BACKGROUND: Food insecurity (FI) is the most common health-related social need (HRSN) and is frequently identified in primary care through screening and referral. However, health care workers often do not have the knowledge, motivation, capability, or opportunity necessary to discuss FI with patients in patient-centered ways.
METHODS: An educational module for health care workers on FI was created using user-centered design and tested with health care workers, using the COM-B model as an evaluation framework.
RESULTS: Watching the module\'s video increased participant knowledge, capability, and motivation to address FI with patients.
CONCLUSIONS: This preliminary pilot study suggests that simple training modules could help with the effectiveness of efforts to address HRSNs, such as FI, by increasing health care workers\' capacity to discuss, screen, and refer patients. Findings warrant expanded studies to assess the effectiveness of such modules on patient-level outcomes.
CONCLUSIONS: This type of educational module on FI or other HRSNs holds promise as a time- and cost-efficient strategy for improving screening and referral processes, ultimately alleviating FI for more patients and improving health outcomes.

Specifically designed data sheets have been recommended to assist with the fidelity of implementation of treatment procedures. The present study extended previous research (e.g., Bottini et al. Behavior Analysis: Research & Practice 21(2), 140-152, 2021; LeBlanc et al. Behavior Analysis in Practice 13(1), 53-62, 2020) by comparing an enhanced data sheet (i.e., the inclusion of randomized targets, prompts for treatment components of securing attending and reinforcement) to a standard data sheet (i.e., targets not preset, no prompts for treatment components) on the fidelity of tact training of features. Ten behavior therapists participated in each condition (n = 20). Participants first watched a brief instructional video explaining the teaching procedure and their assigned data sheet, followed by conducting a treatment session with a confederate serving as a child with autism spectrum disorder. The enhanced data sheet resulted in higher fidelity on multiple variables including randomizing of targets and data collection.

OBJECTIVE: Use of video in patient education is becoming widespread due to its low cost, time management, ease of application, and permanent learning. The study aimed to investigate the effect of video training on the symptom burden, comfort level, and quality of life of patients undergoing hemodialysis treatment.
METHODS: In this clustered randomized controlled trial, the patients were randomly assigned to groups by lottery method according to hemodialysis treatment days and sessions. Individuals in the intervention group(n = 26) were screened one episode of the training video in each session for three episodes per week for 12 weeks. Individuals in the control group(n = 22) received only conventional hemodialysis without video training.
RESULTS: At the third and fourth measurement times, in intervention group, mean scores of symptom burden decreased compared to baseline (respectively:40,12 ± 21,63; 22,31 ± 14,08;21,54 ± 16,78), mean scores of comfort level increased (respectively:102,42 ± 13,45; 111,42 ± 8,00;115,04 ± 9,73)(p < 0.05), while there was no significant difference in control group(p > 0.05). This study observed a statistically significant difference between quality of life scale scores individuals in intervention group(p < 0,05).
CONCLUSIONS: It was concluded that video training delivered to patients undergoing hemodialysis treatment decreased symptom burden of patients and increased their comfort level, and quality of life.
CONCLUSIONS: Video training can be utilized in the educational program of hemodialysis patients.

BACKGROUND: Performing CPR (Cardiopulmonary Resuscitation) is an extremely intricate skill whose success depends largely on the level of knowledge and skill of Anesthesiology students. Therefore, this research was conducted to compare the effect of the scenario-based training method as opposed to video training method on nurse anesthesia students\' BLS (Basic Life Support) knowledge and skills.
METHODS: This randomized quasi-experimental study involved 45 nurse anesthesia students of Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran in 2022-2023. The practical room of the university formed the research environment. The participants were randomly divided into three groups of scenario-based training, video training, and control. Data were collected by a knowledge questionnaire and a BLS skill assessment checklist before and after the intervention.
RESULTS: There was a significant difference between the students\' scores of BLS knowledge and skill before and after the educational intervention in both SG (scenario group) (p < 0.001) and VG (video group) (p = 0.008) (p < 0.001). However, no significant difference was observed in this regard in the CG (control group) (p = 0.37) (p = 0.16). Also, the mean scores of BLS knowledge and skills in the SG were higher than those in the VG (p < 0.001).
CONCLUSIONS: Given the beneficial impact of scenario-based education on fostering active participation, critical thinking, utilization of intellectual abilities, and learner creativity, it appears that this approach holds an advantage over video training, particularly when it comes to teaching crucial subjects like Basic Life Support.

UNASSIGNED: This study aimed to examine the effect of video training and intraoperative progress report on the anxiety of family caregivers awaiting relatives undergoing surgery.
UNASSIGNED: A three-armed randomized controlled design was used. One hundred and two participants were enrolled and randomly assigned to three groups: the video training group (n = 34), the intraoperative progress report group (n = 34), and the control group (n = 34). Interventions were performed when the relatives of the participants were undergoing surgery. The participants in the video training group received video training containing images of the operating room environment and animations related to the patient\'s surgical procedure, postoperative care, and possible complications from the surgery. In the intraoperative progress report group, information regarding the patient\'s general condition, the percentage of surgical progress, and the approximate time of the patient\'s transfer from the operating room were provided. The control group received routine care. A demographic data questionnaire and the Spielberger State-Trait Anxiety Inventory (STAI) was used for data collection.
UNASSIGNED: It was found a statistically significant decrease in the state anxiety in the video training (p < 0.001) and intraoperative progress report (p < 0.001) group after the intervention when compared to before the intervention. It was found no significant difference among the study groups in terms of the level of state and trait anxiety after the intervention (p > 0.05).
UNASSIGNED: This study found that both video training and intraoperative progress report are effective in reducing the state anxiety of family caregivers awaiting relatives undergoing surgery.

OBJECTIVE: To assess whether improving providers\' education by video training using a mobile phone could affect providers\' knowledge and attitude toward long-acting reversible contraceptives (LARCs), and thus further affect adolescents\' and young nulliparous women\'s decisions to use LARCs. DESIGN, SETTING, PARTICIPANTS, INTERVENTION, AND MAIN OUTCOME MEASURES: This prospective case-control study was performed between 2019 and 2020. A total of 40 healthcare providers participated, of which 20 received \"LARC First\" video training, whereas the other 20 served as the control group and received no training. Surveys were conducted of 244 adolescents and young women who were consulted by these 2 groups of healthcare providers before abortion surgery. The data were used to analyze the relationship between providers\' knowledge scores and the percentage of women who received counseling on LARCs decided to use LARCs, and what percentage continued to do so 12 months after surgery.
RESULTS: Providers from the study group scored higher in LARC knowledge than the control group. Compared to the control group, women in the study group reported receiving more counseling on LARCs (81.4% vs 7.9%) and more often chose to use LARCs (24.6% vs 2.4%). Twelve months later, there was no significant difference in contraceptive continuation between study and control groups, but study group participants were more likely to be using LARCs (P < .001).
CONCLUSIONS: Video training for providers improved both their knowledge and willingness to recommend LARCs and increased the probability of adolescent and young nulliparous women using these methods to reduce unintended pregnancy.

UNASSIGNED: Insomnia is a widespread disease in adults and has a high prevalence rate. As sleep disturbances are a risk factor concerning mental and physical health, prevention and early intervention are necessary. Thus, the aim of this study was to implement a self-learning prevention and early intervention training for university staff members. We adapted an established cognitive behavioral therapy for insomnia (CBT-I) intervention as an online version for use during the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) crisis.
UNASSIGNED: Development and adaptation procedure of the internet-based CBT‑I (iCBT-I) prevention and early intervention training is described. Sessions and topics are shown in detail. The Online Sleep Prevention and Treatment Acceptance questionnaire (OSTA) and the Online Sleep Prevention and Treatment Feedback questionnaire (OSTF) were used to assess acceptance. Sleep problems of university staff members were assessed using the Pittsburgh Sleep Questionnaire (PSQI).
UNASSIGNED: The online-adapted version consisted of seven modules. Contents of sessions and topics were implemented based on video clips. Drawings were added to information regarding sleep and sleep hygiene as well as addressing stress and cognitions. In all, 15 individuals participated in this pilot study. The new iCBT‑I self-learning prevention training was well accepted. In addition, participants scored the online version as helpful based on the OSTA. Prior to online training, 89% of the participants reported impaired sleep quality or insomnia symptoms, and 56% had a PSQI score over 10. After training 78% of participants showed reduced sleep problems according to PSQI and 56% reached clinically significant enhancement. In addition, after training 44% were healthy sleepers.
UNASSIGNED: This is the first iCBT‑I prevention and early intervention training for university staff members. The training by participants was very well accepted and they scored the videos as very helpful. Sleep problems decreased after online training. However, further studies with larger samples and more sleep-related assessment strategies, e.g., actigraphy and sleep log, are necessary.
UNASSIGNED: Insomnie ist eine bei Erwachsenen weit verbreitete Erkrankung und weist eine hohe Prävalenzrate auf. Da Schlafstörungen eine Risikofaktor in Bezug auf die psychische und physische Gesundheit darstellen, sind Prävention und Frühintervention notwendig. Daher ist es das Ziel der vorliegenden Studie, ein Selbstlerntraining zur Prävention und Frühintervention für Hochschulangehörige einzuführen. Aufgrund der SARS-CoV-2-Krise („severe acute respiratory syndrome coronavirus 2“) adaptierten die Autor(inn)en eine etablierte Intervention der kognitiven Verhaltenstherapie bei Insomnie („internet-based cognitive behavioral therapy for insomnia“, CBT-I) als Onlineversion.
UNASSIGNED: Die Entwicklung und das Adaptationsverfahren des internetbasierten CBT-I(iCBT-I)-Präventions- und -Frühinterventionstrainings werden beschrieben. Detailliert werden die Sitzungen und Themen dargestellt. Zur Beurteilung der Akzeptanz wurden die Fragebögen Online Sleep Prevention and Treatment Acceptance Questionnaire (OSTA) und Online Sleep Prevention and Treatment Feedback Questionnaire (OSTF) eingesetzt. Mithilfe des Pittsburgh Sleep Questionnaire (PSQI) wurden die Schlafprobleme der Hochschulangehörigen erfasst.
UNASSIGNED: Die für den Onlineeinsatz adaptierte Version bestand aus 7 Modulen. Mit Videoclips wurden die Inhalte der Sitzungen und die Gesprächsthemen vorgestellt. Zeichnungen ergänzten Informationen zu Schlaf und Schlafhygiene sowie das Ansprechen von Stress und Kognitionen. Insgesamt gab es 15 Teilnehmer an dieser Pilotstudie. Das neue iCBT-I-Selbstlern-Präventionstraining wurde gut angenommen. Darüber hinaus bewerteten die Teilnehmer anhand des OSTA die Onlineversion als hilfreich. Vor dem Onlinetraining berichteten 89% der Teilnehmer von einer beeinträchtigten Schlafqualität oder von Insomniesymptomen, und 56% wiesen einen PSQI-Wert über 10 auf. Nach dem Training zeigten 78% der Teilnehmer weniger Schlafprobleme gemäß PSQI, und 56% erzielten eine klinisch signifikante Verbesserung. Zudem wiesen 44% nach dem Training einen gesunden Schlaf auf.
UNASSIGNED: Es handelt sich hier um das erste iCBT-I-Präventions- und Frühinterventionstraining für Hochschulangehörige. Das Training wurde von den Teilnehmern sehr gut angenommen, und sie bewerteten die Videos als sehr hilfreich. Die Schlafprobleme verringerten sich nach dem Onlinetraining. Jedoch sind weitere Studien mit größerer Stichprobe und mehreren Ansätzen zur Schlafbeurteilung, z. B. Aktigraphie und Schlaftagebuch, erforderlich.

This study compared live instructor-led training with video-based instruction in personal protective equipment (PPE) donning and doffing. It assessed the difference in performance between (1) attending 1 instructor-led training session in donning and doffing PPE at 1 month prior to assessment, and (2) watching training videos for 1 month.
This randomized controlled trial pilot study divided 21 medical students and junior doctors into 2 groups. Control group participants attended 1 instructor-led training session. Video group participants watched training videos demonstrating the same procedures, which they could freely watch again at home. After 1 month, a doctor performed a blind evaluation of performance using checklists.
Nineteen participants were assessed after 1 month. The mean donning score was 84.8/100 for the instructor-led group and 88/100 for the video group; mean effect size was 3.2 (95% CI: -7.5 to 9.5). The mean doffing score was 79.1/100 for the instructor-led group and 73.9/100 for the video group; mean effect size was 5.2 (95% CI: -7.6 to 18).
Our study found no significant difference in donning and doffing scores between instructor-led and video lessons. Video training could be a fast and resource-efficient method of training in PPE donning and doffing in responding to the COVID-19 pandemic.

Many FA who flew prior to the ban on smoking in commercial aircraft exhibit an unusual pattern of long-term pulmonary dysfunction. This randomized controlled study tested the hypothesis that digitally delivered meditative movement (MM) training improves chronic obstructive pulmonary disease (COPD)-related symptoms in flight attendants (FA) who were exposed to second-hand cigarette smoke (SHCS) while flying. Phase I of this two-phase clinical trial was a single-arm non-randomized pilot study that developed and tested methods for MM intervention; we now report on Phase II, a randomized controlled trial comparing MM to a control group of similar FA receiving health education (HE) videos. Primary outcomes were the 6-min walk test and blood levels of high sensitivity C-reactive protein (hs-CRP). Pulmonary, cardiovascular, autonomic and affective measures were also taken. There were significant improvements in the 6-min walk test, the Multidimensional Assessment of Interoceptive Awareness (MAIA) score, and the COPD Assessment Test. Non-significant trends were observed for increased dehydroepiandrosterone sulfate (DHEAS) levels, decreased anxiety scores and reduced blood hs-CRP levels, and increased peak expiratory flow (PEF). In a Survey Monkey questionnaire, 81% of participants who completed pre and post-testing expressed mild to strong positive opinions of the study contents, delivery, or impact, while 16% expressed mild negative opinions. Over the course of the year including the study, participant adoption of the MM practices showed a significant and moderately large correlation with overall health improvement; Pearson\'s R = 0.62, p < 0.005. These results support the hypothesized benefits of video-based MM training for this population. No adverse effects were reported. Clinical Trial Registration: www.ClinicalTrials.gov, identifier: NCT02612389.

In sport, perceptual skill training software is intended to assist tactical training in the field. The aim of this field study was to test whether \"laboratory-based\" pattern recall training would augment tactical skill training performed on the field. Twenty-six soccer players between 14 and 16 years of age from a single team participated in this study and were divided into three groups. The first received field training on a specific tactical skill plus cognitive training sessions on the pattern recall task. The second performed only the field training while the third group served as a control group and had field training on other topics. The task on the pre-, post-, and retention-tests was to recall specific soccer patterns displayed on a computer screen. Results showed significant changes between pre- and post-test performance. There was no significant interaction between groups and tests but the effect size was large. From pre- to retention-test, there was a significant difference between tests and an interaction between groups and tests, but no main effect difference between groups. On the basis of significance testing only retention was affected by the additional training, however, descriptive results and effect sizes from pre- to post-test were as expected and suggested there were learning benefits. Together these results indicate that augmented perceptual-cognitive training might be beneficial, but some limitations in our study design (e.g., missing field test, missing placebo group, etc.) need to be improved in future work.