A program evaluation of the Innovative Teen Pregnancy Prevention Programs (iTP3) Project

Background Teen pregnancy prevention in the United States has traditionally focused on the development, testing, and subsequent implementation of a set of evidence-based programs (EBPs), recommended nationally. However, these existing EBPs often do not prioritize the most at-risk or vulnerable populations. Methods The Innovative Teen Pregnancy Prevention Programs (iTP3) project was funded to facilitate the development of new, innovative programs to reach disparate populations. Through a mixed methods design, iTP3 evaluated the process and resulting innovative programs from five iterative cohorts of funded organizations, referred to as Innovators. iTP3 utilized both a traditional funding model with more traditional methods of capacity building assistance, but transitioned over time to a design-focused funding model in which organizations and individuals developed innovative programs through an intensive human centered design process. Results Evaluation results showed that the resulting portfolio of programs had differences in the types of programs resulting from the differing funding models. Notable differences among programs from the two funding models include program length, along with personnel, time, and resources needed to develop and manage. Conclusion Both traditional and design funding models led to innovative programs, with notable differences in the development process and resulting programs.

Verlust und Trauer unter den Bedingungen der Corona-Pandemie – Was empfinden trauernde Angehörige/Zugehörige in Bezug auf ihren Bedarf an seelsorglicher bzw. psychologischer Unterstützung?

Zusammenfassung Hintergrund: Aufgrund der COVID-19 Pandemie wurden Kontaktbeschränkungen verhängt, die auch das Abschiednehmen von sterbenden Familienangehörigen betraf. Wie gehen Angehörige unter diesen Bedingungen mit ihrer Trauer um, wie fühlten sie sich durch das Behandlungs-/Betreuungsteam im Krankenhaus, Pflegeheimen oder Hospizen unterstützt, und wie stand es um einen Bedarf an eigener seelsorglicher bzw. psychologischer Unterstützung? Methoden: Um diesen Fragen nachzugehen, wurde eine Studie im mixed-methods-Design gestartet, aus der im Folgenden Querschnitts-Daten von 85 Teilnehmenden berichtet werden. Ergebnisse: Eine gute emotionale Betreuung/Begleitung durch das Behandlungs-/Betreuungsteam wurde von 37 % derjenigen beschrieben, deren Angehörige nicht im häuslichen Umfeld verstarben; 38 % empfanden dies nicht und 26 % waren diesbezüglich indifferent. In den Gesprächen wurden seelsorgliche oder religiöse Fragen nur bei wenigen thematisiert; nur bei wenigen wurden Hinweise auf seelsorgliche Angebote/Trauerbegleitung gegeben (16 %). Jedoch hatten 68 % einen Wunsch nach seelsorglicher und 55 % nach psychologischer Begleitung. Diejenigen mit hoher Trauerbelastung (SAVE-Scores) hatten fast alle den Wunsch nach seelsorglicher Begleitung. Schlussfolgerungen: Diese ersten Ergebnisse zeigen ausgeprägte Bedürfnisse nach Seelsorge und Begleitung im Trauerprozess, zumal unter den zusätzlich belastenden Bedingungen der Corona-Pandemie. Sie weisen auch auf das Fehlen von verfügbaren Seelsorgepersonen, von psychologischer Begleitung und von niederschwelligen Hinweisen seitens des betreuenden Personals der Einrichtungen im Sinne von Spiritual Care hin.

Maximizing experiential co-curricular programs through Stakeholders’ Theory: An explanatory mixed methods study

Background: Some medical schools offer co-curricular experiential education programs. Despite the established value of such experiences, there are no published studies that reflect upon the systematic integration of perceptions of primary stakeholders, whose engagement is necessary for program continuity. Purpose: To showcase how stakeholders’ theory can be deployed to holistically evaluate the quality of experiential learning opportunities and the value they offer to all stakeholders. Methodology/Approach: Based on a sequential explanatory mixed methods design, data was solicited from 14 Program Organizers, 107 Participating Students, and 107 Onsite Mentors. Findings/Conclusions: The Program Organizers strongly agreed (95.5%) that the co-curricular program is efficacious. A majority of Participating Students rated the overall quality-of-experience as excellent (81.6%), and most Onsite Mentors rated students’ attendance as excellent (88.7%). There was a dependency between Participating Students’ attendance and extent to which they were engaged in teamwork. The qualitative analysis generated the “Global Citizenship” conceptual framework. Implications: Stakeholders’ theory can be leveraged to broaden the analytic scope of experiential learning, encapsulating the development that occurs at the community level due to individuals’ engagement. This conceptual framework can be utilized by other institutions to guide the development of similar co-curricular programs.

The Impact of Direct Challenges to Student Endorsement of Teleological Reasoning on Understanding and Acceptance of Natural Selection

Background: Teleological reasoning is a cognitive bias purported to disrupt student ability to understand natural selection. Few studies have described pedagogical efforts to decrease student endorsement of teleological reasoning and measure the effects of this attenuation on the understanding and acceptance of evolution. This study examined the influence of explicit instructional activities directly challenging student endorsement of teleological explanations for evolutionary adaptations on their learning of natural selection over a semester-long undergraduate course in evolutionary medicine. In a convergent mixed-methods design this study combined pre- and post-semester survey data (N = 83) on understanding natural selection, student endorsement of teleological reasoning, and acceptance of evolution, with thematic analysis of student reflective writing on their understanding and acceptance of natural selection and teleological reasoning.Results: Student endorsement of teleological reasoning decreased and understanding and acceptance of natural selection increased during a course on human evolution with teleological intervention (p£0.0001), compared to a control course. Endorsement of teleological reasoning was predictive of understanding of natural selection prior to the semester. Thematic analysis revealed that students were largely unaware of the concept of teleological reasoning prior to the course, but perceived attenuation of their own teleological reasoning by the end of the semester. Conclusions: Students are unaware of their high levels of endorsement of teleological reasoning upon entrance into the undergraduate human evolution course, which is consequential because teleological reasoning is a predicter of natural selection understanding. We developed class activities to directly challenge student endorsement of unwarranted design teleological reasoning. As a result, students had decreased unwarranted teleological reasoning and increased acceptance and understanding of natural selection over the course of the semester. The data presented show that students are receptive to explicit instructional challenges to their teleological reasoning and that attenuation of this bias is associated with gains in natural selection understanding and acceptance.

Acceptability of Plant-Based Diets for People with Chronic Kidney Disease: Perspectives of Renal Dietitians

The purpose of this study was to explore the perspective of renal dietitians regarding plant-based diets for chronic kidney disease (CKD) management and evaluate the acceptability of a hypothetical plant-based dietary prescription aiming for the consumption of 30 unique plant foods per week. This study used an exploratory mixed methods design. Forty-six renal dietitians participated in either an online survey (n = 35) or an in-depth interview (n = 11). Dietitians perceived that plant-based diets could address multiple clinical concerns relevant to CKD. Forty percent of survey respondents reported the hypothetical dietary prescription was realistic for people with CKD, 34.3% were unsure, and 25.7% perceived it as unrealistic. Strengths of the hypothetical prescription included shifting the focus to whole foods and using practical resources like recipes. Limited staffing, time, and follow-up opportunities with patients, as well as differing nutrition philosophies were the most commonly reported challenges to implementation; while a supportive multidisciplinary team was identified as an important enabler. To increase patient acceptance of plant-based dietary approaches, education about plant food benefits was recommended, as was implementing small, incremental dietary changes. Successful implementation of plant-based diets is perceived to require frequent patient contact and ongoing education and support by a dietitian. Buy-in from the multidisciplinary team was also considered imperative.

Effect of Language Learning Strategies and Teacher versus Peer Feedback on Reducing Lexical Errors of University Learners

This study examined the effects of language learning strategies (LLS) and coded corrective feedback on reducing four types of lexical errors made by two student groups, one receiving teacher corrective feedback (TCF) and the other peer corrective feedback (PCF). Participants (n=34) were divided into two groups; one group (n=17) received TCF and the second group (n=17) received PCF. Both groups were trained in applying LLS to revise, in response to their respective feedback, coded lexical errors they had made in three practice essays. The study used the Sequential Explanatory strategy of the Mixed Methods’ Design Strategies to compare the groups’ lexical error performance on immediate and delayed post-tests. Findings showed that participants in the PCF group significantly outperformed their TCF counterparts and reduced overall lexical errors at the delayed post-test (week 16). Also, the PCF group reduced ‘unnecessary’ and ‘redundant’ word errors at the delayed post-test, though not significantly. Analysis of students’ reflections, written after training, revealed that students depended on gut feeling and prior experience to revise their errors; they restructured sentences when they could not correct lexical errors and considered collocation errors difficult to correct. Pedagogical implications include adopting specific methods of vocabulary teaching and meaningful error feedback.

Evaluating an E-Learning Application to Protect Vulnerable Users From Cyberbullying

This research project evaluates Let's Be Safe, an e-learning application. This application aims to educate young adults with intellectual disability about cyberbullying—an issue prevalent among this population—and cybersafety. Twenty-two individuals with mild to moderate intellectual disability took part in the research. The study employed a mixed-methods design including observational and inquiry methods of usability evaluation as well as focus groups. The evaluation investigated the relationships between perceived aesthetics, emotional response, and usability for the application. The focus group gathered information from the participants regarding their knowledge and experience of cyberbullying and cybersafety. The analyses found no significant relationships between aesthetics, emotional response, and usability for this user group. However, the research gathered data, which will contribute to the development of Let's Be Safe. The findings of the focus group revealed that cyberbullying is an issue among this population.

A design-based study for development a model for a successful online discussion forum

Due to the current situation of lock-down and social distancing, many educational institutions have shifted to online learning. This study aims to identify the key factors that should be present for successful online discussion and explores the advantages of merging two activities, e-mentoring and online discussion, to improve the quality of the online discussion. A mixed methods design-based was conducted in the setting of the online program in health professions education. Several success factors were identified by the current study: merging of mentorship and online discussion, shifting of roles, structuring of the discussion, assessment, and the use of guides. The study also magnified the role of supervision as moderation and mentorship and suggested solutions to deal with silent participants. Finally, the use of a student guide and shifting of roles between the students play a crucial role in the success of the ODFs.

Students’ satisfaction and preferences related to virtual streaming facilities during COVID-19 lockdown

This paper reported how students used the virtual streaming technology and consider their satisfaction and preferences related to video conferencing during COVID-19 lockdown. A case study was selected for an exploratory mixed methods design to explore students’ (n=89) lived experiences of the video conferencing facility during the COVID-19 lockdown. This study has found that students preferred both Teams and Zoom as virtual streaming facilities during COVID-19 lockdown. Students were satisfied with virtual streaming platforms as a teaching and learning supportive tool that facilitated their shift to online learning. Moreover, this study reported that using a web-based videoconferencing platform as a virtual streaming tool supports students in learning from home in critical times such as this pandemic. Further research is needed to determine students and lecturers’ digital literacy competencies using video conferencing for successful online learning post the COVID-19 lockdown.

Authentic Project-Based Learning in Times of Crisis

The shift to an online learning environment during the Covid-19 outbreak has not been conducive enough for either active learning or fair assessment procedures that yield valid results. Accordingly, this research paper aims to investigate the extent to which Authentic Project-Based Learning engages students and hence provides a valid assessment of students’ genuine performance and proficiency during online learning in EFL communication and Intensive English courses. Using a mixed-methods design, the researchers employed the self-completion questionnaires and focus group interviews to collect their data from their 100-purposively –selected participants. The findings showed promising results in terms of engaging students in the learning process, curbing online cheating, and ensuring reliable and valid assessments of students’ performance. These results are significant in providing a pedagogical approach to be adopted by EFL educators during and after the pandemic.