Search

BackgroundAlthough several patient education materials on colonoscopy preparation exist, few studies have evaluated or compared them; hence, there is no professional consensus on recommended content or media to use. ObjectiveThis study aims to address this need by developing and evaluating a new video on colonoscopy preparation. MethodsWe developed a new video explaining split-dose bowel preparation for colonoscopy. Of similar content videos on the internet (n=20), the most favorably reviewed video among patient and physician advisers was used as the comparator for the study. A total of 232 individuals attending gastroenterology or urology clinics reviewed the new and comparator videos. The order of administration of the new and comparator videos was randomly counterbalanced to assess the impact of presentation order. Respondents rated each video on the following dimensions: information amount, clarity, trustworthiness, understandability, new or familiar information, reassurance, information learned, understanding from the patient’s point of view, appeal, and the likelihood of recommending the video to others. ResultsOverall, 71.6% (166/232) of the participants preferred the new video, 25.0% (58/232) preferred the comparator video, and 3.4% (8/232) were not sure. Furthermore, 64.0% (71/111) of those who viewed the new video first preferred it, whereas 77.7% (94/121) of the participants who viewed the new video second preferred it. Multivariable logistic regression analysis also demonstrated that participants were more likely to prefer the new video if they had viewed it second. Participants who preferred the new video rated it as clearer and more trustworthy than those who preferred the comparator video. ConclusionsThis study developed and assessed the strengths of a newly developed colonoscopy educational video.

End-of-course evaluations are a central part of the accountability system at American universities. They are used formatively to evaluate the way courses are delivered and the effectiveness of teaching practices. Therefore, institutions may use these instruments to make course changes or tenure and promotion decisions. The purpose of this research study was to gain a better understanding of how faculty use the evaluation results. Faculty from a southeastern U.S., research intensive university received a survey containing 28 Likert-scale items and two open-ended questions. Quantitative data were analyzed with descriptive statistics, while a thematic analysis was used to analyze the qualitative data. Most participants in our study (89%) reported that they use the feedback provided by the end-of-course evaluations to make changes in their courses. In the qualitative section, faculty believe that end-of-course evaluations provide meaningful input regarding student learning; however, they stated that they would like to see more open-ended questions within end-of-course evaluations. Findings from our study suggest that faculty value the information they receive from students, but end-of-course evaluations need to be better targeted to the needs of the course and faculty using it.

As more states in the USA require elementary schools to offer computer science (CS) education, teachers are expected to master the knowledge and skills to teach CS by integrating computational thinking (CT) into content areas. This study presented a research-practice partnership approach to support elementary teachers in a local school district with CT integration. Professional development (PD) followed the technological, pedagogical, and content knowledge (TPACK) framework, and three elementary teachers' PD and classroom implementation experiences were examined and reported as a multiple case study. Interviews, observations, and teacher artifacts and reflections were collected and analyzed. The cross-case analysis revealed that the teachers (1) had an improved understanding of how CS/CT connects with content areas and how to make alignments across content standards, (2) demonstrated concrete strategies for designing and implementing CT-integrated instruction with various coding tools, and (3) provided students with engaging and inclusive learning experiences using a range of pedagogies. The paper discussed the implications for CS education at the elementary level.

BackgroundAlcohol and illicit drug use is more prevalent among men who have sex with men (MSM) compared to the general population and has been linked to HIV transmission in this population. Research assessing individual patterns of substance use often utilizes questionnaires or interviews that rely on retrospective self-reported information, which can be subject to recall bias. Ecological momentary assessment (EMA) is a set of methods developed to mitigate recall bias by collecting data about subjects’ mental states and behaviors on a near real-time basis. EMA remains underutilized in substance use and HIV research. ObjectiveTo assess the concordance between daily reports of substance use collected by EMA text messages (short message service, SMS) and retrospective questionnaires and identify predictors of daily concordance in a sample of MSM. MethodsWe conducted a secondary analysis of EMA text responses (regarding behavior on the previous day) and audio computer-assisted self-interview (ACASI) survey data (14-day recall) from June 2013 to September 2014 as part of a randomized controlled trial assessing a pharmacologic intervention to reduce methamphetamine and alcohol use among nondependent MSM in San Francisco, California. Reports of daily methamphetamine use, alcohol use, and binge alcohol use (5 or more drinks on one occasion) were collected via EMA and ACASI and compared using McNemar’s tests. Demographic and behavioral correlates of daily concordance between EMA and ACASI were assessed for each substance, using separate multivariable logistic regression models, fit with generalized estimating equations. ResultsAmong 30 MSM, a total of 994 days were included in the analysis for methamphetamine use, 987 for alcohol use, and 981 for binge alcohol use. Methamphetamine (EMA 20%, ACASI 11%, P

ObjectiveThe authors sought to determine the efficacy of targeted naltrexone in sexual and gender minority men (SGM) who binge drink and have mild to moderate alcohol use disorder.MethodsIn a double-blind placebo-controlled trial, a total of 120 SGM who binge drink and have mild to moderate alcohol use disorder were randomized in a 1:1 ratio to receive targeted oral naltrexone (50 mg) or placebo with weekly counseling for 12 weeks. The study's primary endpoints were binge-drinking intensity, defined as 1) number of drinks in the past 30 days; 2) any binge drinking in the past week; 3) number of binge-drinking days in the past week; and 4) number of drinking days in the past week. The study also measured changes in alcohol use with two alcohol biomarker measures: ethyl glucuronide in urine samples and phosphatidylethanol (PEth) in dried blood spot samples.ResultsNinety-three percent completed the trial, with 85% of weekly follow-up visits completed. In intention-to-treat analyses, naltrexone was associated with a significantly reduced reported number of binge-drinking days (incidence rate ratio [IRR]=0.74, 95% CI=0.56, 0.98; number needed to treat [NNT]=2), weeks with any binge drinking (IRR=0.83, 95% CI=0.72, 0.96; NNT=7.4), number of drinks per month (IRR=0.69, 95% CI=0.52, 0.91; NNT=5.7 for 10 drinks), and alcohol craving scores (coefficient=-9.25, 95% CI=-17.20, -1.31). In as-treated analyses among those who took their medication on average at least 2.5 days per week (the median frequency in the study), naltrexone reduced any binge drinking (IRR=0.84, 95% CI=0.71, 0.99), number of binge-drinking days (IRR=0.67, 95% CI=0.47, 0.96), and PEth concentrations (coefficient=-55.47, 95% CI=-110.75, -0.20). At 6 months posttreatment, naltrexone had sustained effects in number of drinks per month (IRR=0.69, 95% CI=0.50, 0.97), number of binge-drinking days (IRR=0.67, 95% CI=0.47, 0.95), and any binge drinking in the past week (IRR=0.79, 95% CI=0.63, 0.99).ConclusionsTargeted naltrexone significantly reduced drinking outcomes among SGM with mild to moderate alcohol use disorder during treatment, with sustained effects at 6 months posttreatment. Naltrexone may be an important pharmacotherapy to address binge drinking in populations with mild to moderate alcohol use disorder.

Kolb's experiential learning cycle theorizes the process of learning through a hands-on experience. Although the Association of American Colleges and Universities (AAC&U) Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics provide a direct measure of the qualities of this learning cycle, few indirect measures have been developed to accompany the rubrics and the learning cycle. This paper aims to demonstrate construct validity and measurement invariance of pre-experience and post-experience surveys intended to measure undergraduate students' perception of learning in an experiential learning context. Construct validity and longitudinal measurement invariance were examined through a confirmatory factor analysis. Findings suggest the instruments provide an adequate measure of students' perceptions of learning. In addition, partial scalar measurement invariance was achieved supporting the ability to compare growth between surveys. The survey instruments serve as strong indirect measures of Experience Learning Student Learning Outcomes. These indirect measures, coupled with direct measures, provide evidence of learning through hands-on experiences, however evidence of growth is less robust.