Determination of Science Teacher Candidates’ Approaches to the Concept of Chemistry with Metaphors

The role of science teachers in the formation of students’ approaches to chemistry subjects is very important. Metaphors can be used as a data collection tool to determine what meanings science teachers, who are preparing to step into the teaching profession, attribute to some concepts. It is important to know how chemistry is perceived by science teacher candidates and what meanings they attribute to this concept. With this in mind, the aim of the study is to determine the science teacher candidates’ approaches to the concept of chemistry through metaphors. Participants of the study are 104 teacher candidates attending the science teaching program of the mathematics and science education department of a medium-sized education faculty in Central Anatolia. A qualitative research method was used in the study, and “Phenomenology” was chosen as the design of the research. As the data collection tool, a form consisting of 1 question was used for the specified concept. The obtained data were analyzed with content analysis technique. The correctness of the determined metaphors and the created categories were checked by two expert faculty members, and the metaphors and categories were finalized. As a result of the analysis, it was determined that the teacher candidates produced 47 metaphors for the concept of chemistry. It is seen that among the metaphors produced by science teacher candidates, the most used ones are life, water, and kitchen. The researcher states that the data collected through metaphors can be supported with different data collection tools, and more in-depth information can be reached.

Microsurgical education in Greece: past, present, and future

The aim of this paper is to provide a brief overview of the history of microsurgery in Greece and how it evolved throughout the years. It is based on published literature as well as anecdotal evidence. It is by no means an exhaustive list of available resources and contributions. Microsurgery in Greece begins with Prof Soucacos who acquired his microsurgical skills in the USA (1970–1974), where he worked as a clinical and research fellow. After gaining invaluable experience, he returned to his home country, Greece, to establish a microsurgery replantation team in 1975. His team gained national recognition soon thereafter thanks to the many successes and innovations they achieved. The tradition is continued with contemporary microsurgical courses in Greece from expert faculty and a busy microsurgical practice in several centers across the country. The experimental educational program in microsurgery includes a blend of synthetic and live animal models, such as rats and rabbits. They include a complete exposure to basic and advanced practical exercises through several days. The simulation training models slowly but surely steadily advance to meet the training standards.

Humanitarian Training with Virtual Simulation during a Pandemic

There is an ongoing and established need for humanitarian training and professionalization. The COVID-19 pandemic disrupted training programs designed to accomplish this goal, including the Humanitarian Response Intensive Course, which includes a three-day immersive simulation to prepare humanitarian workers for future field work. To provide program continuity, the three day simulation was quickly adapted to a virtual format using a combination of video conferencing, short messaging service, and cloud-based file storage software. Participants were geographically dispersed and participated virtually. Learning objectives were preserved while some components not amenable to a virtual format were removed. A virtual humanitarian training simulation is a feasible, acceptable, and affordable alternative to an in-person simulation. Participants were engaged and experienced minimal technological disruptions. The majority of students felt the format met or exceeded expectations. However, feedback also emphasized the importance of providing sufficient time for team collaboration and deliverable preparation in the simulation schedule. The virtual format was more affordable than the traditional in-person simulation and diverse expert faculty who could not have attended in-person were able to participate. This format could be used to overcome other barriers to in-person simulation training, including geographic, financial, time, or security.

Pengembangan Aplikasi Lectora Inspire Sebagai Media Pembelajaran terhadap Kemampuan Literasi Sains Siswa Kelas Tinggi

The research purpose to get advisability of the development of lectora inspire according to expert faculty, teachers and students and for find out raising of science literacy ability students in high grade with using lectora inspire. Plan of the research using Borg and Gall that has been adaption by Sugiyono. subjects in this research is 3 students five grade of SDN Suryakencana CBM Sukabumi and 6 students five grade of SDN Babakan Caringin Sukabumi. The method of collecting data used are questionnaire and test. The result of the research indicate that development of lectora inspire theme the water cycle suitable for used. The advisability based on validation result of expert faculty and teachers with very good category and students giving good response. Lectora inspire increase students science literacy ability. The raising is can see in gain score students in the first trial products was 0,75 that includes on the high category and in the second trial products was 0,61 that includes on the average category.

Psychometric Testing of an Instrument to Measure Cultural Humility

Introduction As the world increasingly diversifies, there is a need to prepare nurses to care for individuals, families, and communities with contrasting lifeways. Although education about cultural humility is needed, there is no way to measure the construct. The purpose of this study was to develop, validate, and psychometrically test an instrument designed to measure cultural humility. Method The lead author extracted key constructs from previous research to develop the instrument. Six expert faculty validated the instrument. An exploratory factor analysis was conducted with 322 health professional students. Results All items had an item content validity index of 0.83 or higher. The factor analysis yielded three factors: context for difference in perspective, self-attributes, and outcomes of cultural humility. The instrument was determined reliable (Cronbach’s alpha = .85). Discussion Foronda’s Cultural Humility Scale may help researchers better operationalize and evaluate achievement of cultural humility.

Abstract 62: A Statewide Cooperative Motivational Strategy Significantly Improves IV Alteplase Rates in Maryland: Golden Brain Award

Introduction: The Maryland Stroke Coordinators Consortium and the Maryland Institute for Emergency Medical Services Systems, Health Care Facilities formed the Maryland Stroke Coalition (MSC) to improve stroke practices in Maryland. The aim of this performance improvement project was to determine if a motivational strategy improves thrombolytic metrics. Methods: In 2018 a stroke summit for Maryland stroke centers with expert faculty discussed thrombolytic best practices. Then MSC members met bimonthly to discuss how to implement AHA’s Target: Stroke Phase III. In October 2018 a motivational strategy was implemented to improve thrombolytic benchmarks. Quarterly, the stroke center with the fastest median door to needle time was awarded a Golden Brain trophy and a monetary award. After four quarters the stroke center with the fastest door to needle time will be recognized at a regional conference. Stroke coordinators voluntarily submitted quarterly data to the Chief of Special Programs, MIEMSS. Data submitted: quarterly rates IV Alteplase, median door to needle time, and % of IV Alteplase < 45 minutes. Results: Seventeen out of 39 possible stroke centers participated during the study period. Baseline data for the quarter prior to implementation revealed 84 pts received IV Alteplase. For the next three quarters IV Alteplase rates increased from baseline, respectively by 52% (n=128), 54% (n=129) and 65% ( n=139); and the median door to needle time was 48 minutes. The winning centers for each quarter reported median door to needle times < 30 minutes. From baseline (36%, 42/114) to quarter 3 there was a 15.5% (51.5%, =49/95) increase in patients being treated with IV Alteplase in < 45 minutes. Conclusion: Implementation of a motivational strategy and sharing best practices appears to be associated with increasing IV Alteplase administration volumes. The results of this PI project will be used to engage stakeholders to develop strategies to assist stroke centers remove barriers to improve door to needle times. The limitations of this project may be the small number of stroke centers participating and the effect of highly functioning centers participating.

Abstract TP293: Prognostication in Neurological Emergencies

Background: Neurologic prognosis is often estimated acutely based on clinical experience, scoring systems and patient co-morbidities. We investigated the consistency of prognostication among trainees, junior and senior neurologists. Methods: Five cases (2 large hemispheric infarcts; 1 brainstem infarct, 1 lobar hemorrhage, 1 hypoxic-ischemic encephalopathy) were chosen for a simulation exercise. All cases involved patients presenting to our hospital’s ED where poor outcome predictions were documented within 24 hours, yet care was not withdrawn. Relevant clinical data were presented through a web-based platform to respondents who remained blinded to actual outcome. The trainee/faculty was requested to rank-order, from most to least likely, predicted 90-day modified Rankin Scale (mRS) scores and possible management options (intensive comfort measures now; defer prognostication for 48-72 hours; treat aggressively). The average highest ranks were compared to actual patient outcomes. Responses were compared between pre-defined groups: trainees vs. faculty; junior vs. senior faculty; non-vascular vs. vascular (‘expert’) faculty. Results: We received 106-113 responses per case. The mean predicted 90-day mRS matched the actual outcome in only 3 of 5 cases (60%). Individual responses were more variable, with predicted mRS matching actual mRS only 20% across the 5 cases. With dichotomous cutoffs of mRS 0-3 vs. 4-6, predicted outcomes were accurate in 4 of 5 cases. In the one case that the group predicted inaccurately, the respondents prognosticated a severely disabled state (mRS 5) while the actual 90-day was mRS 2. Only 2/106 respondents (1.8%) predicted mRS 0-2 and 67/106 (63%) predicted mRS 5-6. Across all cases there were no significant differences between sub-groups. Conclusion: In acute neurological conditions, estimates of clinical prognosis can be highly variable. We acknowledge possible selection bias in case selection and the limitations of a simulation exercise. Further analysis is ongoing to determine consistency of responses against validated outcome prediction scoring systems. Our results have led to new department guidelines regarding the timing of acute prognostication.

P013 IBD 101: AN INTRODUCTORY COURSE FOR FIRST YEAR GASTROENTEROLOGY FELLOWS

Introduction Inflammatory bowel disease (IBD) management is changing at a rapid rate, with the emergence of multiple new therapies and evolving care goals. In addition, the quality and quantity of IBD fellowship education is highly variable, based on patient populations and institutional expertise. Therefore, it is crucial to develop improved ways to educate our trainees. Here, we describe an educational initiative designed to familiarize first year gastroenterology (GI) fellows to key concepts in the management of IBD. Methods IBD 101 is a one-day course designed to introduce first-year GI fellows to various clinical topics relevant to the management of IBD. The program was held on September 14, 2019. Fellows from U.S. allopathic GI training programs were selected by their training directors for participation. The course included small group didactic sessions led by expert faculty members and group observed structured clinical examinations (OSCEs), in which fellows observed encounters between expert faculty and standardized patients followed immediately by debrief sessions to reinforce key concepts. The topics included need for surgery in IBD, pregnancy and IBD, escalation of care for acute severe UC, initiating biologic therapy, treatment of mild-moderate IBD, treatment of moderate-severe IBD and managing loss of response to therapy. A review of supplemental opportunities for education in IBD was presented at the conclusion of the course. Pre- and post-course surveys using Likert scoring (1=“strongly disagree” through 4=“strongly agree”) were administered to assess baseline knowledge and educational impact of the course on each addressed topic. Results 55 fellows from 32 programs participated. 49/55 (89%) completed pre- and post-course surveys to assess the educational impact of the program on the didactic sessions and on the group OSCE format. 100% of fellows felt that the course content was appropriate for their scope of clinical practice. Substantial improvement in comfort with all addressed clinical topics was noted (figure 1). In the post-course survey, all fellows reported an improved ability to manage and treat patients with IBD. Comparing career interest in IBD, more participants expressed interest in pursuing a career in IBD after participating (pre: 63% vs post: 75%). 96% of attendees stated that they would strongly recommend this course to future GI fellows. Conclusions This single day course for first-year GI trainees was effective and well-received, and offers a novel intervention to address the challenges of IBD education and training. Follow-up of this cohort of trainees and expansion for next year is planned.

Implementation and uptake of an interactive virtual online tumor board across NCI-Cancer Centers.

272 Background: Expert knowledge is often shared among academic oncologists at tumor boards (TBs) at National Cancer Institute Designated Cancer Centers (NCI-CCs), but not documented or made accessible to community oncologists. Using an oncologist-only question and answer (Q&A) website, we sought to disseminate expert insights from TBs at NCI-CCs to provide educational benefit to the oncology community. Methods: A process was designed with faculty at 11 NCI-CCs to document and share discussions from TBs focused on areas of clinical complexity and practice variation on theMednet.org, an interactive Q&A website of over 8,700 US oncologists. One faculty member from each TB was selected as a site leader. She or he distilled discussions about patient management from the TB into a question that addressed the clinical situation being discussed. After the question was posted, faculty at the participating NCI-CCs were asked to answer the question on theMednet. Answers were peer reviewed, indexed, stored and disseminated via email newsletters to registered oncologists. Community engagement was measured by Q&A page views, upvotes of Q&A, and poll participation. Results: A total of 15 Breast, Thoracic, and Gastrointestinal programs from 11 NCI-CCs participated. Between 12/2016 and 5/2019, faculty highlighted 146 questions from their TBs. Q&A were viewed 43,291 times by 3,585 oncologists including 2,264 community oncologists. One hundred and eighty-four answers are posted by 56 academic physicians and peer reviewed by 76 academic physicians. One hundred and eighty-five publications were cited. Community oncologists upvoted Q&A 808 times and voted in 45 polls related to the questions 1,667 times. Viewership of NCI-CC Q&A increased by 419% over time. Q&A were repeatedly searched and viewed, with 90% of all TB Q&A viewed every month. Conclusions: Via the online Q&A theMednet platform, NCI-CC providers effectively made expert knowledge easily accessible to community oncologists across the US. Timely access to evidence based recommendations from expert faculty can inform future practice choices in the community. [Table: see text]