Birth preparedness and complication readiness (BPCR) is a strategy that helps women to consider all available maternal health care services during pregnancy and prepare for potential complications. Though global annual number of maternal deaths decreased to an estimated 303,000 in 2015, avoidable morbidity and mortality remains a formidable challenge in many developing countries which account for approximately 99% (302,000) of the global maternal deaths in 2015. This study aims to assess the practice and factors associated with birth preparedness and complication readiness among women in Sodo town, Wolaita zone, Southern Ethiopia; 2018. Community-based cross-sectional study was carried out from June 1–30, 2018. A total of 495 (pregnant and recently delivered women), were randomly selected and interviewed using pretested structured questionnaire. The data were entered using EPI Data version 3.1 and analyzed using SPSS version 20. Descriptive statistics were reported and bivariate and multivariable logistic regression was carried out to see the effect of each independent variable on the dependent variable. Of 506 sampled participants, 495 (49.5% pregnant and 50.5% recently delivered) participated, which made a response rate of 97.8%. 48.5% of women were prepared for birth and ready for its complication in the study area. From multivariable analysis, women in the age group of 15–24 (AOR = 2.39, 95% C. I = 1.19, 4.46) and 25–34 years (AOR = 1.89, 95% C. I = 1.10, 3.25); women who attended college and above level of education (AOR = 2.07, C. I = 1.11, 3.88); women counseled to prepare potential blood donors (AOR = 1.90, 95% C. I = 1.15, 3.12) and to identify skilled birth attendants prior to birth (AOR = 1.59, 95% C. I = 1.05, 2.39) and women whose partners and/or families were counseled (AOR = 2.16, 95%C.I = 1.25, 3.74) were factors positively associated with birth preparedness and complication readiness practice. Although not satisfactory in view of expectations, a relatively higher practice of birth preparedness and complication readiness had been observed in the study area compared with the previous reports. Healthcare workers at the grassroots should be encouraged to involve women’s partners and/or family members while explaining birth preparedness and complication readiness with a special emphasis on older (> 35 years) and uneducated women in order to improve the practice in the study area.

The Integrated research subject-research-based learning online (IRS-RBLO) model is developed based on research-based learning, the components of the research process, and elements of online learning design. We aimed to evaluate the effectiveness of the IRS-RBLO in enhancing the learning outcome and research knowledge among community public health students at Walailak University, Thailand. This study applied a retrospective record review of 67 complete records out of 80 fourth-year community public health students of Walailak University to study the effectiveness of the IRS-RBLO model through research knowledge and learning outcomes. Research knowledge and learning outcomes were assessed using 40 multiple choice questions and 40 Likert scale questioners, respectively. The T-test was applied to analyze research knowledge before (1st week) and during learning (7th week), and ANOVA statistics to analyze students’ learning outcomes before (1st week), during (7th week), and after (16th week) learning with the IRS-RBLO model. Students exhibited a significant difference in research knowledge (p =.00), with 35.88% percentage increase in aggregate knowledge assessment score before and during; and learning outcomes before, during, and after learning with the IRS-RBLO model (P =.00), with 17.44% increase in overall learning outcome increase between the scores of before and after. However, it showed variable results while comparing before and during (P <.001), before and after (P =.001), and during and after (P =.045) learning with the IRS-RBLO model. The IRS-RBLO model has shown its significant difference in research knowledge and learning outcomes. We recommend the broader implementation of the model, and future research may explore instructor opinions, and investigate educational policy implications to further validate the model’s effectiveness. Not applicable.