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Aubertin-Leheudre</title> <meta name="description" content="Search results for: Mylène Aubertin-Leheudre"> <meta name="keywords" content="Mylène Aubertin-Leheudre"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Mylène Aubertin-Leheudre"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Mylène Aubertin-Leheudre</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Women's Cyber Intimate Partner Violence Victimization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Myl%C3%A8ne%20Fernet">Mylène Fernet</a>, <a href="https://publications.waset.org/abstracts/search?q=Genevi%C3%A8ve%20Brodeur"> Geneviève Brodeur</a>, <a href="https://publications.waset.org/abstracts/search?q=Martine%20H%C3%A9bert"> Martine Hébert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The growth of information and communication technologies has led to an increase in the prevalence of cyber intimate partner violence among women in early adulthood. However, there is a lack of research addressing the intervention needs of women who have been victims of cyber intimate partner violence. This qualitative study aimed to identify the knowledge, resources, and tools that women require to better respond to such violence. Methodology: Semi-structured individual interviews and four online discussion groups were conducted with 28 Canadian women aged 18 to 29 who had experienced cyber intimate partner violence by a romantic or intimate partner or an ex-partner. The data were analyzed using thematic analysis. Findings: The key elements identified suggest that women need information to help them recognize the signs and varied forms of cyber intimate partner violence, particularly those that are more nuanced and harder to detect. Furthermore, participants emphasized the importance of having access to both online and offline support to aid in their recovery from cyber intimate partner violence. Additionally, the women's narratives also highlighted their need for resources on how to protect themselves from cyber intimate partner violence. Conclusion: Based on the findings from this study, it is essential to develop prevention and intervention strategies for cyber intimate partner violence that address these knowledge gaps, provide support options, and offer prevention tools tailored to adult women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women" title="women">women</a>, <a href="https://publications.waset.org/abstracts/search?q=cyberviolence" title=" cyberviolence"> cyberviolence</a>, <a href="https://publications.waset.org/abstracts/search?q=intimate%20partner%20violence" title=" intimate partner violence"> intimate partner violence</a>, <a href="https://publications.waset.org/abstracts/search?q=prevention%20strategies" title=" prevention strategies"> prevention strategies</a> </p> <a href="https://publications.waset.org/abstracts/192606/womens-cyber-intimate-partner-violence-victimization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">20</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Inhibition of Sea Urchin and Starfish Embryonic Development by Hexane Extracts from Five Philippine Marine Sponges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chona%20Gelani">Chona Gelani</a>, <a href="https://publications.waset.org/abstracts/search?q=Mylene%20Uy"> Mylene Uy</a>, <a href="https://publications.waset.org/abstracts/search?q=Keisuke%20Yasuda"> Keisuke Yasuda</a>, <a href="https://publications.waset.org/abstracts/search?q=Emi%20Ohta"> Emi Ohta</a>, <a href="https://publications.waset.org/abstracts/search?q=Shinji%20Ohta"> Shinji Ohta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The marine environment is undoubtedly a rich source of diverse organisms that possess bioactive secondary metabolites with important pharmacological activities. Marine sponges have since been contributing a wide array of compounds of biomedical and pharmaceutical importance. This study is an attempt to contribute to the growing and advancing marine natural products research. It aims to evaluate the cytotoxicity of the hexane extract (H) from the Philippine marine sponges, Rhabdastrella globostellata (Rg), Callyspongia sp. (Calsp), Callyspongia aerizusa (Ca), Carteriospongia sp. (Carsp), and Cinachyrella sp. (Cisp) using the eggs of starfish, Asterina pectinifera, and sea urchin, Hemicentrotus pulcherrimus. Specifically, the cytotoxicity of the marine sponge hexane extract was determined through its inhibition of starfish and sea urchin embryonic development. After 24 hours, CarspH and RgH inhibited early gastrulation of sea urchin at a minimum concentration of 15.63 and 31.25 μg/mL, respectively. CalspH inhibited the early gastrulation of both sea urchin and starfish at 125 μg/mL, whereas CaH halted the morula of sea urchin and early gastrulation of starfish at 250 μg/mL. CispH exhibited relatively weak inhibitory activity on starfish embryogenesis but inhibited the early gastrulation of sea urchin at 250 μg/mL. The results obtained from this study were used as basis for the separation, isolation and purification of the component(s) of the hexane extracts from the five Philippine marine sponges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=embryonic%20development" title="embryonic development">embryonic development</a>, <a href="https://publications.waset.org/abstracts/search?q=marine%20sponge%20cytotoxicity" title=" marine sponge cytotoxicity"> marine sponge cytotoxicity</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippine%20marine%20sponges" title=" Philippine marine sponges"> Philippine marine sponges</a>, <a href="https://publications.waset.org/abstracts/search?q=sea%20urchin%20and%20starfish%20embryogenesis" title=" sea urchin and starfish embryogenesis"> sea urchin and starfish embryogenesis</a> </p> <a href="https://publications.waset.org/abstracts/62655/inhibition-of-sea-urchin-and-starfish-embryonic-development-by-hexane-extracts-from-five-philippine-marine-sponges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62655.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">282</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Victim Witnesses of Human Trafficking: A Phenomenological Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jireh%20Reinor%20L.%20Vitto">Jireh Reinor L. Vitto</a>, <a href="https://publications.waset.org/abstracts/search?q=Mylene%20S.%20Gumarao"> Mylene S. Gumarao</a>, <a href="https://publications.waset.org/abstracts/search?q=Levy%20M.%20Fajanilan"> Levy M. Fajanilan</a>, <a href="https://publications.waset.org/abstracts/search?q=Sheryll%20Ann%20M.%20Castillo"> Sheryll Ann M. Castillo</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonardo%20B.%20Dorado"> Leonardo B. Dorado</a>, <a href="https://publications.waset.org/abstracts/search?q=Miriam%20P.%20Narbarte"> Miriam P. Narbarte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human trafficking may happen to anyone. The study aimed to explore the experiences of victim witnesses of human trafficking. It utilized a qualitative phenomenological study design. Eighteen women, 15 to 46 years old, had experienced human trafficking (sex or labor trafficking), and with a filed case or not. An in-depth semi-structured, open-ended interview was employed to gather information. Guardians were also interviewed for triangulation purposes. Findings showed that the participants experienced fatigue and abuse for their physical aspect and gained negative feelings such as burdened, sad, scared (fear), stress, anger, trauma, depress and suicidal thoughts for their psychological aspect. For the spiritual aspect, the participants concluded to have enhanced spiritual life where they knew about God, became closer to God, and learned how to pray. They also faced challenges such as dysfunctional family, delinquent friends, exploitation, problems kept from the family, and poverty, which resulted in their becoming victims of human trafficking. To cope with the situation, they utilized family support, prayers, guts or courage (lakas ng loob), negotiation with their employer, and support from kababayans. Their practices and mechanisms to recover were the Blas Ople Center, rescue/entrapment operation, shelter, and embassy. After the incident, the participants shared that they earned to have thoughts of having a good life without going abroad/makabayan, knowledge of overseas Filipino workers, wise choice of friends, contentment, and value for the family. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=victim-witnesses" title="victim-witnesses">victim-witnesses</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20trafficking" title=" human trafficking"> human trafficking</a>, <a href="https://publications.waset.org/abstracts/search?q=lived%20experiences" title=" lived experiences"> lived experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=coping%20strategies" title=" coping strategies"> coping strategies</a> </p> <a href="https://publications.waset.org/abstracts/134161/victim-witnesses-of-human-trafficking-a-phenomenological-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Speaking Anxiety: Sources, Coping Mechanisms and Teacher Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mylene%20T.%20Caytap-Milan">Mylene T. Caytap-Milan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was materialized with the purpose of determining the anxieties of students towards spoken English, sources of the specified anxiety, coping mechanisms to counter the apprehensions, and teacher management to reduce the anxiety within the classroom. Being qualitative in nature, interview as the data gathering tool was utilized with an audio-recorder. Participants of the study included thirteen teachers and students of speech classes in a state university in Region I, Philippines. Data elicited were transcribed in verbatim, confirmed by the participants, coded and categorized, and themed accordingly. A triangulation method was applied to establish the stronger validity of the data. Findings confirmed teachers’ and students’ awareness of the existence of Anxiety in speaking English (ASE). Based on the data gathered from the teachers, the following themes on students’ ASE were identified: (1) No Brain and Mouth Coordination, (2) Center of Attention, and (3) Acting Out Loud. However, the following themes were formulated based on the responses made by the students themselves: (1) The Common Feeling, (2) The Incompetent Me, and (3) The Limelight. With regard the sources of students’ ASE according to teachers are the following: (1) It Began at Home, (2) It Continued in School, (3) It’s not for me at all. On the other hand, the sources of students’ ASE according to students themselves are: (1) It Comes from Within, (2) It wasn’t Nursed Well, and (3) They’re Looking for Errors. In terms of coping with ASE, students identified the following mechanisms, which were themed into: (1) Acceptance, (2) Application, and (3) Apathy. Moreover, to reduce the ASE phenomenon within the classroom, the teachers demonstrate the following roles according to themes: (1) The Compass, (2) The Counselor, (3) The Referee, (4) The Polyglot, and (5) The English Nazi. Based on the findings, the following conclusions were drawn: (1) ASE can both serve positive and negative influences to the English speaking skills of students, (2) ASE can be reduced with teachers’ provision of more English speaking opportunities and with students’ initiative of personal training, (3) ASE can be reduced when English is introduced and practiced by children at an early age, and (4) ASE is inevitable in the affective domain thus teachers are encouraged to apply psychological positivism in the classroom. Studies related to the present undertaking may refer to the succeeding recommendations: (1) experiment on activities that will reduce anxiety ASE, (2) involve a psychologist for more critical but reliable results and recommendations, and (3) conduct the study among high school and primary students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coping%20mechanisms" title="coping mechanisms">coping mechanisms</a>, <a href="https://publications.waset.org/abstracts/search?q=sources" title=" sources"> sources</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20anxiety" title=" speaking anxiety"> speaking anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20management" title=" teacher management"> teacher management</a> </p> <a href="https://publications.waset.org/abstracts/98756/speaking-anxiety-sources-coping-mechanisms-and-teacher-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98756.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> A Clinical Cutoff to Identify Metabolically Unhealthy Obese and Normal-Weight Phenotype in Young Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L%C3%ADvia%20Pinheiro%20Carvalho">Lívia Pinheiro Carvalho</a>, <a href="https://publications.waset.org/abstracts/search?q=Luciana%20Di%20Thommazo-Luporini"> Luciana Di Thommazo-Luporini</a>, <a href="https://publications.waset.org/abstracts/search?q=Rafael%20Lu%C3%ADs%20Luporini"> Rafael Luís Luporini</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Carlos%20Bonjorno%20Junior"> José Carlos Bonjorno Junior</a>, <a href="https://publications.waset.org/abstracts/search?q=Renata%20Pedrolongo%20Basso%20Vanelli"> Renata Pedrolongo Basso Vanelli</a>, <a href="https://publications.waset.org/abstracts/search?q=Manoel%20Carneiro%20de%20Oliveira%20Junior"> Manoel Carneiro de Oliveira Junior</a>, <a href="https://publications.waset.org/abstracts/search?q=Rodolfo%20de%20Paula%20Vieira"> Rodolfo de Paula Vieira</a>, <a href="https://publications.waset.org/abstracts/search?q=Renata%20Trimer"> Renata Trimer</a>, <a href="https://publications.waset.org/abstracts/search?q=Renata%20G.%20Mendes"> Renata G. Mendes</a>, <a href="https://publications.waset.org/abstracts/search?q=Myl%C3%A8ne%20Aubertin-Leheudre"> Mylène Aubertin-Leheudre</a>, <a href="https://publications.waset.org/abstracts/search?q=Audrey%20Borghi-Silva"> Audrey Borghi-Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rationale: Cardiorespiratory fitness (CRF) and functional capacity in young obese and normal-weight people are associated with metabolic and cardiovascular diseases and mortality. However, it remains unclear whether their metabolically healthy (MH) or at risk (AR) phenotype influences cardiorespiratory fitness in this vulnerable population such as obese adults but also in normal-weight people. HOMA insulin resistance index (HI) and leptin-adiponectin ratio (LA) are strong markers for characterizing those phenotypes that we hypothesized to be associated with physical fitness. We also hypothesized that an easy and feasible exercise test could identify a subpopulation at risk to develop metabolic and related disorders. Methods: Thirty-nine sedentary men and women (20-45y; 18.5<BMI<24.9 or BMI>30 kg.m-2) underwent a clinical evaluation, including the six-minute step test (ST), a well-validated and reliable test for young people. Body composition assessment was done by a tetrapolar bioimpedance in a fasting state and in the folicular phase for women. A maximal cardiopulmonary exercise testing, as well as the ST, evaluated the oxygen uptake at the peak of the test (VO2peak) by an ergospirometer Oxycon Mobile. Lipids, glucose, insulin were analysed and the ELISA method quantified the serum leptin and adiponectin from blood samples. Volunteers were divided in two groups: AR or MH according to a HI cutoff of 1.95, which was previously determined in the literature. T-test for comparison between groups, Pearson´s test to correlate main variables and ROC analysis for discriminating AR from up-and-down cycles in ST (SC) were applied (p<0.05). Results: Higher LA, fat mass (FM) and lower HDL, SC, leg lean mass (LM) and VO2peak were found in AR than in MH. Significant correlations were found between VO2peak and SC (r= 0.80) as well as between LA and FM (r=0.87), VO2peak (r=-0.73), and SC (r=-0.65). Area under de curve showed moderate accuracy (0.75) of SC <173 to discriminate AR phenotype. Conclusion: Our study found that at risk obese and normal-weight subjects showed an unhealthy metabolism as well as a poor CRF and functional daily activity capacity. Additionally, a simple and less costly functional test associated with above-mentioned aspects is able to identify ‘at risk’ subjects for primary intervention with important clinical and health implications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aerobic%20capacity" title="aerobic capacity">aerobic capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=exercise" title=" exercise"> exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=fitness" title=" fitness"> fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=metabolism" title=" metabolism"> metabolism</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=6MST" title=" 6MST"> 6MST</a> </p> <a href="https://publications.waset.org/abstracts/46552/a-clinical-cutoff-to-identify-metabolically-unhealthy-obese-and-normal-weight-phenotype-in-young-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46552.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Risk and Coping: Understanding Community Responses to Calls for Disaster Evacuation in Central Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soledad%20Natalia%20M.%20Dalisay">Soledad Natalia M. Dalisay</a>, <a href="https://publications.waset.org/abstracts/search?q=Mylene%20De%20Guzman"> Mylene De Guzman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In archipelagic countries like the Philippines, many communities thrive along coastal areas. The sea is the community members’ main source of livelihood and the site of many cultural activities. For these communities, the sea is their life and livelihood. Nevertheless, the sea also poses a hazard during the rainy season when typhoons frequent their communities. Coastal communities often encounter threats from storm surges and flooding that are common when there are typhoons. During such periods, disaster evacuation programs are implemented. However, in many instances, evacuation has been the bane of local government officials implementing such programs in their communities as resistance from community members is often encountered. Such resistance is often viewed by program implementers as due to the fact that people were hard headed and ignorant of the potential impacts of living in hazard prone areas. This paper argues that it is not for these reasons that people refused to evacuate. Drawing from data collected from fieldwork done in three sites in Central Philippines affected by super typhoon Haiyan, this study aimed to provide a contextualized understanding of peoples’ refusal to heed disaster evacuation warnings. This study utilized the multi-sited ethnography approach with in-depth episodic interviews, focus group discussions, participatory risk mapping and key informant interviews in gathering data on peoples’ experiences and insights specifically on evacuation during typhoon Haiyan. This study showed that people have priorities and considerations vital in their social lives that they are protecting in their refusal to leave their homes for pre-emptive evacuation. It is not that they are not aware of the risks when the face the hazard. It is more that they had faith in the local knowledge and strategies that they have developed since the time of their ancestors as a result of living and engaging with hazards in their areas for as long as they could remember. The study also revealed that risk in encounters with hazards was gendered. Furthermore, previous engagement with local government officials and the manner in which the pre-emptive evacuation programs were implemented had cast doubt on the value of such programs in saving their lives. Life in the designated evacuation areas can be as dangerous if not more compared with living in their coastal homes. There seems to be the impression that in the evacuation program of the government, people were being moved from hazard zones to death zones. Thus, this paper ends with several recommendations that may contribute to building more responsive evacuation programs that aim to build people’s resilience while taking into consideration the local moral world in communities in identified hazard zones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coastal%20communities" title="coastal communities">coastal communities</a>, <a href="https://publications.waset.org/abstracts/search?q=disaster%20evacuation" title=" disaster evacuation"> disaster evacuation</a>, <a href="https://publications.waset.org/abstracts/search?q=disaster%20risk%20perception" title=" disaster risk perception"> disaster risk perception</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20cultural%20responses%20to%20hazards" title=" social and cultural responses to hazards"> social and cultural responses to hazards</a> </p> <a href="https://publications.waset.org/abstracts/37904/risk-and-coping-understanding-community-responses-to-calls-for-disaster-evacuation-in-central-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> A Fresh Approach to Learn Evidence-Based Practice, a Prospective Interventional Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ebtehal%20Qulisy">Ebtehal Qulisy</a>, <a href="https://publications.waset.org/abstracts/search?q=Geoffrey%20Dougherty"> Geoffrey Dougherty</a>, <a href="https://publications.waset.org/abstracts/search?q=Kholoud%20Hothan"> Kholoud Hothan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mylene%20Dandavino"> Mylene Dandavino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: For more than 200 years, journal clubs (JCs) have been used to teach the fundamentals of critical appraisal and evidence-based practice (EBP). However, JCs curricula face important challenges, including poor sustainability, insufficient time to prepare for and conduct the activities, and lack of trainee skills and self-efficacy with critical appraisal. Andragogy principles and modern technology could help EBP be taught in more relevant, modern, and interactive ways. Method: We propose a fresh educational activity to teach EBP. Educational sessions are designed to encourage collaborative and experiential learning and do not require advanced preparation by the participants. Each session lasts 60 minutes and is adaptable to in-person, virtual, or hybrid contexts. Sessions are structured around a worksheet and include three educational objectives: “1. Identify a Clinical Conundrum”, “2. Compare and Contrast Current Guidelines”, and “3. Choose a Recent Journal Article”. Sessions begin with a short presentation by a facilitator of a clinical scenario highlighting a “grey-zone” in pediatrics. Trainees are placed in groups of two to four (based on the participants’ number) of varied training levels. The first task requires the identification of a clinical conundrum (a situation where there is no clear answer but only a reasonable solution) related to the scenario. For the second task, trainees must identify two or three clinical guidelines. The last task requires trainees to find a journal article published in the last year that reports an update regarding the scenario’s topic. Participants are allowed to use their electronic devices throughout the session. Our university provides full-text access to major journals, which facilitated this exercise. Results: Participants were a convenience sample of trainees in the inpatient services at the Montréal Children’s Hospital, McGill University. Sessions were conducted as a part of an existing weekly academic activity and facilitated by pediatricians with experience in critical appraisal. There were 28 participants in 4 sessions held during Spring 2022. Time was allocated at the end of each session to collect participants’ feedback via a self-administered online survey. There were 22 responses, were 41%(n=9) pediatric residents, 22.7%(n=5) family medicine residents, 31.8%(n=7) medical students, and 4.5%(n=1) nurse practitioner. Four respondents participated in more than one session. The “Satisfied” rates were 94.7% for session format, 100% for topic selection, 89.5% for time allocation, and 84.3% for worksheet structure. 60% of participants felt that including the sessions during the clinical ward rotation was “Feasible.” As per self-efficacy, participants reported being “Confident” for the tasks as follows: 89.5% for the ability to identify a relevant conundrum, 94.8% for the compare and contrast task, and 84.2% for the identification of a published update. The perceived effectiveness to learn EBP was reported as “Agreed” by all participants. All participants would recommend this session for further teaching. Conclusion: We developed a modern approach to teach EBP, enjoyed by all levels of participants, who also felt it was a useful learning experience. Our approach addresses known JCs challenges by being relevant to clinical care, fostering active engagement but not requiring any preparation, using available technology, and being adaptable to hybrid contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title="medical education">medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=journal%20clubs" title=" journal clubs"> journal clubs</a>, <a href="https://publications.waset.org/abstracts/search?q=post-graduate%20teaching" title=" post-graduate teaching"> post-graduate teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=andragogy" title=" andragogy"> andragogy</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20practice" title=" evidence-based practice"> evidence-based practice</a> </p> <a href="https://publications.waset.org/abstracts/155231/a-fresh-approach-to-learn-evidence-based-practice-a-prospective-interventional-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155231.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET 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