Using pre- and post-survey instruments in interventions: determining the random response benchmark and its implications for measuring effectiveness

Davis, George C.; Baral, Ranju; Strayer, Thomas; Serrano, Elena

doi:10.1017/s1368980017003639

Cited by 6 publications

(4 citation statements)

References 10 publications

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“…Used widely across academia, the pre-test/post-test design is useful because it permits researchers to determine to what extent a workshop, training session, or other intervention makes a difference in respondent answers. A positive change between the pre-and post-workshop answers indicates that the intervention was effective (Davis et al 2018). As Stratton (2019, 573) noted, "An advantage of a pre-test and …political scientists typically are not trained in how to disseminate their work to nonacademic audiences or to engage with policy practitioners.…”

Section: Methodsmentioning

confidence: 99%

The Impact of Professional Training in Public and Policy Engagement

Tama,

Rublee,

Urban

2023

APSC

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Engaging with audiences and communities beyond academia is now a common practice for political scientists. Yet, political scientists rarely are trained in how to conduct public or policy engagement, and we know little about the impact that training programs have on their preparedness to communicate with the public and policy makers. In this study, we evaluate whether professional training equips scholars with the skills needed to perform public and policy outreach. We find that a four-day training program generates remarkably large increases in the number of participants reporting that they possess high levels of knowledge, preparation, and confidence for public and policy engagement. This finding suggests that investments in public-engagement training by universities and the discipline of political science have the potential to significantly boost public outreach by faculty members.

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Section: Methodsmentioning

confidence: 99%

The Impact of Professional Training in Public and Policy Engagement

Tama,

Rublee,

Urban

2023

APSC

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“…Second, no medical practitioners participated. Third, the theoretical likelihood of respondents demonstrating improvement between the pre-and post-test is high [27].…”

Section: Study Strengths and Limitationsmentioning

confidence: 99%

Safe Sleep Education Blitz: A Pre-Post Survey Study

Grant

Thornton

Sivertsen

et al. 2023

Preprint

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Background Due to ongoing concerns about Sudden Infant Death Syndrome and Sudden Unexpected Death in Infancy, a safe sleep education blitz was conducted for professional health and care providers in conjunction with the introduction of a safe sleep alternative, the Pepi-Pod program, to Aboriginal families in South Australia. The aim of the study was to explore the effectiveness of the education blitz in building clinical knowledge about safe sleep. Methods Surveys were administered pre and post the education blitz intervention to professional health and care workers. Changes in knowledge pre- and post- intervention were measured to determine campaign effectiveness. The education blitz and surveys were conducted online. Results The pre intervention test knowledge score mean was 8.6 (SD 2.56) and post intervention was 9.5 (SD 1.22), indicating an improvement in knowledge, although not statistically significant. The lowest scores were seen in the ‘other’ category of providers (mean score 6.4), The greatest improvement was seen in the question: What weakens a baby’s arousal response? with improvement from 83% correct to 100% post intervention. Conclusions The education blitz increased safe sleep knowledge and awareness of the Pepi-Pod as a safe sleep alternative. Knowledge among health and care professionals, especially related to the anatomy and physiology of infant arousal and breathing, could be improved by the ongoing availability of the education blitz. This study informs approaches to increasing health and care providers’ knowledge about safe sleep. Despite a high level of health professional knowledge, babies in South Australia continue to die from SIDS and SUDI.

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“…As the main intent of the intervention was to impact individuals as opposed to scores, an improved average or median score would not glean any information about the number of individuals who improved because of the IPE activity. Thus, the percentage of individuals showing improvement (positive change) from the pre-to the postsurvey was calculated for each survey item [16]. Likewise, the percentage of individuals showing a decline (negative change) from the pre-to the postsurvey was calculated for each survey item.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health

et al. 2022

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Interprofessional education (IPE) activities provide students insight into healthcare teams, shared decision-making, and social determinants of health (SDOH). Virtual IPE activities with large student populations or across multicampus have not been evaluated. The study aimed to explore the interprofessional competency growth in students, across several disciplines, following participation in a large-scale, virtual IPE activity. Students from pharmacy, medicine, social work, and physician assistant programs across Tennessee participated in an IPE patient case and SDOH in fall 2020 and fall 2021. Pre- and postsurveys included Likert ranking of 16 statements based on the 2011 Interprofessional Education Collaborative (IPEC) framework. A total of 607 students completed surveys (overall response rate, 76%). Wilcoxon signed-rank tests were performed on the pre-/postsurvey data, in aggregate and by discipline. Significant increases in all IPEC competency statements were seen, both in aggregate (100% of statements with p < 0.001) and in pharmacy (100% of statements with p < 0.001) and medicine subgroups (94% of statements with p < 0.001). Implementing large virtual IPE activities involving a complex patient case and SDOH significantly increased student IPEC competency outcomes for participating students, whether in aggregate or on a discipline-specific basis.

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Using pre- and post-survey instruments in interventions: determining the random response benchmark and its implications for measuring effectiveness

Cited by 6 publications

References 10 publications

The Impact of Professional Training in Public and Policy Engagement

The Impact of Professional Training in Public and Policy Engagement

Safe Sleep Education Blitz: A Pre-Post Survey Study

Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health

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