Learners with higher pre-intervention motivation scored better on post-intervention knowledge tests, suggesting that motivation may prove a viable target for future instructional enhancements.
To assess the results of this intervention program, pre- and post-intervention knowledge, attitude, and practice (KAP) surveys were implemented in 400 households, randomly selected from four wards surrounding the Da Nang Airbase in 2009 and 2011, respectively.
There were three measurement points which were pre, post, and three months post intervention for knowledge, skills and attitudes.
Of the 188 students who completed baseline instruments 110 (59%) had both pre- and post intervention instruments (Knowledge Quiz and MICA scale) completed and were used for subsequent analyses.
We developed a questionnaire for pre and post intervention measurements in knowledge and attitudes using previously validated assessment tools for evaluating EBM teaching [ 15- 17].
The physician knowledge, attitude and self-efficacy questionnaire was used to create change scores (pre – post intervention) to measure physician knowledge, attitude and self-efficacy [ 36, 37] for both glycemia control and insulin initiation and titration.
This study demonstrated no significant post intervention changes in CPG knowledge, and only one question that reflected attitude change.
Only one of the three available RCT's [ 17, 19, 21] reports on follow up meetings and found an increase in knowledge post intervention at three and six months follow up [ 19].
Moreover, we find that for post-diagnostic interventions knowledge about the number of drivers at the time of tumour discovery is a far better predictor of outcome than information about the time from tumour initiation to discovery, and that increases in treatment intensity tend to decrease predictive accuracy.
Pre and post intervention assessment was done for knowledge, attitude and practices (KAP); and was statistically analyzed.
