"Leo&Giulia standing for public health": an animated series to promote the values of public health among school-aged children. Best practices and field-trial protocol.

Background: The "Leo&Giulia standing for public health" project is an innovative digital health education model targeting primary school children. The project, developed during the COVID-19 pandemic, aims to educate primary school-aged children about public health issues through an animated cartoon series. It highlights the importance of early-life health promotion and the potential role of educational settings in shaping health behaviours. Study design: A 2-year school-based cluster-randomized controlled community trial will be conducted among 8-10-year-old pupils in the province of Pavia, Northern Italy. Methods: The intervention group will receive an educational programme via a new episode of "Leo&Giulia" animated series, focusing on smoking prevention. The study will assess changes in knowledge, attitudes towards smoking, and communication about smoking risks among peers and parents. The trial involves baseline and follow-up assessments through questionnaires targeting both children and parents. Results (expected): We assume that children in the intervention group will demonstrate increased knowledge and awareness of smoking-related health risks and develop negative attitudes towards tobacco use compared to the control group. Enhanced communication about tobacco harms among peers and between children and parents, as well as increased parental involvement in anti-smoking socialization practices, are expected secondary outcomes. Discussion and Conclusions: "Leo&Giulia" integrates health education into the school curriculum, leveraging the appeal of animated content to engage children in public health topics. The project is expected to contribute to the field of health education by demonstrating the effectiveness of digital health interventions in childhood, foreseeing potential long-term impacts on health behaviors and in shaping future public health strategies.

Validação do conteúdo de um recurso audiovisual para pessoas vivendo com HIV / Validación del contenido de un recurso audiovisual para personas que viven con el VIH / Content validation of an audiovisual resource for people living with HIV

Resumo Objetivo Validar o conteúdo do roteiro de um recurso audiovisual para pessoas vivendo com HIV. Métodos Estudo metodológico com abordagem quantitativa, norteado pelo referencial teórico metodológico da psicometria. A validação de conteúdo foi realizada por juízes especialistas na área temática usando a técnica Delphi. A amostra foi composta por 22 juízes na primeira análise de validação e sete juízes na segunda análise. Resultados Todos domínios analisados apresentaram coeficiente de validade de conteúdo (CVC) >0,80, com CVC total (CVCt) de 0,96, consistência interna quase perfeita, Alfa de Cronbach de 0,988, ICC de 0,982 [IC95% 0,969-0,991] e p<0,005 significativo na primeira rodada de avaliação dos especialistas. Na segunda análise, os critérios usados para validação de conteúdo apresentaram CVCt de 0,97, com os critérios de objetividade, simplicidade, clareza, relevância, precisão, variedade, credibilidade e equilíbrio, atingindo 100% de aprovação. Conclusão O roteiro foi validado quanto ao conteúdo, mostrando ser um instrumento representativo e pertinente para construção do recurso audiovisual. Ele contribui para o avanço do conhecimento científico pois apresenta resultados com rigor metodológico, com inovações no campo da educação em saúde para pessoas vivendo com HIV.

Resumen Objetivo Validar el contenido del guion de un recurso audiovisual para personas que viven con el VIH Métodos Estudio metodológico con enfoque cuantitativo, norteado por el marco referencial teórico metodológico de la psicometría. La validación de contenido fue realizada por jueces especialistas en el área temática mediante el uso del método Delphi. La muestra estuvo compuesta por 22 jueces en el primer análisis de validación y siete jueces en el segundo análisis. Resultados Todos los dominios analizados presentaron coeficiente de validez de contenido (CVC) >0,80, con un CVC total (CVCt) de 0,96, consistencia interna casi perfecta, Alfa de Cronbach de 0,988, ICC de 0,982 [IC95 % 0,969-0,991] y p<0,005 significativo en la primera ronda de evaluación de los especialistas. En el segundo análisis, los criterios usados para la validación de contenido presentaron un CVCt de 0,97, con los criterios de objetividad, simplicidad, claridad, relevancia, precisión, variedad, credibilidad y equilibrio, con un 100 % de aprobación. Conclusión Se validó el guion en cuanto al contenido, lo que demuestra que es un instrumento representativo y pertinente para la elaboración del recurso audiovisual. Contribuye al avance del conocimiento científico ya que presenta resultados con rigor metodológico, con innovaciones en el campo de la educación para la salud para personas que viven con el VIH.

Abstract Objective The study aimed to validate the script content of an audiovisual resource for people living with HIV. Methods This methodological study had a quantitative approach and was guided by the methodological theoretical framework of psychometrics. Content validation was performed by expert judges in the thematic area using the Delphi technique. The sample consisted of 22 judges in the first validation analysis and seven judges in the second analysis. Results All domains analyzed had a content validity coefficient (CVC) >0.80, with a total CVC (CVCt) of 0.96, almost perfect internal consistency, Cronbach's alpha of 0.988, ICC of 0.982 [95%CI 0.969-0.991], and p<0.005 which was significant in the first round of expert evaluation. In the second analysis, the criteria used for content validation showed a CVCt of 0.97, with the criteria of objectivity, simplicity, clarity, relevance, accuracy, variety, credibility, and balance achieving 100% approval. Conclusion The script was validated in terms of content, showing to be a representative and relevant instrument for building the audiovisual resource. It contributes to the advancement of scientific knowledge as it presents results with methodological accuracy and innovations in the field of health education for people living with HIV.

Use of podcasts for health education: a scoping review / Uso de podcasts para educación en salud: una revisión de alcance / Uso de podcasts para educação em saúde: uma revisão de escopo

ABSTRACT Objectives: to map the scientific evidence related to the characteristics, themes, and outcomes of using health education podcasts aimed at individuals over 18 years of age in intra or extrahospital environments. Methods: a scoping review, based on the Joanna Briggs Institute method, conducted in 11 databases, including studies from 2004 to 2022. Results: 11 studies were selected, categorized, highlighting the characteristics, evaluated outcomes, areas, and conditions of podcast application, indicating it as an effective tool for promoting behavioral change, health promotion, and social interaction, demonstrating its potential to improve well-being, quality of life, and user/client autonomy. Conclusions: the use of podcasts proves to be an effective, innovative, and low-cost tool, with a significant social impact, being effective for behavioral change, satisfaction, and social interaction. However, the lack of comprehensive studies on podcast development methodologies represents challenges to be overcome.

RESUMEN Objetivos: mapear las evidencias científicas relacionadas con las características, temáticas y resultados del uso de podcasts de educación en salud dirigidos a individuos mayores de 18 años en entornos intra o extrahospitalarios. Métodos: revisión de alcance, basada en el método del Joanna Briggs Institute, realizada en 11 bases de datos, incluyendo estudios de 2004 a 2022. Resultados: se seleccionaron 11 estudios, categorizados y destacando las características, resultados evaluados, áreas y condiciones de aplicación del podcast, señalándolo como una herramienta eficaz para promover el cambio de comportamiento, la promoción de la salud y la interacción social, evidenciando su potencial para mejorar el bienestar, la calidad de vida y la autonomía de los usuarios/clientes. Conclusiones: el uso del podcast demuestra ser una herramienta eficaz, innovadora y de bajo costo, con un impacto social significativo, siendo eficaz para el cambio de comportamiento, la satisfacción y la interacción social. Sin embargo, la falta de estudios exhaustivos sobre las metodologías de desarrollo de podcasts representa desafíos a superar.

RESUMO Objetivos: mapear as evidências científicas relacionadas às características, temáticas e desfechos do uso de podcasts de educação em saúde direcionados para indivíduos maiores de 18 anos nos ambientes intra ou extrahospitalares. Métodos: revisão de escopo, baseando-se no método do Joanna Briggs Institute, realizada em 11 bases de dados, incluindo estudos de 2004 a 2022. Resultados: foram selecionados 11 estudos, categorizados e destacando as características, desfechos avaliados, áreas e condições de aplicação do podcast, apontando-o como uma ferramenta eficaz para promover a mudança comportamental, a promoção da saúde e a interação social, evidenciando seu potencial para melhorar o bem-estar, qualidade de vida e autonomia dos usuários/clientes. Conclusões: o uso do podcast demonstra ser uma ferramenta eficaz, inovadora e de baixo custo, com impacto social significativo, sendo eficaz para mudança comportamental, satisfação e interação social. No entanto, a falta de estudos abrangentes sobre as metodologias de desenvolvimento de podcasts representam desafios a serem superados.

Uso de videos como material complementario en la enseñanza de la Otorrinolaringología / Otorhynolaryngology image as supplementary teaching material

Introducción y objetivo: Los videos, como material didáctico complementario, pueden reemplazar parte de las horas de docencia y ayudar en la adquisición de conocimientos en Otorrinolaringología. Para ello se pretende analizar el impacto de la visualización de 4 videos en el resultado de 6 preguntas específicas del examen teórico de la asignatura y evaluar la percepción de estos videos. Método: Estudio analítico cuasi experimental transversal realizado en 213 estudiantes de Otorrinolaringología de la Universidad Autónoma de Madrid divididos en 2 grupos: grupo intervención y grupo control. Las diferencias en el rendimiento en las 6 preguntas entre ambos grupos se determinaron mediante la prueba χ2 o el test exacto de Fisher, con un valor de significación p<0.05. Además, para evaluar la percepción de los estudiantes se revisaron las opiniones registradas en los cuadernos de rotación hospitalaria. Resultados: Los videos tuvieron 883 visualizaciones al momento del análisis de los datos y la mayoría de las opiniones fueron positivas (94.87%). Se observaron diferencias significativas (p<0.01) en el resultado de los estudiantes en dos preguntas: “oído 1” (27.78% de aciertos en el grupo intervención vs. 7.50% en el grupo control) y “cuello 2” (38.89% vs. 81.80%). La mayoría de los comentarios sobre los videos (94.87%) fueron positivos. Discusión y conclusiones: no se pudo demostrar un impacto directo en los resultados académicos pero el fácil acceso a los videos y los comentarios positivos sobre estos evidenciaron su utilidad como una herramienta complementaria para la enseñanza de la asignatura. (AU)

Introduction and objective: Using videos as complementary teaching material can replace part of the teaching hours and be helpful in acquisition of knowledge in Otorhinolaryngology. To evaluate this alternative the impact of visualizations of 4 videos on performance in specific questions of the Otorhinolaryngology exam will be analyzed and students’ perception of these videos will be evaluated. Method: Quasi-experimental analytical study, conducted in 213 students of Otolaryngology of Autonomous University of Madrid divided in two groups (intervention and control). Differences between intervention and control group were analyzed using the chi-square test or the exact Fisher test (p value<0.05 statistically significant). Feedback from students on the videos was collected. Results: The total number of video visualizations was 883. Significant differences were observed (p < 0.01) on performance in question "ear 1" with 27.78% of success rate of the experimental group versus 7.50% of the control group, and in question "neck 2" with 38.89% of success rate of the experimental group compared to 81.80% of the control group. Most opinions about the videos (94.87%) were positive. Discussion and conclusions: No significant impact on performance was found, easy access to videos and positive feedback from students highlight its usefulness as a complementary teaching material to classes in Otorhinolaryngology. (AU)

Remote vs. face-to-face activities in the teaching of renal pathophysiology in the context of social isolation during the early phase of the COVID-19 pandemic.

The advent of the COVID-19 pandemic forced medical schools around the world to adopt emergency remote learning as a resort to avoid interruption of courses. However, the effectiveness of online classes as an educational strategy has been questioned by medical educators and students. In a prospective observational study design, students enrolled in a renal physiology and pathophysiology course were exposed to either face-to-face or remote synchronous classes. Students taught online obtained significantly higher mean scores than the group who had in-person classes, both groups assessed with identical exams. Appropriate screening tests suggested that fraud is unlikely to have significantly influenced these results and that the observed differences in performance reflected increased learning by the remote group. These observations suggest that online classes can help to maintain the continuity of physiology and pathophysiology courses during periods of social isolation and may contribute to improving learning under normal conditions.NEW & NOTEWORTHY In this study, we were able to make a rare direct comparison of face-to-face and remote strategies for the teaching of undergraduate medical students in a specific area, namely, renal pathophysiology. Unexpectedly, students who attended the remote course had significantly higher grades than those who had mostly in-person classes.

Use of visual aids in general practice consultations: A questionnaire-based survey.

Objectives: Visual aids (VAs) seem effective to improve doctor-patient communication. The objective was to describe how VAs are used in consultation and what French general practitioners (GPs) expect of them. Methods: Cross-sectional study using a self-administered questionnaire among French GPs in 2019. Descriptive and multinominal logistic regression analyses were performed. Results: Of the 376 respondents, 70% used VAs at least weekly and 34% daily; 94% considered VAs useful/very useful; 77% felt they did not use VAs enough. Sketches were the most used VAs and considered the most useful. Younger age was significantly associated with a higher rate of use of simple digital images. VAs were mainly used to describe anatomy and facilitate patient comprehension. Main reasons for not using VAs more often were time spent searching, lack of habit and poor quality of available VAs. Many GPs requested a database of good quality VAs. Conclusions: GPs use VAs regularly in consultations but would like to use them more often. Informing GPs of the usefulness of VAs, training them to draw adapted sketches and creating a good quality databank are some possible strategies to increase the use of VAs. Innovation: This study described in detail the use of VAs as tool for doctor-patient communication.

Validação de ferramentas pedagógicas: subsídio para o ensino híbrido da ressuscitação cardiopulmonar neonatal / Validación de herramientas pedagógicas: subsidio para la enseñanza híbrida de reanimación cardiopulmonar neonatal / Validation of pedagogical tools: subsidy for hybrid teaching of neonatal cardiopulmonary resuscitation

Objetivo: desenvolver e validar instrumentos de aprendizagem e avaliação voltados para o ensino híbrido da ressuscitação cardiopulmonar neonatal. Métodos: pesquisa aplicada, de produção tecnológica e validação de ferramentas pedagógicas com 13 experts por meio de First-order Agreement Coefficient. Resultados: desenvolveu-se o script e storyboard de uma videoaula com cinco módulos e um vídeo de simulação sobre um cenário clínico de atendimento da ressuscitação cardiopulmonar neonatal, além de um questionário de vinte perguntas para avaliação do conhecimento cognitivo e um Exame Clínico Objetivo Estruturado com cinco estações para análise das habilidades psicomotoras. Todos os constructos obtiveram índice de concordância interavaliadores quase perfeita. Conclusão: esta pesquisa disponibilizou ferramentas pedagógicas validadas e fundamentadas em evidências científicas sobre a ressuscitação cardiopulmonar neonatal que sustentam o ensino híbrido e adoção da simulação clínica baseada em vídeo

Objective: To develop and validate learning and assessment tools for hybrid teaching of neonatal cardiopulmonary resuscitation. Method: An applied research for technological production and validation of pedagogical tools was conducted with 13 experts using First-order Agreement Coefficient. Results: A script and storyboard for a five-module video class and a simulation video on a clinical scenario of neonatal cardiopulmonary resuscitation care were developed, as well as a twenty-question questionnaire to assess cognitive knowledge and a five-station Clinical Examination Objective Structured to analyze psychomotor skills. All constructs had an almost perfect inter-rater agreement index. Conclusion: This study provides evidence-based validated pedagogical tools for neonatal cardiopulmonary resuscitation, which support hybrid teaching and the adoption of video-based clinical simulation.

Objetivo: desarrollar y validar herramientas de aprendizaje y evaluación dirigidas a la enseñanza híbrida de la reanimación cardiopulmonar neonatal. Métodos: investigación aplicada, de producción tecnológica y validación de herramientas pedagógicas con 13 expertos mediante el First-order Agreement Coefficient. Resultados: se desarrolló un guion y storyboard para una clase de video con cinco módulos y un video de simulación sobre un escenario de reanimación cardiopulmonar neonatal, un cuestionario de veinte preguntas para el conocimiento cognitivo y un Examen Clínico Estructurado con cinco estaciones para el análisis de las habilidades psicomotoras. Los constructos tenían un índice de acuerdo entre evaluadores casi perfecto. Conclusión: esta investigación permite disponer de herramientas pedagógicas validadas y basadas en evidencia científica sobre la reanimación cardiopulmonar neonatal, que apoyan enseñanza híbrida y adopción de simulación clínica basada en video.

Herramientas educativas audiovisuales inclusivas: diseño y aplicación

Fundamento: lograr que las personas con necesidades educativas especiales se formen sobre la base del mérito, las capacidades propias, el esfuerzo, la perseverancia y sobre todo que tomen en cuenta sus potencialidades, es un reto. Objetivo: diseñar videos accesibles para estudiantes, incluyendo aquellos con necesidades educativas especiales, así como evaluar su aplicabilidad. Métodos: se diseñaron videos y su aplicación en base al modelo teórico Technological Pedagogical and Content Knowledge: conocimiento curricular, conocimiento pedagógico y conocimiento tecnológico, con énfasis en la adaptación a necesidades educativas especiales para facilitar el aprendizaje. La evaluación consideró la aplicación del instrumento "Evaluación de herramientas educativas audiovisuales" desde los parámetros: atención, curiosidad, utilidad en repaso, estímulo a aprender, ayuda al entendimiento y el deseo de reutilizarlos. Resultados: se diseñaron tres videos con elementos de accesibilidad para estudiantes, incluyendo estudiantes con necesidades educativas especiales. En la evaluación se consiguió, de forma general, el aumento de la calificación en las pruebas parciales de la asignatura tras el empleo de los videos; la percepción de uso determinó la satisfacción como recurso de aprendizaje. Conclusiones: el diseño de recursos audiovisuales accesibles sin diferencia con estudiantes en condición de discapacidad beneficia a todo el grupo de estudiantes, en el marco de la igualdad.

Background: to achieve that people with special educational needs are trained on the basis of merit, their own abilities, effort, perseverance and above all that they take into account their potential, is a challenge. Objective: design accessible videos for students, including those with special educational needs, as well as evaluate their applicability. Methods: videos and their application were designed based on the Technological Pedagogical and Content Knowledge theoretical model: curricular knowledge, pedagogical knowledge and technological knowledge, with emphasis on adaptation to special educational needs to facilitate learning. The evaluation considered the application of the instrument "Evaluation of audiovisual educational tools" from the parameters: attention, curiosity, usefulness in review, stimulus to learn, help to understand and the desire to reuse them. Results: three videos were designed with accessibility elements for students, including students with special educational needs. In the evaluation, it was achieved, in a general way, the qualification increase in the partial tests of the subject after the use of the videos; the use's perception determined the satisfaction as a learning resource. Conclusions: the design of accessible audiovisual resources without difference with students with disabilities, benefits the entire group of students, within the equality framework.

Guessability of standard pharmaceutical pictograms in members of the Nigerian public.

Background: Pharmaceutical pictograms are standardized images used to visually convey medication instructions. Very little is known about the ability of Africans to interpret these images. Objectives: Thus, the aim of this study was to assess the guessability (ability to correctly guess meaning) of selected International Pharmaceutical Federation (FIP) and United States Pharmacopoeia (USP) pictograms in members of the Nigerian public. Methods: A cross-sectional survey was carried out between May and August 2021 on 400 randomly sampled members of Nigerian public. Selected pictograms (24 FIP and 22 USP pictograms) were grouped and printed on A3 sheets of paper which were used to interview members of the public who fulfilled the study's' eligibility criteria. Respondents were asked to guess the meanings of either the FIP or USP pictograms, and their answers written down verbatim. Descriptive and inferential statistics were used to report the data collected. Results: Four hundred respondents were interviewed, with 200 respondents each assessing the guessability of the FIP and USP pictograms. The guessability of assessed FIP pictograms ranged between 3.5 and 95%, while that for the USP pictograms was 27.5-97%. Eleven FIP and Thirteen USP pictograms respectively achieved the International Organization for Standardization (ISO) comprehensibility cutoff point of 67%. Guessing performance (the total number of pictograms correctly guessed by an individual) of respondents that assessed the FIP pictograms was significantly associated with their age (p = 0.044) and highest level of education completed (p = 0.003). For the USP pictograms, guessing performance was only significantly associated with the highest educational level completed (p < 0.001). Conclusions: Guessability of both pictogram types varied widely, but the guessability of the USP pictograms was generally better than that for the FIP pictograms. Many of the tested pictograms may however need to be redesigned before they can be correctly interpreted by members of the Nigerian public.

El cine durante la cuarentena: Una herramienta pedagógica de bioética en estudiantes de posgrado en salud / The Cinema During the Quarantine: a Pedagogical Tool of Bioethics in Postgraduate Health Students

La bioética estudia la conducta humana en los campos de las ciencias biológicas y de la atención de la salud. Es imprescindible que el contenido programático de las facultades de ciencias de la salud divulgue su significado e importancia. Todo aquel que pretenda una práctica profesional en la cual interaccione directamente con la vida, debe adquirir competencias desde el campo de la bioética con fundamentos arraigados en los principios éticos de no maleficencia, beneficencia, autonomía y justicia. De tal forma que desarrollen capacidad de reflexión crítica sobre los conflictos éticos provocados por los avances de la ciencia de la vida y la medicina. Cada día se propone más el uso de herramientas audiovisuales en la docencia, para facilitar el abordaje de dilemas éticos, crear espacios de análisis, discusión, que ayudan a la comprensión, memoria e interpretación de este tema entre los estudiantes. En este artículo se pretende divulgar la experiencia a través de una estrategia pedagógica que involucra el cineforo como medio de aprendizaje en bioética en un grupo de estudiantes posgrado en salud. (AU)

Bioethics studies human behavior in the field of biological sciences and health care. It is essential that the programmatic content of the faculties of health sciences disclose its meaning and importance. Anyone who intends a professional practice, in which they interact directly with life, must acquire skills from the field of bioethics with foundations rooted in the ethical principles of non-maleficence, beneficence, autonomy and justice. In such a way that they develop the capacity for critical reflection on the ethical conflicts caused by advances in the science of life and medicine. Every day, the use of audiovisual tools in teaching is proposed more, to make it easier for students to approach ethical dilemmas and create spaces for analysis, discussion, help understanding, memory and interpretation of this topic. This article aims to disseminate the experience through the implementation of a pedagogical strategy that involves cinema and commercial films as a means of learning bioethics in a group of postgraduate health students. (AU)

Teleintervenção guiada por videofeedback à família de uma criança usuária de implante coclear: estudo de caso / Videofeedback-guided teleintervention for the family of a child with a cochlear implant: a case study

RESUMO Intervenções para a capacitação parental de famílias de crianças com deficiência auditiva, incluindo as usuárias de implante coclear, são apontadas como otimizadoras em seus resultados de desenvolvimento. Neste estudo de intervenção de caso único, temos por objetivos descrever o uso do videofeedback em ambiente remoto, bem como identificar a sua efetividade, a partir da análise da interação da mãe e criança, tanto para os comportamentos comunicativos da mãe como para os comportamentos da linguagem receptiva e expressiva da criança. Medidas pré e pós-intervenção foram realizadas, a partir da análise de vídeos de interação da mãe com a criança, por juízes cegos, bem como pela aplicação de instrumentos de avaliação da criança e da mãe. Foram realizadas 13 sessões, sendo 3 de avaliação nos momentos pré e pós-intervenção e 10 sessões de teleconsulta em que se empregou a ferramenta de videofeedback com a mãe. Os dados foram analisados de forma descritiva e inferencial, por meio do método JT, que determinou o Índice de Mudança Confiável (IMC) e a Significância Clínica. Houve mudança positiva confiável na linguagem receptiva e expressiva da criança, bem como mudança positiva confiável e mudança clínica significativa na interação da mãe com a criança após as 10 sessões de intervenção remota com videofeedback. A partir das mudanças confiáveis observadas neste estudo, apresentamos este modelo (Televideofeedback), como potencial para otimizar os recursos e esforços para o sucesso terapêutico na reabilitação auditiva infantil, o qual deve ser estudado em pesquisas com método rigoroso, para a ampla recomendação de seu uso.

ABSTRACT Interventions for parental training for families of hard of hearing children, including cochlear implant users, are identified as optimizing their developmental outcomes. In this single-case intervention study, we aim to describe the use of videofeedback in a remote environment, as well as to identify its effectiveness, based on the analysis of mother-child interaction, both for the mother's communicative behaviors and for the behaviors of the mother, receptive and expressive language of the child. Pre- and post-intervention measurements were performed, based on video analysis of the mother's interaction with the child, by blind judges, as well as through the application of assessment instruments for the child and the mother. There were 13 sessions, 3 of which were for evaluation before and after the intervention and 10 of teleconsultation sessions in which the videofeedback tool was used with the mother. Data were analyzed descriptively and inferentially, using the JT method, which determined the Reliable Change Index (BMI) and Clinical Significance. There was reliable positive change in the child's receptive and expressive language, as well as reliable positive change and clinically significant change in mother-child interaction after the 10 sessions of remote videofeedback intervention. Based on the reliable changes observed in this study, we present this model (televideofeedback) as a potential to optimize resources and efforts for therapeutic success in children's auditory rehabilitation, which should be studied in research with a rigorous method, for the broad recommendation of its use.

Personal audio device use and hearing impairment among high school students in Beijing / 中国学校卫生

Objective@#To explore the use of personal audio devices and hearing impairment among high school students, so as to provide reference for the development of adolescent hearing health work.@*Methods@#The simple random sampling method was used to collect research data relating to 1 768 high school students. The situation of personal audio players, headphone and hearing damage were investigated by using a self designed questionnaire, so as to identify the related factors of hearing impairment which were analyzed statistically by multivariate Logistic regression.@*Results@#The use rate of PAP and earphones was 98.64% and 94.12 %, respectively, and the use rate of female students(99.68%, 96.42%) was higher than that of male students(97.43%, 91.43 %)( χ 2=16.69, 19.79, P <0.01). Hearing impairment accounted for 13.35%. The Logistic regression analysis showed that PAP service years ( OR =1.59, P <0.05) were related to hearing impairment. Gender ( OR =0.60), in ear earphones ( OR =1.38), earplug earphones ( OR =1.37), and quiet use >1 h ( OR =1.50) were independently influenced with symptoms of hearing impairment during/after earphone use( P <0.05).@*Conclusion@#High usage rates of personal audio equipment among high school students lead to hearing impairment and related symptoms. Non essential use should be reduced.

Association between time spent on digital devices and body weight overestimation in children and adolescents / 中国学校卫生

Objective@#To explore the association between digital devices usage and body weight overestimation in children and adolescents aged 7-18, in order to provide a scientific basis for body weight overestimation prevention in children and adolescents.@*Methods@#Based on the data of the Research Special Project for Public Welfare Industry of Health using stratified cluster sampling method in 2012, a tatal of 40 073 children and adolescents from 7 provinces with complete information were chosen. Ordinal multivariable Logistic regression model estimated the association between digital devices usage and body weight overestimation.@*Results@#A total of 4 276(11.8%) students with overestimation of body weight were detected, who spent >300 min/d time in digital devices(5.12%) than others (3.84%)( χ 2=19.14, P <0.01). Univariate analysis showed that students with time spent on digital devices >300 min/d had a higher risk in overestimation of body weight ( OR=1.36,95%CI=1.18-1.57,P <0.01) compared with students who spent on digital devices≤120 min/d. There was still a significant association after confounder adjustment ( OR=1.28, 95%CI= 1.10-1.48,P <0.05). Stratified analysis showed that the association between digital devices usage and overestimation of body weight were only observed in girls, 11-18 years old and non single child( P <0.05).@*Conclusion@#The time usage of digital devices is associated with overestimation of body weight in children and adolescents. It may helpful for children and adolescents to prevent overestimation of body weight by reducing time spent on digital devices.

Videoteca como recurso didáctico audiovisual de apoyo en la asignatura Proceso de Atención de Enfermería Perinatal y Ginecológico / Video Library as Support Audiovisual Learning Resource for the subject Process of Care in Perinatal and Gynaecological Nursing

Objetivo: evaluar la satisfacción de los estudiantes que optaban a la titulación de Matrona sobre el uso de una videoteca online como complemento al proceso enseñanza-aprendizaje en la asignatura Proceso de Atención de Enfermería Perinatal y Ginecológico. Método: se llevó a cabo un estudio transversal. Población de estudio: 123 estudiantes de segundo año que cursaban la asignatura Proceso de Atención de Enfermería Perinatal y Ginecológico (I), para optar al título de matrona en la Universidad San Sebastián (Santiago, Chile). El estudio se realizó durante el primer semestre del año 2020. Muestreo no probabilístico. Se creó un canal de YouTube® llamado “Saber y Salud USS” donde se subieron diez vídeos (videoteca). La satisfacción de los estudiantes se evaluó mediante un instrumento adaptado y validado. Resultados: participaron 89 (72,4%) estudiantes. En la dimensión integración teórico-práctica un 82% refirió estar “muy de acuerdo” y un 18% está “de acuerdo” con que hubo mejoras en la compresión de la teoría al visualizar los vídeos. En la dimensión formato y estructura de la videoteca, un 85,3% contestó estar “muy de acuerdo” y un 14,7% “de acuerdo” con que la organización de los procedimientos fue clara y ordenada. En la dimensión aportación al proceso enseñanza-aprendizaje, un 82% refirió estar “muy de acuerdo”, un 16,9% “de acuerdo” en haber obtenido mejores resultados en el aprendizaje.Conclusión: los estudiantes presentaron un alto grado de satisfacción respecto al uso de la videoteca online, como complemento al proceso enseñanza-aprendizaje en la asignatura Proceso de Atención de Enfermería Perinatal y Ginecológico.(AU)

Objective: to assess the satisfaction by students applying for the Midwife degree regarding the use of an online video library as a complement to the teaching-learning process for the subject Process of Care in Perinatal and Gynaecological Nursing. Method: a cross-sectional study was conducted. Study population: 123 students in their second year taking the subject Process of Care in Perinatal and Gynaecological Nursing (I), in order to apply for the Midwife degree at the Universidad San Sebastián (Santiago, Chile). The study was conducted during the first semester of 2020, with non-probability sampling. A YouTube® channel was created, called “Saber y Salud USS”, where ten videos were uploaded (video library). The satisfaction by students was measured through an adapted and validated instrument. Results: the study included 89 (72.4%) students. Regarding the Theoretical and Practical Integration dimension, 82% reported “strong agreement” and 18% “agreement” with improvement in understanding the theory by visualising the videos. In the dimension Format and Structure of the Video Library, 85.3% reported “strong agreement” and 14.7% “agreement” that the procedures were organized in a clear and systematic manner. In the dimension Contribution to the Teaching-Learning process, 82% reported “strong agreement” and 16.9% “agreement” regarding achieving better learning results. Conclusion: students presented a high level of satisfaction regarding the use of the online video library as a complement to the teaching-learning process in the subject Process of Care in Perinatal and Gynaecological Nursing.(AU)

Investigación: acción participativa para evaluar el impacto de la difusión vía online de activos de salud / Research – participatory action to evaluate the impact of the online dissemination of health assets

Antecedentes: La identificación de activos de salud y la difusión de los mismos por parte de los profesionales de Atención Primaria (AP) mejora la calidad de vida de las personas. En este proyecto se pretende dar voz a diversos activos comunitarios del Área Sanitaria de Vigo e iniciar la formación de una red local para la salud en el área. Método: Estudio cualitativo de investigación-acción participativa (IAP). Se hicieron cuatro entrevistas en formato vídeo a asociaciones que trabajan con grupos de población especialmente afectados por la situación sanitaria de pandemia de la COVID-19. Se publicaron en el canal de YouTube de la Unidad Docente de Atención Familiar y Comunitaria (UDAFyC) de Vigo. Se acompañaron de la transcripción de la entrevista y de la documentación facilitada por la propia asociación. Fueron difundidos por el grupo promotor del proyecto y otros recursos externos. Se evaluó el impacto analizando las visualizaciones en cada una de ellas. Resultados: Los vídeos tuvieron una duración media de 10 minutos. El pico de visualizaciones se encuentra entre los 2-3 primeros días tras su publicación y las visitas al canal de YouTube fueron un total de 618, siendo las aplicaciones externas WhatsApp (178) y Facebook (86) las más utilizadas para acceder a la plataforma. Únicamente una de las asociaciones entrevistadas compartió el vídeo realizado en sus redes sociales. Discusión: La mayor parte de la difusión ha sido a través del grupo promotor y de la Unidad Docente Multidisciplinar de Vigo, siendo efectiva la instauración del recurso de difusión vía telemática. La mayoría de los activos comunitarios están dispuestos a colaborar en este tipo de proyectos, aunque no tienen gran peso en la difusión posterior del vídeo. Es importante mantener este tipo de difusiones y evaluaciones en el tiempo para ampliar y mejorar los conocimientos de los activos comunitarios por parte de la población. (AU)

Background. The identification of community assets and their dissemination by primary care professionals improves people's quality of life. Therefore, in this project we tried to give a voice to different community assets in the Vigo Health Area and to start training a local health network in the area. Method. By means of qualitative study research - participatory action we performed four interviews in video format with associations who work with population groups especially affected by the COVID-19 pandemic health situation. They were published on the Vigo Family and Community Attention Teaching unit (UDAFyC) YouTube channel and were disseminated by the group promoting the project and other external resources. Next, we evaluated the impact by analyzing the number of times they were seen. Results. The videos lasted on average 10 minutes. The peak number of views was between the first two to three days after their publication and the YouTube channel received a total of 618 visits; WhatsApp and Facebook being the applications most used to access the platform. Only one association interviewed shared the video on their social networks. Discussion. Most dissemination was by means of the promoter group and the Vigo Multidisciplinary Teaching Unit. Establishment of the online dissemination resource was effective. Most community assets are willing to collaborate in this type of project, although they do not have a great weight in subsequent dissemination of the video. It is important to maintain this type of dissemination and evaluations over time to expand and improve the knowledge of community assets by the population. Conclusions. In total, the channel received a total of 618 visits with external sources such as WhatsApp and Facebook being the most used for access. (AU)

Audiovisual aids in preoperative cardiac surgery education: a scoping review / Recurso audiovisual en la educación durante el período preoperatorio de cirugías cardíacas: revisión de alcance / Recurso audiovisual na educação em pré-operatório de cirurgia cardíaca: revisão de escopo

ABSTRACT Objective: to map, in the scientific literature, the use of audiovisual aids as an educational strategy during the preoperative period of cardiac surgery. Method: a scoping review following the Joanna Briggs Institute methodology. Two independent reviewers analyzed the studies, applying the exclusion and inclusion criteria in the search by the audiovisual aid, cardiac surgery and preoperative care variables, including those that answered the research question. Results: final sample of nine studies, where the most used audiovisual aids were videos followed by apps, used because they are easily accessible and democratic. Such tools in health education optimize the team's time and promote patient education, improving the postoperative period, in addition to reducing risks and improving adherence to the treatment. Conclusion: it was possible to map the audiovisual aids used in the health education of surgical patients, such as videos, apps and information systems. These tools facilitate Nursing guidelines in the preoperative period of cardiac surgeries, increasing the patient's knowledge about the surgery.

RESUMEN Objetivo: mapear en la literatura científica el uso de recursos audiovisuales como estrategia educativa durante el período preoperatorio de cirugías cardíacas. Método: revisión de alcance que siguió la metodología del Instituto Joanna Briggs. Dos revisores independientes analizaron los estados, aplicando los criterios de exclusión e inclusión en la búsqueda por medio de las siguientes variables: recurso audiovisual, cirugía cardíaca y cuidados preoperatorios, incluyéndose los que respondían a la pregunta de la investigación. Resultados: la muestra final estuvo compuesta por nueve estudios, en los que los recursos audiovisuales más utilizados fueron los vídeos seguidos de aplicaciones, usados por ser de fácil acceso y democráticos. Estas herramientas de educación en salud optimizan el tiempo del equipo y promueven la educación del paciente, mejorando así el período postoperatorio, además de reducir riesgos y mejorar la adhesión al tratamiento. Conclusión: fue posible mapear los recursos audiovisuales utilizados en la educación en salud de los pacientes quirúrgicos, como ser vídeos, aplicaciones y sistemas de información. Estas herramientas facilitan las pautas orientadoras de la Enfermería en el período preoperatorio de cirugías cardíacas, incrementando así el conocimiento de los pacientes sobre las cirugías.

RESUMO Objetivo: mapear na literatura científica a utilização de recurso audiovisual como estratégia educativa durante o pré-operatório de cirurgia cardíaca. Método: revisão de escopo seguindo a metodologia do Instituto Joanna Briggs. Dois revisores independentes analisaram os estudos, aplicando os critérios de exclusão e inclusão na busca pelas variáveis recurso audiovisual, cirurgia cardíaca e cuidados pré-operatórios, tendo sido incluídos aqueles que respondiam à questão de pesquisa. Resultados: amostra final de nove estudos, nos quais os recursos audiovisuais mais utilizados foram os vídeos seguidos de aplicativos, usados por serem de fácil acesso e democráticos. Essas ferramentas na educação em saúde otimizam o tempo da equipe e promovem a educação do paciente, melhorando o pós-operatório. Além de reduzir riscos e melhorar a adesão ao tratamento. Conclusão: foi possível mapear os recursos audiovisuais utilizados na educação em saúde dos pacientes cirúrgicos, como vídeos, aplicativos e sistemas de informações. Essas ferramentas são facilitadoras das orientações de enfermagem no pré-operatório de cirurgia cardíaca, aumentando o conhecimento do paciente sobre a cirurgia.

Construção e validação de vídeo educativo para estudantes de enfermagem sobre a parada cardiorrespiratória obstétrica / Construcción y validación de un video educativo para estudiantes de enfermería sobre parada cardiorrespiratoria obstétrica / Construction and validation of an educational video for nursing students about obstetric cardiopulmonary arrest

RESUMO Objetivo construir, validar e avaliar vídeo educativo para estudantes de enfermagem sobre a parada cardiorrespiratória obstétrica. Método estudo metodológico, composto pela construção do vídeo, validação de conteúdo por 22 especialistas em parada cardiorrespiratória obstétrica e avaliação por 21 estudantes de graduação em enfermagem. Utilizou-se o Instrumento de Validação de Conteúdo Educacional em Saúde, para validação com os especialistas, e o questionário adaptado do Suitability Assessment of Materials, para avaliação dos estudantes. Na validação com juízes e com o público-alvo, foi considerado válido o item com concordância mínima de 80%, obtida a partir do Índice de Validação de Conteúdo e do Teste Binomial. Resultados o vídeo, com duração de 8 minutos e 53 segundos, contemplou as etapas da assistência de enfermagem na realização do suporte básico de vida à gestante acometida por parada cardiorrespiratória. Na validação de conteúdo, dos 18 itens avaliados, 16 tiveram concordância de 100%, um obteve 95% e o item restante obteve 81%. Na avaliação dos estudantes, dos 13 itens avaliados, 12 possuíram concordância de 100% e o item restante possuiu 95%. Conclusão e implicações para a prática o vídeo foi considerado válido pelos especialistas em parada cardiorrespiratória obstétrica e compreensível pelos estudantes de enfermagem, assim, trata-se de recurso educativo viável para contribuir com a formação da enfermagem.

RESUMEN Objetivo construir, validar y evaluar videos educativos para estudiantes de enfermería sobre parada cardiopulmonar obstétrica. Método estudio metodológico, consistente en la construcción del video, validación de contenido por 22 expertos en parada cardiorrespiratoria obstétrica y evaluación por 21 estudiantes de enfermería. Se utilizó el Instrumento de Validación de Contenidos Educativos en Salud, para la validación con los expertos, y el cuestionario adaptado del Suitability Assessment of Materials, para la evaluación de los estudiantes. En la validación con jueces y público objetivo, se consideró válido el ítem con una concordancia mínima del 80%, obtenido del Índice de Validación de Contenido y la Prueba Binomial. Resultados el video, de 8 minutos y 53 segundos, contempló los pasos del cuidado de enfermería en la realización de soporte vital básico a gestantes afectadas por paro cardíaco. En la validación de contenido, de los 18 ítems evaluados, 16 tuvieron un 100% de concordancia, uno tuvo un 95% y el restante un 81%. En la evaluación de los estudiantes, de los 13 ítems evaluados, 12 tuvieron un 100% de concordancia, y el ítem restante tuvo un 95%. Conclusión e implicaciones para la práctica el video fue considerado válido por especialistas en parada cardiopulmonar obstétrica y comprensible por estudiantes de enfermería, por lo que es un recurso educativo viable para contribuir a la formación en enfermería.

ABSTRACT Objective to construct, validate and assess educational video for nursing students about obstetric cardiopulmonary arrest. Method this is a methodological study consisting of video construction, content validation by 22 experts in obstetric cardiopulmonary arrest and assessment by 21 undergraduate nursing students. The Health Educational Content Validation Instrument was used for validation with experts, and a questionnaire adapted from the Suitability Assessment of Materials, for student assessment. In the validation with judges and the target audience, the item with a minimum agreement of 80% was considered valid, obtained from the Content Validation Index and the binomial test, was considered valid. Results video, lasting 8 minutes and 53 seconds, contemplated nursing care stages in carrying out basic life support to pregnant women affected by cardiac arrest. In content validation, of the 18 items assessed, 16 had 100% agreement, one had 95% and the remaining item had 81%. In students' assessment, of the 13 items assessed, 12 had 100% agreement, and the remaining item had 95%. Conclusion and implications for practice the video was considered valid by experts in obstetric cardiopulmonary arrest and understandable by nursing students, thus it is a viable educational resource to contribute to nursing education.

Efetividade de vídeo educativo sobre punção venosa periférica para acadêmicos de enfermagem lusófonos / Effectiveness of educational video on peripheral venous puncture for Portuguese-speaking student nurses / Efectividad del video educativo sobre la punción venosa periférica para académicos de enfermería lusófonos

Objetivo: avaliar efetividade de vídeo educativo no conhecimento de acadêmicos de enfermagem lusófonos acerca da punção venosa periférica. Método: estudo quase-experimental, do tipo antes e depois, desenvolvido com 85 acadêmicos de enfermagem, com pré e pós testes realizados a partir de questionário validado composto por 20 questões acerca do conhecimento sobre punção venosa. Resultados: houve melhora significante (p< 0.005) nos acertos de sete questões referentes as melhores veias para punção, necessidade de inspeção e palpação, antissepsia em movimentos circulares, posicionamento do torniquete, indicação do scalp, tempo de permanência de dispositivo flexível e complicações do procedimento. No préteste, a mediana de acertos de 15 (Intervalo interquartílico=17), enquanto no pós-teste a mediana de acertos foi de 16 (Intervalo interquartílico=17), p=0,000. Conclusão: o vídeo educativo apresenta-se como tecnologia educacional efetiva para auxiliar no ensino da enfermagem sobre a PVP.

Objective: to evaluate the effectiveness of an educational video on Portuguese-speaking student nurses' knowledge of peripheral venipuncture. Method: a quasi-experimental study of the before-and-after type was conducted with 85 student nurses by pre- and post-tests using a validated questionnaire of 20 items on vein puncture. Results: correct replies increased significantly (p < 0.005) on seven questions regarding: the best veins for puncture, need for inspection and palpation, antisepsis in circular movements, positioning of the tourniquet, indication of scalp use, flexible device dwell time and complications of the procedure. In the pre-test, median hits were 15 (interquartile range = 17), while in the post-test median hits were 16 (interquartile range = 17), p = 0.000. Conclusion: the educational video was effective educational technology to assist in teaching nurses about peripheral venipuncture.

Objetivo: evaluar la efectividad del vídeo educativo sobre el conocimiento de académicos de enfermería lusófonos en cuanto a la punción venosa periférica. Método: un estudio cuasi-experimental, del tipo antes y después, desarrollado junto a 85 estudiantes de la enfermería, con pruebas previas y posteriores realizadas a partir de un cuestionario validado compuesto de 20 preguntas sobre el conocimiento de la punción venosa. Resultados: hubo una mejora significativa (p<0,005) en lo que se refiere a las respuestas correctas a siete preguntas relativas a las mejores venas para la punción, la necesidad de inspección y palpación, la antisepsia en movimientos circulares, la posición del torniquete, la indicación de la aguja mariposa (scalp), el tiempo de permanencia del dispositivo flexible y las complicaciones del procedimiento. En la prueba previa, el promedio de respuestas correctas fue de 15 (rango intercuartil = 17), mientras que en la prueba posterior el promedio de respuestas correctas fue de 16 (rango intercuartil = 17), p=0.000. Conclusión: el vídeo educativo se presenta como una tecnología educativa eficaz para ayudar a enseñar enfermería sobre PVP, punción venosa periférica.

QLF-D: A Contemporary Plaque Control Tool in Children.

BACKGROUND AND OBJECTIVES: The main causative factors for maximum periodontal diseases are dental plaque and oral biofilms. This study was done to check the impact of quantitative light-induced fluorescence-digital (QLF-D) as a motivational tool for plaque control among children from various schools situated in Dehradun district along with education using audiovisual aids. MATERIALS AND METHODS: A total sample of 800 school-going children including both males and females aged 6 to 12 years from various schools situated in Dehradun district of Uttarakhand were surveyed. A pro forma was prepared and the demographics of the students were noted. All the students were first examined for the Oral Hygiene Index-Simplified (OHI-S) and then the random division was done into two groups, group A (Q-scan) and group B (basic diagnostic aids) for examination of plaque index. RESULTS: The results of the study revealed that good OHI-S scores increased significantly from 1st visit to 3rd visit. The plaque scores for the control group, when examined with basic diagnostic aids of all three visits, were significantly good which increased subsequently from 1st visit to 3rd visit. Good plaque index score increased significantly for the test group from 1st to 3rd visit when examined with QLF-D. CONCLUSION: We found in our study that QLF technology is of paramount importance in epidemiological surveys and plays a pivotal role in evaluating masses in maintaining oral health care. HOW TO CITE THIS ARTICLE: Solanki R, Tuli A, Dhawan P, et al. QLF-D: A Contemporary Plaque Control Tool in Children. Int J Clin Pediatr Dent 2021;14(4):502-505.

Clinician-Created Educational Video Resources for Shared Decision-making in the Outpatient Management of Chronic Disease: Development and Evaluation Study.

BACKGROUND: The provision of reliable patient education is essential for shared decision-making. However, many clinicians are reluctant to use commonly available resources, as they are generic and may contain information of insufficient quality. Clinician-created educational materials, accessed during the waiting time prior to consultation, can potentially benefit clinical practice if developed in a time- and resource-efficient manner. OBJECTIVE: The aim of this study is to evaluate the utility of educational videos in improving patient decision-making, as well as consultation satisfaction and anxiety, within the outpatient management of chronic disease (represented by atrial fibrillation). The approach involves clinicians creating audiovisual patient education in a time- and resource-efficient manner for opportunistic delivery, using mobile smart devices with internet access, during waiting time before consultation. METHODS: We implemented this educational approach in outpatient clinics and collected patient responses through an electronic survey. The educational module was a web-based combination of 4 short videos viewed sequentially, followed by a patient experience survey using 5-point Likert scales and 0-100 visual analogue scales. The clinician developed the audiovisual module over a 2-day span while performing usual clinical tasks, using existing hardware and software resources (laptop and tablet). Patients presenting for the outpatient management of atrial fibrillation accessed the module during waiting time before their consultation using either a URL or Quick Response (QR) code on a provided tablet or their own mobile smart devices. The primary outcome of the study was the module's utility in improving patient decision-making ability, as measured on a 0-100 visual analogue scale. Secondary outcomes were the level of patient satisfaction with the videos, measured with 5-point Likert scales, in addition to the patient's value for clinician narration and the module's utility in improving anxiety and long-term treatment adherence, as represented on 0-100 visual analogue scales. RESULTS: This study enrolled 116 patients presenting for the outpatient management of atrial fibrillation. The proportion of responses that were "very satisfied" with the educational video content across the 4 videos ranged from 93% (86/92) to 96.3% (104/108) and this was between 98% (90/92) and 99.1% (107/108) for "satisfied" or "very satisfied." There were no reports of dissatisfaction for the first 3 videos, and only 1% (1/92) of responders reported dissatisfaction for the fourth video. The median reported scores (on 0-100 visual analogue scales) were 90 (IQR 82.5-97) for improving patient decision-making, 89 (IQR 81-95) for reducing consultation anxiety, 90 (IQR 81-97) for improving treatment adherence, and 82 (IQR 70-90) for the clinician's narration adding benefit to the patient experience. CONCLUSIONS: Clinician-created educational videos for chronic disease management resulted in improvements in patient-reported informed decision-making ability and expected long-term treatment adherence, as well as anxiety reduction. This form of patient education was also time efficient as it used the sunk time cost of waiting time to provide education without requiring additional clinician input.