Educational material production and validity: educational instrument for home care for premature newborns.

OBJECTIVE: to produce and validate a booklet, based on Jean Watson's Theory, on home care for premature newborns, based on caregivers' experiences. METHOD: a methodological study, developed in the following stages: diagnosis of knowledge needs about home care; survey of scientific content; educational material production; and validity by judges/experts. RESULTS: the literature review resulted in 19 articles. The main themes (breastfeeding, bath care, bond building, infection prevention and support network) were listed for producing the booklet "Booklet for Premature Newborns: Demystifying Home Care". The booklet content and appearance received the overall Content Validity Index of 0.85, considered suitable within the scientific rigor of validity. FINAL CONSIDERATIONS: the booklet produced and validated is an educational material whose main role is to provide knowledge and awaken caregivers' autonomy in providing home care to newborns.

How understandable are the patient education materials about flat foot on the Internet for parents?

Flat foot is a common reason for parents to visit orthopedic clinics. As the Internet has become an easy-search platform, parents often seek online educational materials before seeking out a professional. The aim of this study was to investigate the quality, readability, and understandability of such online materials for parents. An Internet search was performed for "flat foot" and "pes planus" using the Google search engine. The readability was evaluated using 6 different grading systems: Flesch Reading Ease Score, Flesch-Kincaid Grade Level, Simple Measure of Gobbledygook, Fry Readability score, Gunning Fog Index tests, and Automated Readability Index. The Patient Education Materials Assessment Tool test was used to assess the understandability. For quality assessment, the Journal of American Medical Association benchmark criteria and Health on the Net code were applied. One hundred nine websites were included and evaluated for readability, understandability, and quality. The mean readability grade for all websites was 10.5 ±â€…2.0. The mean Gunning Fog Index tests and Flesch-Kincaid Grade Level scores for all websites were 12.4 ±â€…2.2 and 9.7 ±â€…2.1 sequentially. The mean Coleman-Liau index score was 10.0 ±â€…1.5, and the average Fry Readability score was 9.9 ±â€…2.0. The automated readability index for all websites was 10.3 ±â€…2.5. The average Flesch Reading Ease score for all educational materials was 59.3 ±â€…10.1. The average Patient Education Materials Assessment Tool score for all educational materials was 81% (range, 70-87%). The mean Journal of American Medical Association benchmark criterion for all websites was 1.0, with a range from 1.0 and 2.0. Eighteen (16.5%) websites had Health on the Net certificates. Readability, understandability, and quality of patient education materials about flat feet on the Internet vary and are often worse than professional recommendations.

Avaliação da efetividade do jogo sério aleitagame como recurso educacional no ensino sobre lesões mamilares / Evaluación de la efectividad del juego serio aleitagame como recurso educativo en la enseñanza de las lesiones en los pezones / Evaluation of the effectiveness of the serious game aleitagame as an educational resource in teaching about mammillary injuries

RESUMO Objetivo avaliar a efetividade de intervenção educativa utilizando o jogo sério AleitaGame como recurso educacional no ensino sobre lesões mamilares. Método estudo quase experimental, do tipo grupo único, antes e depois, não randomizado, desenvolvido entre agosto e outubro de 2021. A intervenção foi realizada com 43 profissionais atuantes em um hospital do Rio Grande do Norte. Os dados foram analisados a partir de estatística descritiva e inferencial. Resultados o recurso educacional apresentou efeito positivo, com aumento significativo no conhecimento dos participantes da intervenção educativa (p<0,05). No que concerne à avaliação da satisfação dos participantes quanto ao AleitaGame como recurso educativo, a maioria dos participantes consideraram ótimos todos os itens das categorias "conteúdo", "linguagem", "organização e layout", "motivação e aprendizagem". Conclusão e implicações para a prática os resultados do estudo são critérios convidativos para docentes da área passarem a incorporar o AleitaGame em suas salas de aula, bem como para utilização do recurso como estratégia para educação permanente dos profissionais nos serviços de saúde. O jogo sério está disponível através do link: <https://aleitagame.github.io/>.

RESUMEN Objetivo evaluar la efectividad de una intervención educativa utilizando el juego serio AleitaGame como recurso educativo en la enseñanza de las lesiones en los pezones. Método estudio cuasi-experimental, del tipo grupo único, antes y después, no aleatorizado, desarrollado entre agosto y octubre de 2021. La intervención fue realizada con 43 profesionales que actúan en un hospital de Rio Grande do Norte. Los datos se analizaron mediante estadística descriptiva e inferencial. Resultados el recurso educativo tuvo un efecto positivo, con un aumento significativo en el conocimiento de los participantes de la intervención educativa (p<0,05). En cuanto a la evaluación de la satisfacción de los participantes con AleitaGame como recurso educativo, la mayoría consideró excelentes todos los ítems en las categorías "contenido", "lenguaje", "organización y diseño", "motivación y aprendizaje". Conclusión e implicaciones para la práctica los resultados del estudio son criterios atractivos para que los profesores del área pasen a incorporar el AleitaGame en sus clases, así como a utilizar el recurso como estrategia para la formación continua de los profesionales de los servicios de salud. El juego serio está disponible a través del link: <https://aleitagame.github.io/>.

ABSTRACT Objective to evaluate the effectiveness of an educational intervention using the serious game AleitaGame as an educational resource in teaching about mammillary injuries. Method a quasi-experimental, single group, before and after, non-randomized study, developed between August and October 2021. The intervention was carried out with 43 professionals working in a hospital in Rio Grande do Norte. Data were analyzed using descriptive and inferential statistics. Results the educational resource had a positive effect, with a significant increase in the knowledge of the participants of the educational intervention (p<0.05). Regarding the evaluation of participants' satisfaction about AleitaGame as an educational resource, most participants considered all items in the "content", "language", "organization and layout", "motivation and learning" categories to be excellent. Conclusion and implications for practice the results of the study are inviting criteria for professors in the area to start incorporating AleitaGame in their classrooms, as well as for using the resource as a strategy for the continuing education of professionals in health services. The serious game is available on the link: <https://aleitagame.github.io/>.

Cartilha para Conselheiros de Saúde: um diálogo sobre a organização e funcionamento dos Conselhos de Saúde / Booklet for Health Counselors: a dialogue on the organization and functioning of Health Councils

Esta cartilha é resultado de uma parceria entre o Conselho Estadual de Saúde do Maranhão e o projeto de pesquisa intitulado "Controle social no estado do Maranhão: perfil dos conselhos", financiado pelo Edital nº 07/2021 da Fundação de Amparo à Pesquisa e ao Desenvolvimento Científico e Tecnológico do Maranhão (FAPEMA), e o Projeto Institucional de Bolsas de Iniciação Científica (PIBIC) da Universidade Federal do Maranhão (UFMA), cujo título é "Produção de recurso educativo para o fortalecimento de ações do controle social do estado do Maranhão", cuja coordenação e vice coordenação é feita pela Dra Judith Rafaelle Oliveira Pinho e Dra Paola Trindade Garcia, respectivamente. O objetivo dessa parceria é entregar um material didático com linguagem clara e objetiva acerca da organização e do funcionamento dos Conselhos de Saúde com base na Resolução N° 453 de 10 de maio de 2012. Portanto, este material é de acesso a todas as pessoas que tenham interesse em conhecer e compreender, de forma simplificada tal resolução, principalmente os conselheiros de saúde.

Translation, Cross-Cultural Adaptation, and Validation of the Japanese Version of the Patient Education Materials Assessment Tool (PEMAT).

BACKGROUND: The Patient Education Materials Assessment Tool (PEMAT) systematically evaluates the understandability and actionability of patient education materials. This study aimed to develop a Japanese version of PEMAT and verify its reliability and validity. METHODS: After assessing content validation, experts scored healthcare-related leaflets and videos according to PEMAT to verify inter-rater reliability. In validation testing with laypeople, the high-scoring material group (n = 800) was presented with materials that received high ratings on PEMAT, and the low-scoring material group (n = 799) with materials that received low ratings. Both groups responded to the understandability and actionability of the materials and perceived self-efficacy for the recommended actions. RESULTS: The Japanese version of PEMAT showed strong inter-rater reliability (PEMAT-P: % agreement = 87.3, Gwet's AC1 = 0.83. PEMAT-A/V: % agreement = 85.7, Gwet's AC1 = 0.80). The high-scoring material group had significantly higher scores for understandability and actionability than the low-scoring material group (PEMAT-P: understandability 6.53 vs. 5.96, p < 0.001; actionability 6.04 vs. 5.49, p < 0.001; PEMAT-A/V: understandability 7.65 vs. 6.76, p < 0.001; actionability 7.40 vs. 6.36, p < 0.001). Perceived self-efficacy increased more in the high-scoring material group than in the low-scoring material group. CONCLUSIONS: Our study showed that materials rated highly on Japanese version of PEMAT were also easy for laypeople to understand and action.

Tecnologias digitais de informação e comunicação no ensino de Enfermagem / Las tecnologías digitales de la información y comunicación en la enseñanza de Enfermería / Digital information and communication technologies in Nursing teaching

Objetivo. Conhecer o processo de integração de Tecnologias Digitais de Informação e Comunicação (TDIC), facilidades e limites percebidos por docentes de um curso de graduação em Enfermagem. Metodologia. Estudo descritivo e exploratório, de abordagem qualitativa, realizado no ano de 2018, com nove docentes de um curso graduação de Enfermagem de uma universidade pública localizada no interior cearense. Para o processo de produção dos dados, foram realizadas entrevistas semiestruturadas e procedeu-se à análise de conteúdo. Resultados. As TDIC têm sido integradas às práticas docentes em diferentes perspectivas, em atividades teóricas e práticas, a partir do uso de aplicativos móveis de simulação de práticas, redes sociais, links para websites, grupos de WhatsApp® e vídeos-aulas. Ademais, a integração dessas tecnologias amplia a criação de estratégias que promovem a participação ativa do educando, oferecendo espaços de reflexão, autonomia, bem como o desenvolvimento da criatividade. Os docentes destacam a interatividade e comunicação, o acesso a recursos que não estão disponíveis na Universidade, como modelos anatômicos, manequins/simuladores de procedimentos de Enfermagem. Dentre os limites, as questões estruturais, de acesso à internet, ausência de políticas institucionais e educação permanente são fatores que demandam maior atenção para que aconteça uma efetiva integração pedagógica das TDIC. Conclusão. Embora represente um processo inicial, percebe-se um potencial para continuidade e expansão das TDIC em diferentes ambientes e disciplinas. Esforços têm sido empreendidos pelos docentes para integrar essas tecnologias ao contexto das atividades pedagógicas no curso de Enfermagem.

Objective. The objective of this study is to know the integration process of Digital Technologies of Information and Communication (DTIC), facilities and limits perceived by professors of an undergraduate course in Nursing. Methods. Descriptive and exploratory study, with a qualitative approach, carried out in 2018, with nine professors from an undergraduate Nursing course at a public university located in the interior of Ceará. For the data production process, semi-structured interviews were conducted and content analysis was carried out. Results. DTIC have been integrated into teaching practices from different perspectives, in theoretical and practical activities, using mobile practice simulation applications, social networks, links to websites, WhatsApp® groups and video-lessons. Furthermore, the integration of these technologies increases the creation of strategies that promote the active participation of the student, offering spaces for reflection, autonomy, as well as the development of creativity and collaboration. Teachers highlight interactivity and communication, access to resources that are not available at the University, such as anatomical models, simulators of nursing procedures. Among the limits, structural issues, access to the internet, absence of institutional policies and permanent education are factors that demand greater attention for an effective pedagogical integration of DTIC. Conclusion. Although it represents an initial process of use, there is a potential for continuity and expansion of DTIC in different environments and disciplines. Efforts have been undertaken by teachers to integrate these technologies into the context of pedagogical activities in the Nursing course.

Objetivo. Conocer el proceso de integración de las Tecnologías de la Información y la Comunicación Digitales (TDIC), facilidades y límites percibidos por profesores de un curso de grado en Enfermería. Métodos. Estudio descriptivo y exploratorio, con abordaje cualitativo, realizado en 2018, con nueve profesores de curso de grado en Enfermería de una universidad pública ubicada en el interior de Ceará. Para el proceso de producción de datos se realizaron entrevistas semiestructuradas y análisis de contenido. Resultado. Las TDIC se han integrado en las prácticas docentes desde diferentes perspectivas, en actividades teóricas y prácticas, utilizando aplicaciones de simulación de prácticas móviles, redes sociales, enlaces a sitios web, grupos de WhatsApp® y video-lecciones. Además, la integración de estas tecnologías incrementa la creación de estrategias que promueven la participación activa del alumno, ofreciendo espacios de reflexión, autonomía, así como el desarrollo de la creatividad y la colaboración. Los docentes destacan la interactividad y la comunicación, el acceso a recursos que no están disponibles en la Universidad, como modelos anatómicos, maniquíes/simuladores de procedimientos de enfermería. Entre los límites, las cuestiones estructurales, el acceso a internet, la ausencia de políticas institucionales y la educación permanente son factores que demandan mayor atención para que se produzca una efectiva integración pedagógica de las TDIC. Conclusión. Aunque represente un proceso inicial de uso, existe un potencial de continuidad y expansión de las TDIC en diferentes entornos y disciplinas. Los profesores han hecho esfuerzos para integrar estas tecnologías en el contexto de las actividades pedagógicas en el curso de Enfermería.

Effectiveness of education intervention of tuberculosis treatment adherence in Khartoum State: A study protocol for a randomized control trial.

BACKGROUND: Treatment failure and disease relapse among tuberculosis (TB) patients are commonly caused by non-adherence. It can lead to prolonged infection, increased transmission, drug resistance, and loss of life. Even though the causative microorganism of TB has been identified for more than a century, the disease is still a substantial public health problem worldwide. This research aims to devise, implement, and assess an educational intervention to improve adherence to TB treatment. METHODS AND FINDINGS: A randomised clinical trial involving 146 Sudanese TB patients will be conducted at the Abu Anga hospital in Khartoum. The participants will be randomly assigned to the intervention and control groups. A 2-hour session will be offered to the intervention group in a one-day TB educational intervention course. The same educational materials will also be provided to the control group after the randomised controlled trial (RCT). Data will be collected at baseline, one month, and four months after the intervention. The primary outcome of interest is TB treatment adherence, while secondary outcomes include quality of life score, tuberculosis knowledge, and health belief domains. Generalised estimating equations (GEE) in SPSS software version 25.0 will be utilised to evaluate the changes over time. CONCLUSIONS: This trial will provide information that could be used in improving TB control strategies to achieve better results in the adherence of healthcare services to the norms of the National Program and patient adherence to the disease treatment and cure. TRIAL REGISTRATION: This study is registered at TCTR: (TCTR20210607006).

Effectiveness of a new interactive web teaching material for improving lung auscultation skills: randomized controlled trial for clinical nurses.

We developed a new interactive web-based teaching material to improve lung auscultation skills. Our objective was to investigate the effectiveness of the web-based teaching material on nurses with less than one-year work experience, using a prospective, open-label, stratified block randomized controlled trial. Of the 69 participants, 23, 22, and 24 participants were assigned to the web-based, paper-based, and control (with no intervention) groups, respectively. Using a simulator, a discrimination test on seven lung sounds, such as "normal," "wheeze," "rhonchi," "coarse crackles," "fine crackles," "left lung diminish," and "right lung absent," was conducted. Next, a post-test was conducted after one-week of training. Answers with formal names were considered "correct"; those with common names, misspellings, and without left and right parts were considered "insufficient"; and wrong answers were considered "incorrect." The control group showed no significant difference between the pre-test and post-test for any lung sounds. The paper-based group showed significant improvement in performance for "wheeze" (p=0.004) and "coarse crackles" (p=0.035). The web-based group showed a significant improvement in performance for "fine crackles" (p=0.026). The number of correct answers in the post-test was higher in the paper- and web-based groups than the control group (p=0.023). The web-based teaching materials that we had developed effectively improved the ability of new graduate nurses to auscultate lung sounds. Additionally, the results suggest that the combined use of web- and paper-based teaching materials may be more effective since the sounds that each method enhanced their ability to auscultate different lung sounds.

Educational instrument for intervention in the lifestyle of overweight pregnant women / Instrumento educativo de intervenção no estilo de vida para gestantes com sobrepeso

Abstract Objectives: to conduct the semantic validation of the images and text in educational material about eating and lifestyle for overweight women in different stages of pregnancy. Methods: qualitative, descriptive, analytical, cross-sectional study with focus groups for adapting and semantically validating the messages and images of educational material for women in three moments of the pre-natal period, as well as the support scripts for healthcare providers. The Consolidated Criteria for Reporting Qualitative Research (COREQ - Portuguese acronym) were considered. Results: participants of this study were seven pregnant women aged 21 to 40 who were in pre-natal care and 17 nutritionists aged 25 to 51. The folder was validated over seven meetings with the focus group, with one-week intervals between the groups. For each folder there were at least two meetings with focus groups, and one meeting for each script. The language was adjusted for the messages, and two images were changed to improve the self-identification of pregnant women. Technical and didactic adaptations were suggested for the scripts. Conclusion: images and text were semantically adapted; the instrument is easy to use in primary and secondary healthcare, providing support for pregnant women and healthcare providers on the subject of eating habits and lifestyle for overweight women in different stages of pregnancy.

Resumo Objetivos: realizar validação semântica de imagem e texto de material educativo sobre alimentação e estilo de vida para diferentes etapas da gestação de mulheres com sobrepeso. Métodos:. estudo qualitativo, descritivo e analítico, transversal, para adaptação e validação semântica de mensagens e imagens, com grupos focais, de material educativo para gestantes em três períodos do pré-natal e de roteiros de apoio direcionados aos profissionais de saúde. Foram observados os Critérios Consolidados para Relatos de Pesquisa Qualitativa (COREQ) Resultados: participaram do estudo sete gestantes adultas entre 21 e 40 anos em atendimento de pré-natal e 17 nutricionistas entre 25 e 51 anos. A validação dos folders constituiu-se em sete sessões de grupo focal com intervalo de uma semana entre os grupos. Para cada folder, aconteceram pelo menos dois encontros com grupos focais e para a construção de cada roteiro foi realizado um encontro. Foram realizados ajustes da linguagem paras as mensagens e mudança de duas imagens para melhorar a autoidentificação das gestantes. Foram propostas adaptações textuais nos roteiros de conteúdo técnico e didático. Conclusão: o material educativo foi adaptado semântica e imageticamente, sendo um instrumento didático de fácil acesso para ser empregado na atenção primária e secundária à saúde, apoiando gestantes e profissionais da saúde sobre alimentação e estilo de vida.

Communicating with patients through pictograms and pictures - a scoping review.

BACKGROUND: Communication between patients and healthcare workers (HCWs) may on occasion be challenged by disparities in cultural background, age and educational level. Written educational material is commonly used to reduce the risk of miscommunication. However, literacy among patients may also differ and it is, therefore, speculated that the use of pictograms may improve patients' understanding and adherence. OBJECTIVE: To evaluate the scientific literature and investigate the effect and practical utility of pictograms in medical settings with focus on dermatological patients. MATERIALS AND METHODS: Pubmed, EMBASE, and Cochrane Library were searched July 2021 for studies regarding use of pictograms in medical settings and dermatology. RESULTS: The use of pictograms in dermatology is not well characterized, but studies in other fields of medicine report a positive effect of using pictograms in communication. Pictograms have a significant positive effect when presented alongside verbal or written explanations. CONCLUSIONS: The quality of the development process is important to ensure the utility of any pictogram. Involving the target population in the design and validation of the pictograms may be critical. In the validation process, testing of transparency and translucency may benefit from international recommendations.

Evaluation of quality and readability of over-the-counter medication package inserts.

BACKGROUND: Over-the-counter (OTC) medication package inserts are vital references for healthcare professionals to make drug recommendations and influential education materials that patients commonly refer to when self-caring. However, little is known about the quality and readability of the OTC medication package inserts in China. OBJECTIVES: This study aimed at evaluating the quality and readability of OTC medication package inserts. METHODS: Package inserts of OTC medication were selected based on the market share and pharmacological category. The quality of the package inserts was evaluated based on standards adapted separately from the Chinese National Medical Products Administration (NMPA) and European Medicines Agency's (EMA) Working Group. The readability was assessed using the Patient Education Materials Assessment Tool (PEMAT) in conjunction with the Chinese Readability Index Explorer (CRIE). RESULTS: A total of 29 OTC medication package inserts consisting of 12 Western Medicine (WM) and 17 Chinese Tradition Patent Medicine (CTPM) package inserts were included. Overall, the OTC package inserts met 92% of the NMPA standards and 54% of the EMA standards. In terms of readability assessment using PEMAT, the overall median (interquartile range) understandability score was 38% (38-45%) and for actionability score was 40% (40-55%). The overall text reading level of package inserts measured by the CRIE, after removing some medical jargon, is equivalent to the median reading level for the 12th (9.5-12th) grade reading level. CONCLUSIONS: The quality of OTC medication package inserts was satisfactory under internal standards but poor under international standards. Some OTC pharmacological information is not provided due to lack of research, especially for CTPM. A more informative and comprehensive package insert may be needed to guide drug use decisions. OTC medication package inserts are not appropriate patient education materials in terms of readability. Additional materials may be developed to supplement package inserts for patient education for OTC medications.

A Survey of College Students on the Preference for Online Teaching Videos of Variable Durations in Online Flipped Classroom.

In the spring semester of 2020, online flipped classroom was used to replace offline face-to-face teaching of the physiology course at Xiangya School of Medicine. In order to analyze the preferences and utilization of different teaching resources by students, registered questionnaire was applied to investigate the preference divergence of the students on the duration of different teaching videos used in the online flipped classroom model. One hundred forty-seven students of clinical medicine in grade 2018 of Xiangya School of Medicine were selected as the research objects. Three formal surveys were conducted in total. The results showed that there were significant divergences in preference of students for different durations in the first two surveys. 56.43 and 50.00% of the students preferred 15 min mini-video, whereas 43.57 and 50.00% preferred 45 min complete video. Meanwhile, students showed a significant preference for mini-video in active learning before class, with 65.00 and 59.29% watched only mini-video, 17.14 and 25.71% watched only complete videos, and 17.86 and 15.00% watched both mini and complete videos. Although most students preferred to watch mini-video in active learning before class, there was a significant proportion of students who watched complete video before class. The results suggested that the individualization of student in the online flipped classroom is prominent. Multiple logistic regression analysis showed that the selection of videos with different durations at different time points (before, in and after class) was significantly associated with the characteristics of the videos themselves. Therefore, the construction of online teaching resources and the application of teaching methods should consider the requirements of different student groups and provide a variety of online curriculum resources.

Comparação entre diferentes técnicas empregadas na conservação e manutenção de peças anatômicas / Comparison between different techniques used in the conservation and maintenance of anatomical parts

Dentre as diversas formas de obter a conservação de peças anatômicas para estudo, a formolização é a mais utilizada. Esta técnica altera a coloração e textura, dificultando o processo de ensino-aprendizagem. Além disso, proporciona um ambiente insalubre que pode comprometer a saúde de indivíduos expostos constantemente ao formol. Existem técnicas alternativas como a glicerinação, criodesidratação e corrosão, as quais reduzem os riscos à saúde ocasionados pela exposição aos materiais, proporcionam um ambiente livre de odores desagradáveis e facilitam a manipulação e o armazenamento das peças, quando comparadas com a formolização. O presente trabalho visa à apresentação de técnicas alternativas para a conservação e manutenção de peças anatômicas e seus devidos procedimentos, buscando a substituição da utilização do formol como forma principal de conservação. A técnica de glicerinação apresenta grande eficiência quanto à preservação das características de coloração e formato das vísceras, além de ser uma técnica de baixo custo e não apresentar riscos à saúde, assim como a técnica de criodesidratação, a criodesidratação difere em relação à tonalidade das vísceras, entretanto demonstra facilidade quanto à conservação, armazenamento e manutenção das mesmas. Já a injeção e corrosão de órgãos facilitam a visualização da arquitetura interna de órgãos ocos, além de permitir fazer o modelo de vascularização de órgãos. No entanto, esta pode ser considerada uma técnica cara a depender do polímero utilizado.

Among the several ways to obtain the conservation of anatomical parts for study, formalization is the most used. This technique changes the color and texture, making the teaching-learning process difficult. In addition, it provides an unhealthy environment that may compromise the health of individuals constantly exposed to formaldehyde. There are alternative techniques such as glycerination, cryodehydration, and corrosion, which reduce health risks caused by exposure to materials, provide an environment free of unpleasant odors and facilitate handling and storage of parts, when compared to formalization. This work aims to present alternative techniques for the conservation and maintenance of anatomical parts and their proper procedures, seeking to replace the use of formaldehyde the main form of conservation. The glycerination technique presents great efficiency in preserving the viscera's color and shape characteristics, in addition to being a low-cost technique and not presenting health risks, as well as the cryodehydration technique. The cryodehydration differs in relation to the tonality of the viscera; however, it demonstrates convenience in terms of their conservation, storage, and maintenance. On the other hand, the injection and corrosion of organs facilitate the visualization of the internal architecture of hollow organs, in addition to allowing the model of organ vascularization. However, it can be considered an expensive technique depending on the polymer used.

Can training on ex-vivo models increase neurointerventionalists' subjective self-confidence in the operating room?

In a changing learning environment where young neurointerventionalists spend less time in the operating room, computer simulators have been established as a new training model. Our aim was the comparison of silicone models and computer simulators, and the evaluation of their influence on subjective self-confidence of operators. Pre- and postquestionnaires of 27 participants and 9 tutors were evaluated after the participation in a three-days interventional stroke course using silicone models and computer simulators. Training on computer simulators was considered as more realistic and important before patient contact than training on silicone models. Participants rated their own abilities as significantly better after participation in the course and felt significantly better prepared for patient care. Training on computer simulators can increase the subjective self-confidence of trainees. We suggest a stepwise training program, comprising both ex-vivo and the porcine in-vivo model, finished by conventional operating room teaching, to prepare neuroradiologists for optimal patient care when performing interventions.

Evaluation of a brief video intervention aimed at UK-based veterinary surgeons to encourage neutering cats at four months old: A randomised controlled trial.

In the UK, it is currently recommended that owned cats be neutered from four months of age. However, its uptake is inconsistent across the veterinary profession. Here we assess the effect of a brief video intervention that aimed to encourage four month neutering, whilst preserving clinical autonomy. We compare this theory-driven approach with traditional information giving and a control group. Veterinary surgeons who regularly undertook feline neutering work in the UK but did not routinely neuter cats at four months and/or recommend four month neutering for client owned cats were randomised into three groups (n = 234). Participants received either no information, a written summary of evidence or the video. The primary behaviour outcomes were the recommending and carrying out of neutering cats at four months. Evaluative, belief and stages of change measures were also collected. Self-reported outcomes were assessed pre-intervention, immediately post-intervention, two months post-intervention and six months post-intervention. At two months, participants that had received the video intervention were significantly more likely to have started recommending neutering cats at four months. At six months, participants that had received the video intervention were significantly more likely to have started carrying out neutering cats at four months. There were no significant behaviour changes for the other groups. At two months, the video intervention was associated with a significant increase in thinking about, and speaking to colleagues about, four-month neutering, relative to the control group. The written summary of evidence had no similar effect on stages of change, despite it being perceived as a significantly more helpful resource relative to the video. To conclude, a brief one-off video intervention resulted in an increase in positive behaviours towards neutering cats at 4 months, likely mediated by the social influences of the intervention prompting the opportunity to reflect and discuss four-month neutering with colleagues.

Educação em saúde na prevenção de quedas para idosos com hipertensão / Health education for fall prevention in older adults with hypertension / Educación en salud en la prevención de caídas en ancianos con hipertensión

Objetivo: relatar a experiência de ações educativas sobre a prevenção de quedas em idosos com hipertensão arterial. Método: relato de experiência sobre encontros educativos acerca da prevenção de quedas, realizados para 36 idosos com hipertensão arterial, acompanhados pela atenção primária, no interior cearense. Durante os encontros, utilizou-se do jogo adaptado "Não deixe a vovó cair". Além disso, houve a confecção de fôlderes e cartazes para fornecer as informações de forma mais ilustrativa. Resultados: a aplicação do jogo estimulou os idosos a refletirem sobre situações inadequadas no ambiente domiciliar que podem ser adaptadas para evitar quedas. Alguns idosos apresentaram dificuldades cognitivas, quando solicitados a identificarem os fatores de riscos presentes em cada cômodo da casa, mas, após os exemplos do cotidiano, foram capazes de entender as situações do jogo. Com as orientações, os idosos puderam compreender a relevância dos fatores que favorecem o risco de quedas. Conclusão: a educação em saúde é uma potencial estratégia para realização de atividades educativas sobre a prevenção de quedas em idosos com hipertensão arterial. Para isso, torna-se importante a utilização de metodologias lúdicas, como jogos e materiais que proporcionem a fixação das orientações, a exemplo dos fôlderes. Descritores: Idoso; Hipertensão; Acidente por Quedas; Fatores de Risco; Educação em Saúde.(AU)

Objective: to report the experience of using educational actions for fall prevention in older adults with arterial hypertension. Method: this is an experience report on educational meetings about fall prevention carried out with 36 older adults with arterial hypertension accompanied by primary care in the countryside of Ceará. The adapted game "Do not let grandma fall" was used during the meetings. In addition, folders and posters were made to provide illustrative information. Results: it was noticed that the game stimulated the older adults to reflect on inappropriate situations in their home environment that can be adapted to prevent falls. Some older adults had cognitive difficulties when asked to identify the risk factors present in each room of the house, but after the examples, they were able to understand the game situations. With the guidelines, the older adults could understand the relevance of the factors that favor the risk of falls. Conclusion: it is concluded that health education is a potential strategy to prevent falls in older adults with arterial hypertension. Therefore, it is important to use playful methodologies such as games and materials that provide guidelines for fall prevention, such as folders.(AU)

Objetivo: relatar la experiencia de acciones educativas sobre prevención de caídas en ancianos con hipertensión arterial. Método: relato de experiencia sobre encuentros educativos sobre prevención de caídas, realizados con 36 ancianos con hipertensión arterial, acompañados por atención primaria, en el interior de Ceará. Durante las reuniones se utilizó el juego adaptado "Que no se caiga la abuela". Además, se realizaron carpetas y carteles para brindar información de una manera más ilustrativa. Resultados: la aplicación del juego animó a los ancianos a reflexionar sobre situaciones inapropiadas en el ambiente domiciliario que pueden ser adaptadas para prevenir caídas. Algunos ancianos tenían dificultades cognitivas cuando se les pedía que identificaran los factores de riesgo presentes en cada habitación de la casa, pero, tras los ejemplos cotidianos, lograban comprender las situaciones del juego. Con las orientaciones, los ancianos lograron comprender la relevancia de los factores que favorecen el riesgo de caídas. Conclusión: la educación en salud es una estrategia potencial para la realización de actividades educativas sobre la prevención de caídas en ancianos con hipertensión arterial. En consecuencia, es importante utilizar metodologías lúdicas, como juegos y materiales que sirvan de marco de pautas, como carpetas.(AU)

Development and evaluation of the effectiveness of educational material for radiological protection that uses augmented reality and virtual reality to visualise the behaviour of scattered radiation.

Understanding the behaviour of scattered radiation is important for learning appropriate radiation protection methods, but many existing visualisation systems for radiation require special devices, making it difficult to use them in education. The purpose of this study was to develop teaching material for radiation protection that can help visualise the scattered radiation with augmented reality (AR) and virtual reality (VR) on a web browser, develop a method for using it in education and examine its effectiveness. The distribution of radiation during radiography was calculated using Monte Carlo simulation, and teaching material was created. The material was used in a class for department of radiological technology students and its influence on motivation was evaluated using a questionnaire based on the evaluation model for teaching materials. In addition, text mining was used to evaluate impressions objectively. Educational material was developed that can be used in AR and VR for studying the behaviour of scattered radiation. The results of the questionnaire showed that the average value of each item was more than four on a five-point scale, indicating that the teaching material attracted the interest of users. Through text mining, it could be concluded that there was improved understanding of, and confidence in, radiation protection.

Quality evaluation of patient educational resources for catheter ablation treatment of atrial fibrillation.

AIMS: The prevalence of atrial fibrillation (AF) is increasing rapidly with the growing utilization of catheter ablation (CA) as a treatment strategy. Education for individuals undertaking this procedure is diverse, with varying degrees of information provided and little standardization. Many individuals utilize the internet as an educational resource. However, there is limited regulation of online patient information. To evaluate the quality of web-based patient education resources for patients undergoing CA for AF. METHODS AND RESULTS: A cross-sectional observational study was performed to obtain all freely accessible online educational resources about CA for AF from inception until 1 October 2019. Search engines used: Google, Yahoo!, and Bing. The Patient Education Materials Assessment Tool (PEMAT) was used to evaluate the quality of web-based patient education materials and printable tools. The PEMAT score objectively measures both the understandability and actionability of educational material. A total of 17 websites and 15 printable sources were included in the analysis. Non-government organizations developed 19% of materials and 75% were created by private or university hospitals. Nineteen sources (59.4%) were rated as highly understandable: 9 websites (52.9%) and 10 printable tools (66.7%). Seven sources (21.9%) were rated as highly actionable: 6 (35.3%) websites and 1 (6.7%) printable tool. CONCLUSION: The overall understandability of educational CA material was high, whilst improvement of actionability is warranted. The addition of summaries, visual aids, and tools, such as checklists may improve quality. These findings have significant implications for the development of patient educational material for CA in AF.