Nonprofit CEO Works to Erase Inequity through Supplemental Education

2020 ◽  
Vol 30 (1) ◽  
pp. 10-15
Author(s):  
Mary Lou Santovec
Keyword(s):  
Supplemental Education

scholarly journals College Students’ Knowledge of Ticks in Oklahoma: Assessment and Insights

Insects ◽  
2021 ◽  
Vol 12 (7) ◽  
pp. 658
Author(s):  
Elise Knowlton ◽  
Justin L. Talley ◽  
Bruce H. Noden ◽  
William Wyatt Hoback
Keyword(s):  
College Students ◽  
Lyme Disease ◽  
Medical Treatment ◽  
Assessment Tools ◽  
State University ◽  
Extension Programs ◽  
Oklahoma State University ◽  
Supplemental Education ◽  
Community Members ◽  
Survey Responses

Ticks (Arachnida: Acari) are common in Oklahoma and may transmit tick-borne diseases (TBDs) to people. Due to the difficulty in reducing tick populations, awareness of tick bite prevention, proper tick removal, and knowledge of when to seek medical treatment are critical. However, outreach and extension programs are hampered by a lack of knowledge of what community members know about ticks. To address this limitation, we surveyed college students enrolled in three non-major Entomology courses at Oklahoma State University in 2018. Of the 483 students invited to take a survey, 224 (46.4%) students took both surveys. Pre-survey responses indicated lower levels of knowledge of tick biology compared to post-survey responses. For both pre- and post-survey respondents, “ticks can jump” and “ticks reside up in trees” received the fewest correct responses. A majority of survey respondents considered Lyme disease to be the predominant TBD in Oklahoma, although it is not established in Oklahoma. Supplemental education overcame these knowledge gaps, with the exception of knowledge of Lyme disease which was still considered to be the predominant TBD in the post-survey. Our results can be used to develop assessment tools to improve extension programs and enhance protection from TBDs.

scholarly journals How much is needed? Patient exposure and curricular education on medical students’ LGBT cultural competency

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Dustin Z. Nowaskie ◽  
Anuj U. Patel
Keyword(s):  
Medical Students ◽  
Cultural Competency ◽  
Clinical Skills ◽  
The United States ◽  
Patient Exposure ◽  
Supplemental Education ◽  
Bisexual And Transgender ◽  
The Mean ◽  
Lgbt People ◽  
Very High

Abstract Background For medical students, providing exposure to and education about the lesbian, gay, bisexual, and transgender (LGBT) patient population are effective methods to increase comfort, knowledge, and confidence in caring for LGBT people. However, specific recommendations on the number of patient exposures and educational hours that relate to high LGBT cultural competency are lacking. Methods Medical students (N = 940) at three universities across the United States completed a survey consisting of demographics, experiential variables (i.e., number of LGBT patients and LGBT hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS). LGBT-DOCSS scores were stratified by 1-point increments, and experiential variable means were computed per each stratification to characterize the mean LGBT patients and hours of medical students with higher scores and those with lower scores. Results Medical students reported caring for some LGBT patients annually (M = 6.02, SD = 20.33) and receiving a low number of annual LGBT curricular hours (M = 2.22, SD = 2.85) and moderate number of annual LGBT extracurricular hours (M = 6.93, SD = 24.97). They also reported very high attitudinal awareness (M = 6.54, SD = 0.86), moderate knowledge (M = 5.73, SD = 1.01), and low clinical preparedness (M = 3.82, SD = 1.25). Medical students who cared for 35 or more LGBT patients and received 35 or more LGBT total hours reported significantly higher preparedness and knowledge. Conclusions Medical students have shortcomings in LGBT cultural competency and limited LGBT patient exposure and education. To improve LGBT cultural competency, medical schools and accrediting bodies should consider providing medical students with at least a total of 35 LGBT patient contacts and 35 LGBT education hours (10 h of required curricular education and 25 h of supplemental education).

scholarly journals The Opioid Awareness and Support Team: an innovative example of medical education and community partnership

2021 ◽  
Author(s):  
Matthew B Downer ◽  
Luke W Duffley ◽  
Phil B Hillier ◽  
Kieran D Lacey ◽  
Madison J Lewis ◽  
...  
Keyword(s):  
Lived Experience ◽  
Local Community ◽  
Opioid Use Disorder ◽  
Community Context ◽  
Opioid Use ◽  
Supplemental Education ◽  
Student Knowledge ◽  
Community Partners ◽  
Support Team ◽  
Medical Student Learning

Implication Statement  The Opioid Awareness and Support Team (OAST) at the Memorial University Faculty of Medicine is a novel student-led initiative designed to supplement medical student learning related to opioid use disorder and the opioids crisis. OAST has focused on grounding educational initiatives related to opioid use disorder in the local community context, working with community partners, and bringing in individuals with lived experience. We present initial findings from an Opioid Education Day that suggest student-led supplemental education for medical students can improve student knowledge surrounding opioid use.

scholarly journals Helping Schools: Youth Development as a Form of Supplemental Education

2007 ◽  
Vol 2 (1) ◽  
pp. 66-76
Author(s):  
Jan B. Carroll ◽  
Jeff Goodwin ◽  
Melissa Oliver
Keyword(s):  
At Risk ◽  
Young People ◽  
Youth Development ◽  
Risk Behaviors ◽  
Supplemental Education ◽  
Social Success ◽  
School Activities ◽  
9Th Grade ◽  
The Impact ◽  
Out Of School

This study measured the impact of 4-H Youth Development on Colorado’s youth. Active youth were compared to those who did not participate in out-of-school activities. Data were collected from 5th, 7th, and 9th grade students. Results of the study confirm active students, including 4-H Youth Development members, were less likely to engage in at-risk behaviors. 4-H Youth Development can function as a form of supplemental education, contributing to academic, civic, and social success of young people.

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