168 Emergency Medicine Clinicians’ Confidence in Managing Epistaxis Is Improved by A Simple Intervention: A Closed-Loop Quality Improvement Study

Aim Epistaxis is a common, potentially life-threatening presentation in the Emergency Department (ED) with an incidence of 108/100 000 population per year. 85% of all patients presenting with epistaxis are managed by ED clinicians without specialist input or admission. Guidelines exist from ENT UK on epistaxis management, however awareness of these guidelines, nuances in techniques and levels of confidence by ED clinicians is not known. This quality improvement study aims to assess the confidence of ED clinicians in managing epistaxis, and investigate whether this could be improved through educational intervention. Method A single-centre, prospective, baseline audit was conducted following local approval. An initial questionnaire assessed knowledge of appropriate Hippocratic first aid method for epistaxis, alongside individual confidence in providing epistaxis prevention advice. The educational intervention included a 30 minute interactive tutorial on epistaxis during the local department teaching for ED clinicians. The audit loop was then closed by repeating the questionnaire. Results Pre- (n = 20) and post- (n = 8) intervention questions were completed by ED clinicians. Knowledge scores of appropriate epistaxis first aid provision increased from 53% pre-intervention to 88% post-intervention. Reported confidence in providing epistaxis prevention advice also increased from a mean score of 2.7 pre-intervention to 4.1 post-intervention on a 5-point Likert scale. Conclusions ED clinicians generally lack knowledge on appropriate first aid techniques on managing epistaxis and confidence in providing epistaxis prevention advice. Both of these parameters may be improved by simple educational interventions which may be implemented nationally.

Pengembangan E-Modul Praktikum Fisika Dasar 1 dengan Pendekatan STEM untuk Menumbuhkan Kemandirian Belajar

<em>The experiment activities of fundamental physics in the laboratory become challenging during Covid 19 Pandemic. The experiment should be carried out remotely, and there is a need to develop an electronic practicum module containing an interactive tutorial video. The research aims to create an electronic module of Fundamental Physics I Experiment with STEM (Science, Technology, Engineering, and Mathematics) Approach. The used development model was 4D (Define, Design, Develop, and Disseminate). The collected data instruments are expert validation questionnaire, practicality questionnaire, and independence questionnaire to determine the product effectivity. Ideal Standard Deviation analysed data to comprehend its category. The interpreted result showed the product feasible, practices, and effective to use in the learning process. The average feasibility score is 71, and the practicality aspect has a score of 38. Both of them have excellent criteria. Besides that, the developed product also improves students’ autonomy in experimental activities.</em>

User Education in Automated Driving: Owner’s Manual and Interactive Tutorial Support Mental Model Formation and Human-Automation Interaction

Automated driving systems (ADS) and a combination of these with advanced driver assistance systems (ADAS) will soon be available to a large consumer population. Apart from testing automated driving features and human–machine interfaces (HMI), the development and evaluation of training for interacting with driving automation has been largely neglected. The present work outlines the conceptual development of two possible approaches of user education which are the owner’s manual and an interactive tutorial. These approaches are investigated by comparing them to a baseline consisting of generic information about the system function. Using a between-subjects design, N = 24 participants complete one training prior to interacting with the ADS HMI in a driving simulator. Results show that both the owner’s manual and an interactive tutorial led to an increased understanding of driving automation systems as well as an increased interaction performance. This work contributes to method development for the evaluation of ADS by proposing two alternative approaches of user education and their implications for both application in realistic settings and HMI testing.