Model for Educating Large Populations in Relation to Cutaneous Leishmaniasis

Background: Educational models that have been created for educating small populations do not have enough efficacy for educating large populations, so based on this premise and also high prevalence of Cutaneous Leishmaniasis (CL) in the Islamic Republic of Iran and lack of efficient methods for CL control, this study was designed and done with the aim of applying BASNEF model to provide a new model for educating large populations in relation to Cutaneous Leishmaniasis. Methods: In a quasi-experimental study, 60 Volunteer Health Workers (VHWS) and 120 households that were resident in endemic areas of CL in Yazd were selected through census and multi-stage sampling method, respectively. Then, educational intervention was designed and implemented on the basis of BASNEF model. After educating VHWS based on BASNEF model, they were asked to educate households on the basis of BASNEF model. Before and after 3 months of VHWS training activities, data were collected in intervention and control groups via valid and reliable questionnaires and were analyzed with the SPSS software. Results: The mean score of knowledge, attitude, behavioral intention, enabling factors, behaviors and influence of subjective norms after educational intervention in households in experimental were significantly increased (P<0.05) while the changes in control group were not significant. Conclusions: This educational program led to empowering of VHWS and a change in their educational behavior which in turn led to preventive measures in households under study region. It can be concluded that the new educational model presented in this research, formed based on the BASNEF model, is able to educate a large population. Keywords: BASNEF Model, Volunteer Health Workers, Health Education, Cutaneous Leishmaniasi

A Delphi survey to determine how educational interventions for evidence-based practice should be reported:Stage 2 of the development of a reporting guideline

BACKGROUND: Undertaking a Delphi exercise is recommended during the second stage in the development process for a reporting guideline. To continue the development for the Guideline for Reporting Evidence-based practice Educational interventions and Teaching (GREET) a Delphi survey was undertaken to determine the consensus opinion of researchers, journal editors and educators in evidence-based practice (EBP) regarding the information items that should be reported when describing an educational intervention for EBP. METHODS: A four round online Delphi survey was conducted from October 2012 to March 2013. The Delphi panel comprised international researchers, educators and journal editors in EBP. Commencing with an open-ended question, participants were invited to volunteer information considered important when reporting educational interventions for EBP. Over three subsequent rounds participants were invited to rate the importance of each of the Delphi items using an 11 point Likert rating scale (low 0 to 4, moderate 5 to 6, high 7 to 8 and very high >8). Consensus agreement was set a priori as at least 80 per cent participant agreement. Consensus agreement was initially calculated within the four categories of importance (low to very high), prior to these four categories being merged into two (<7 and ≥7). Descriptive statistics for each item were computed including the mean Likert scores, standard deviation (SD), range and median participant scores. Mean absolute deviation from the median (MAD-M) was also calculated as a measure of participant disagreement. RESULTS: Thirty-six experts agreed to participate and 27 (79%) participants completed all four rounds. A total of 76 information items were generated across the four survey rounds. Thirty-nine items (51%) were specific to describing the intervention (as opposed to other elements of study design) and consensus agreement was achieved for two of these items (5%). When the four rating categories were merged into two (<7 and ≥7), 18 intervention items achieved consensus agreement. CONCLUSION: This Delphi survey has identified 39 items for describing an educational intervention for EBP. These Delphi intervention items will provide the groundwork for the subsequent consensus discussion to determine the final inclusion of items in the GREET, the first reporting guideline for educational interventions in EBP

Impact of Educational Intervention Measures on Knowledge regarding HIV/ Occupational Exposure and Post Exposure Prophylaxis among Final Year Nursing Students of a Tertiary Care Hospital in Central India

Amongst the different Health Care Personnel nurses are at a greater risk of being accidentally exposed to HIV and other Blood Borne Pathogens. The present study was conducted among 50 final year nursing students of a Medical College Hospital to assess the knowledge regarding HIV, occupational exposure and Post Exposure Prophylaxis (PEP) among the students and analyses the impact of educational intervention measures on the issues amongst the study subjects. A Pre-designed and Pre-tested semi-structured questionnaire was used to evaluate the level of knowledge before and after educational intervention sessions. Knowledge regarding risk of transmission of HIV by needle-stick injury and body fluids against which universal precautions were mandatory increased by 72% following the intervention sessions (χ2 = 53.202, p <0.001). 72% and 36% respondents correctly knew the duration within which to start PEP and the drugs available for PEP, post educational sessions 98% and 96% students were aware of it: the difference being statistically significant (χ2 = 11.294, p <0.001) and (χ2 = 37.748, p <0.001) respectively. The mean pre-intervention score was 8.32; mean post-intervention score was 14.40: statistical analysis showed the results to be significant (t= 13.857, p< 0.001). The study reflects that there is a dearth of knowledge among the study group. Incorporating the concerned issues in the academic curriculum to provide the students with adequate knowledge and information during their formative years is needed

Metabolic Syndrome Screening in Seriously Mentally Ill Patients: A Quality Improvement Project

A Project Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE in Nursing ScienceSeriously mentally ill patients who are taking second-generation antipsychotics have a high risk of metabolic complications, including obesity, diabetes mellitus type II, hypertension, and hyperlipidemia. Guidelines to screen for metabolic syndrome were established by the American Diabetes Association, American Psychiatric Association, American Association of Clinical Endocrinologists, and North American Association for the Study of Obesity (Clark, 2004). Compliance with implementing the guidelines to screen and monitor for metabolic syndrome vary from regular monitoring to little or none. This quality improvement project provided an educational intervention on screening and monitoring for metabolic syndrome in patients who were seriously mentally ill. The educational interventions were attended by 21 psychiatric-mental health nurse practitioners. After the educational intervention was completed, there was significant improvement in provider knowledge as well as motivation to screen and monitor patients taking second-generation antipsychotic medications for metabolic syndrome. Education may motivate mental health providers to increase the use of metabolic screening guidelines for patients taking second-generation antipsychotic medications potentially improving long term outcomes for this patient population.Title Page / Abstract / Table of Contents / List of Appendices / Metabolic Syndrome in Seriously Mentally Ill Patients: A Quality Improvement Project / Background Significance / Literature Review / Purpose / Educational Intervention using an Evidence Based Practice Model / Methods / Dissemination / Significance to Nursing / Limitations / Summary and Conclusions / References / Appendice