Results indicated that knowledge increased significantly following the intervention.
In two cases, the agreement level among the participants with "good" knowledge increased.
The amount of knowledge increased within the format has become intensive.
Both self and general epilepsy knowledge increased following intervention (p ≤ 0.005).
Physician knowledge increased significantly after the lecture, with mean pretest and posttest scores of 63% and 99%, respectively (p = 0.03).
As a result of reading an intratextual persuasive message, students' perceived knowledge increased, and their topic beliefs strengthened differentially based upon students' position on the controversial issue.
At Time 2, for students in the DIEC condition, intergroup bias and intergroup anxiety decreased significantly, and outgroup knowledge increased significantly, compared to the control condition.
The results show that the odds ratio of market knowledge is 5.678 (95 % CI 1.997 16.145), indicating that when market knowledge increased, the odds of international market entry increased 5.678 times.
Prior to designing/conducting health education programs tailored to specific populations, individuals involved in delivering education, as well as other professionals, students, and community leaders, must be well prepared, their knowledge increased, updated or strengthened.
The findings indicate that environmental knowledge increased more than environmental attitudes during the indirect portion of the program (i.e., preparatory program) whereas the direct portion (i.e., international workshop) produced similar levels of knowledge and attitude growth.
Students at all levels (undergraduate, master's, and doctoral; n = 184) reported that their courses contained CAM content; for 70% of students, their CAM knowledge increased; for 50% of students, level of CAM interest increased.
