No description available.

The stigma associated with a mental illness can be an impediment to recovery and has been described as more long lasting and disabling than the illness itself (Schulze & Angermeyer, 2003). Thus reducing stigma is an important cornerstone in any mental health strategy. This study examined the impact of an educational presentation by the Edmonton Early Psychosis Intervention Clinic (EEPIC) on reducing stigma associated with psychosis and schizophrenia. Stigma was measured using the Attribution Questionnaire (Corrigan, Markowitz, Watson, Rowan, & Kubiak, 2003) and the World Psychiatric Association’s Presentation Evaluation (Sartorius & Schulze, 2005). Respondents’ knowledge about the causes of schizophrenia improved as a result of the presentation. In addition, respondents viewed people with schizophrenia as less dangerous and were less socially distancing after the educational presentation. These results provide preliminary evidence that a time-limited educational presentation can foster positive attitudes and reduce the stigma related to schizophrenia. / Measurement, Evaluation and Cognition

No description available.

A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine. / Background and Significance: The purpose of this study was to evaluate the effectiveness of the Barrow Brainbook (BBB) concussion education program as a tool to increase concussion knowledge among Arizona high school athletes and to modify attitudes and behaviors regarding concussion. Methods: This was a cross sectional study of Arizona high school athletes utilizing a 31 question multiple‐choice de‐identified survey. Attitude, knowledge, and behavior questions, as well as sport and level of participation were analyzed using the Wilcoxon Rank Sum test. Means between groups were analyzed using a two‐way ANOVA. Linear regression was used to determine if there was a relationship between number of years since completing BBB and concussion knowledge. Results: Surveys were distributed to 382 student athletes with 363 of those being completed. 224 students participated in BBB (62%). Knowledge and behaviors regarding concussion were not statistically significant when comparing students who had and had not participated in BBB. Those who participated in BBB scored more poorly on questions regarding attitudes about concussion than those who had not (p=0.033). Subsequent two‐way ANOVA testing showed that students who sustained a concussion scored worse (p<0.01) while completing BBB did not significantly affect attitude (p=0.399) when history of a concussion was brought in to the analysis. 90 students (25%) reported sustaining a concussion. Football and varsity level participation were significant for a higher mean number of concussions (p<0.05, p<0.05). There was no relationship between time since taking BBB and concussion knowledge (R2 was 0.007). Conclusions: In this study, there was no evidence to show that participating in the BBB program improved concussion knowledge, attitudes, or behaviors. Number of years since taking BBB was not a good predictor of concussion knowledge. Students who played football and participated at a varsity level were significantly more likely to sustain a concussion. Sustaining a concussion was associated with a higher attitude risk sum score. This is an evaluation of an educational tool specifically designed for adolescents that demonstrated no statistically significant change in increasing knowledge or modifying attitudes and behaviors in a population of high school athletes in Arizona.

Class of 2008 Abstract / Objectives: To evaluate changes in parental knowledge regarding antibiotic use and antibiotic resistance with an educational intervention given at elementary school parent-teacher association (PTA) meetings. Methods: This was an analytical pre-test/post-test study of an educational intervention given at two elementary schools in the Phoenix metro area. The primary dependent variable was a knowledge measure, calculated as a total score. The changes between the pre- and post-test total score means were compared using a dependent t-test. The a-priori alpha level used was 0.05. Results: The study sample consisted of 25 participants. Study data were collected between September 2007 and December 2007. The mean (SD) pre- and post-test scores were 33.7 (4.4) and 40.7 (2.7), respectively (p < 0.05). Conclusions: The educational intervention presented at elementary school PTA meetings resulted in a significant knowledge increase regarding the appropriate use of antibiotics when pre- and post-test scores were compared.

Class of 2009 Abstract / OBJECTIVES: The purpose of this work is to evaluate the effectiveness of an educational intervention, regarding prescription errors, amongst pharmacy technician students. METHODS: Pharmacy technician students over the age of 18 years attending Apollo College in Tucson, Arizona were eligible to participate. Pretests were given to students to assess baseline knowledge of medication errors. Posttests consisting of questions regarding medication errors were administered to students following a PowerpointTM presentation to assess the effectiveness of the presentation. RESULTS: Pretests and posttests were completed by 18 women and 14 men. Test scores improved significantly from 5.652 to 8.13 out of 10 in the morning class (P< 0.01), 5.8 to 8 in the evening class (P< 0.01), and 5.697 to 8.091 for both classes combined (p< 0.01). Differences in scores based on gender and general employment status did not reach statistical significance (p> 0.05). CONCLUSIONS: An educational intervention is effective in improving pharmacy technician student knowledge about prescription errors.

CHIK is a viral infection transmitted by the Aedes aegypti mosquito which causes an illness with symptoms of severe joint pain, high fever, and rash. The joint pain can continue for months, causing disability and economic strain on families. This study included implementation of a baseline needs assessment, and development, implementation, and evaluation of an experimental community-based educational intervention in rural Tamil Nadu, India. A total of 184 households, across 12 purposively sampled villages (six intervention and six control), participated in the needs assessment between August and December 2010. The experimental community-based educational intervention was implemented between December 2010 and August 2011, in the six intervention villages. A total of 180 households, from the same 12 villages, participated in the post-intervention evaluation. A randomized block design with repetition was used to test whether there was a change in CHIK knowledge scores from baseline to post-intervention in the treatment group. A model including respondent variables, household larval status, household container larval status, recent experience with CHIK, numbers of livestock, socioeconomic position (SEP) variables, and water variables were used to predict CHIK knowledge scores in rural Tamil Nadu. Respondent age, measures of luxury amenities and water source were statistically significant predictors of knowledge in this model. The CHIK knowledge score increased from 9.0 to 9.4 in the intervention group (p=0.6457) and from 8.5 to 9.2 in the control group (p=0.393), showing that the educational intervention did not increase CHIK knowledge in the intervention group. Although this low-cost intervention, utilized in a resource poor area of Tamil Nadu, India did not result in an increase of CHIK knowledge, the process of developing the educational intervention may provide a template for future interventions. Future studies should investigate methods of sustainability in the use of educational messages.

<p>Forskning på resultat av pedagogiska insatser för skolbarn med diagnos inom autismspektrum (ASD) insatt i ett multifaktoriellt helhetssammanhang är inte vanligt förekommande. Det över gripande syftet är att ge en översikt över pedagogisk forskning som innefattar redovisning av resultat av pedagogiska insatser för skolbarn med diagnos inom autismspektrum och att koppla denna forskning till systemteori och ICF (International Classification of Functioning, Disability and Health, WHO, (www.socialstyrelsen.se, ICF- CY, (www.who). Forskningsfrågorna är vilka pedagogiska strategier är relaterade till vilket utfall för personer med diagnos inom autismspektrum (ASD) i åldrarna 6-20 år, i<strong> </strong>vilken utsträckning forskningen om elever inom autismspektrum är grundad på ett generellt systemteoretiskt tänkande och/eller ICF och hur man forskningsmässigt bygger upp evidens och vilka är delaktiga i denna process.</p><p>Studien är en systematisk forskningsöversikt i vilken 875 abstracts granskats. 36 studier har inkluderats. Skäl till exkludering har varit att studierna saknat beskrivning av pedagogiska insatser, resultatredovisning och/eller utfallsmått. Studier med otydliga diagnoskriterier, endast en deltagare med ASD och studier publicerade före 1999 har exkluderats. Resultaten visar att det saknas forskning om de långsiktiga effekterna av pedagogiska insatser i skolåldern för den aktuella elevgruppen. Forskarna inom området har i allmänhet inte arbetat utifrån en systemteoretisk grundtanke även om det förekommer sådana inslag. Delaktighetsbegreppet och ICF har inte varit utgångspunkt för någon av de inkluderade studierna men någon form av delaktighetsaspekter för individen eller familjen fanns i några studier. Det var vanligast att rapportera resultat på aktivitetsnivå men i några studier rapporterades ökad delaktighet. Forskningsprojekt med ett empowerment perspektiv saknades. Huvudslutsatserna är att det behövs mer preciserade sätt att ställa forskningsfrågorna, kanske i form av komponentstudier, fler långsiktiga helhetsprojekt och ett utvidgat evidensbegrepp. En tankemodell som ICF är särskilt motiverad runt ASD eftersom det krävs stora pedagogiska insatser för att lära dem användbara kunskaper och färdigheter i ett livssammanhang.</p>

Forskning på resultat av pedagogiska insatser för skolbarn med diagnos inom autismspektrum (ASD) insatt i ett multifaktoriellt helhetssammanhang är inte vanligt förekommande. Det över gripande syftet är att ge en översikt över pedagogisk forskning som innefattar redovisning av resultat av pedagogiska insatser för skolbarn med diagnos inom autismspektrum och att koppla denna forskning till systemteori och ICF (International Classification of Functioning, Disability and Health, WHO, (www.socialstyrelsen.se, ICF- CY, (www.who). Forskningsfrågorna är vilka pedagogiska strategier är relaterade till vilket utfall för personer med diagnos inom autismspektrum (ASD) i åldrarna 6-20 år, i vilken utsträckning forskningen om elever inom autismspektrum är grundad på ett generellt systemteoretiskt tänkande och/eller ICF och hur man forskningsmässigt bygger upp evidens och vilka är delaktiga i denna process. Studien är en systematisk forskningsöversikt i vilken 875 abstracts granskats. 36 studier har inkluderats. Skäl till exkludering har varit att studierna saknat beskrivning av pedagogiska insatser, resultatredovisning och/eller utfallsmått. Studier med otydliga diagnoskriterier, endast en deltagare med ASD och studier publicerade före 1999 har exkluderats. Resultaten visar att det saknas forskning om de långsiktiga effekterna av pedagogiska insatser i skolåldern för den aktuella elevgruppen. Forskarna inom området har i allmänhet inte arbetat utifrån en systemteoretisk grundtanke även om det förekommer sådana inslag. Delaktighetsbegreppet och ICF har inte varit utgångspunkt för någon av de inkluderade studierna men någon form av delaktighetsaspekter för individen eller familjen fanns i några studier. Det var vanligast att rapportera resultat på aktivitetsnivå men i några studier rapporterades ökad delaktighet. Forskningsprojekt med ett empowerment perspektiv saknades. Huvudslutsatserna är att det behövs mer preciserade sätt att ställa forskningsfrågorna, kanske i form av komponentstudier, fler långsiktiga helhetsprojekt och ett utvidgat evidensbegrepp. En tankemodell som ICF är särskilt motiverad runt ASD eftersom det krävs stora pedagogiska insatser för att lära dem användbara kunskaper och färdigheter i ett livssammanhang.

No description available.