Background: Undergraduate researches in universities are potential sources of useful data in medicinal plant research. In higher education institutions, many of these manuscripts remain untapped and inaccessible to researchers and scientists. If widely utilized, these can contribute in the growth of knowledge on medicinal plants. Objectives: This article aimed to catalogue the medicinal plant researches of the Bicol University – Department of Biology from 1991 to 2019, highlight significant developments, trends, and responsiveness of the research, and recommend policies to improve medicinal plant research in the next decade. Methodology: A complete list of undergraduate research titles was obtained and analyzed using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) process. Categorization of researches included the medicinal plants studied, year of study, and the biological assays conducted. The final list included two things: researches that utilized medicinal plants and those researches which tested the biological and medicinal properties of plants. Results were presented in percentages. Results: To date, 18.72% of the 865 thesis titles archived in the department are medicinal plant researches and majority of which focused on antimicrobial and toxicity studies. There were 52 plant families, 99 genera, and 114 plant species investigated. Leguminosae and Asteraceae were the most studied plant families. The years 2011-2019 were the most fruitful in terms of research completed. Conclusion: Undergraduate researches can provide vital information on medicinal plants studies, especially on an institutional and regional level. It is recommended that medicinal plants research be included as a thematic area among higher education institutions, and that policies be implemented to support publication of researches.
Burseraceae ; Anti-Bacterial Agents ; Asteraceae ; Animal Care Committees ; Anti-Infective Agents ; Biological Assay ; Licensure

BACKGROUND AND OBJECTIVES: Reforms in health professions education in the past decade entails the development of effective curricula that impact and improve health outcomes. Along with health professionals, barangay health workers (BHW) are not spared from experiencing curricular mishaps when they undergo trainings for community health work. This article described the process of a participatory approach in curriculum development for BHWs in a local community in the Ilocos Region. METHODOLOGY: An exploratory sequential mixed method design was used for this pilot study. The method was framed from six (out of ten) steps in the Research and Development Cycle; these steps were categorized in three phases: 1) needs assessment, 2) participatory curriculum development, and 3) implementation of the curriculum and evaluation. RESULTS: Our findings yielded both qualitative (Phases 1 and 2) and quantitative (Phase 3) data which were analyzed separately and sequentially. Phase 1 revealed findings based on the strengths, weaknesses, opportunities, and threats found in the community's health care context which were used to determine the four potential training topics to develop a curriculum. Phase 2 generated a curriculum on hilot wellness through the participation of the local government and curriculum experts. Phase 3 produced evaluative data on the reaction, learning, and behavior of BHWs towards the implemented curriculum on hilot wellness. CONCLUSION: The participatory curriculum development process entailed the generation and analysis of data from the community that produces a curriculum for the community. This curriculum does not only offer sustainable and longitudinal health care services but is sensitive to the values and culture of the community while considering the notion that learning it not linear. This article demonstrated that a participatory approach in curriculum development within health professions education can be pursued to address the everchanging healthcare needs of local communities.
Health Workforce ; Public Health ; Workforce ; Health Personnel ; Curriculum ; Occupational Health ; Community Health Services

BACKGROUND: Summative assessment of student performance should provide information on achievement of program outcomes to support evaluation decisions. Alternative approaches to the traditional assessment systems like the written licensure examinations in Physical Therapy (PT) should be explored to ensure valid measurement of achievement of these terminal outcomes. OBJECTIVE: The study aimed at establishing equivalence of two summative assessments new to PT in measuring achievement of the PT outcomes: work-based assessment using Entrustable rofessional Activities (EPA) and knowledge-based assessment using Context-Dependent Item Sets (CDIS). METHODOLOGY: Thirty-two newly graduated PT's underwent a one-week EPA assessment and took a 102-item CDIS test (based on 14 clinical vignettes). Qualitative data from blueprint review, group face-to-face interviews with participants and assessors, and field notes from observations, and quantitative data from EPA entrustment decisions and CDIS scores were utilized to ascertain their comparability in terms of Purpose, Administration, Quality and Decisions. This was used to determine the extent of equivalence of the two assessments. RESULTS: Review of both blueprints show alignment with PT outcomes, with integrative content motivating participants towards professional development. Administration were equally acceptable to users, though EPA had more practice opportunities with a longer assessment time. Entrustment decisions in EPA had a high inter-rater reliability, while CDIS had low reliability, with most items having poor discriminative power. Decisions of “pass” or “fail” had good concordance when high prevalence indices were considered. CONCLUSION: There is high extent of equivalence in purpose of EPA and CDIS but are not equivalent in terms of administration. There is moderate equivalence in quality and decisions, with potential for increased concordance if improved quality of CDIS is attained.
Humans

BACKGROUND AND OBJECTIVE: Peer-assisted learning (PAL) is an established concept in which students obtain mutual benefits by teaching and learning from each other. In the clinical environment, this often occurs intentionally or unintentionally in various formats such as same level or cross level peer tutoring, peer mentoring, cooperative learning and the like. This study determined the effectiveness of Peer Assisted Learning in achieving identified program outcomes in the curriculum for clerks and postgraduate interns rotating in Otorhinolaryngology specialty. METHODOLOGY: Study has 2 parts. Part 1 was a one-group pre-test and post-test design that involved teaching training of 16 PGI to be peer tutors in Otorhinolaryngology Physical Examination (ORL PE) to clerks. Video recorded pre-training baseline and post-training actual skills demonstrations of the PGI were rated. Scores were compared using Wilcoxon Signed Ranks test with p value at 5% level of significance. Part 2 was a randomized controlled single-blind trial of Peer-Led vs. Expert Faculty-Led ORL PE training of 55 clerks. Tutees performed a post training video-recorded skills demonstration assessed by a faculty rater who was blinded as to who among the clerks underwent the PAL-Led or Expert Faculty-Led training. Scores of the tutees in the 2 models of instruction were compared using the Mann-Whitney U-test at 5% level of significance. RESULTS: Part 1 results showed significant improvement in the post-training scores of the 16 PGI in the identified micro skills and ORL PE skills. For Part 2, 33 and 22 clerks underwent PAL-Led and Expert Faculty-Led instruction respectively. Comparison of performance scores of the clerks in the 2 models of instruction showed no significant difference. CONCLUSION: Teaching training for PGI improved their knowledge, skills and attitude in teaching ORL PE skills to clerks. There was no significant difference in the performance outcomes between clerks that underwent PALLed and Expert Faculty-Led model of instruction.
Teacher Training ; Peer Group

BACKGROUND: Professionalism is a core competency of physicians, identified as one of the learning outcomes for the Doctor of Medicine program. In all the efforts geared towards supporting students develop high standards of professionalism through the 4-year course of medical education, perhaps the greatest gap is in assessment. OBJECTIVES: The study aimed to determine how attitudes towards professionalism among medical students change during clinical clerkship, which attitudes change, and if these changes are associated with certain demographic factors and specific clinical rotations. METHODOLOGY: This is a cohort study with a baseline and three consecutive measurements of attitudes towards professionalism among students in a medical school as they rotated in the different clinical departments for the first semester of AY 2018-2019. A 36-item questionnaire based on a validated instrument was used. Frequency counts, means, percentages, paired t-tests, analysis of variance, and chi-square were used to analyze the data. RESULTS: Overall, the attitudes towards professionalism among medical students were positive at baseline and did not significantly change through three consecutive clinical rotations. The scores were highest and most stable for altruism, accountability, and excellence. No association was found between any change in attitudes and certain demographic factors including age, gender, and pre-medical course, and specific clinical rotation. CONCLUSION: No significant change in attitudes towards professionalism was found among fourth year medical students as they rotated through three consecutive clinical rotations. While many factors should be considered, this finding should prompt a comprehensive look at how clinical clerkship experiences actually educate for professionalism.
Professionalism ; Clinical Clerkship ; Attitude

BACKGROUND: Clinical competency depends on student's knowledge of basic sciences including the learned concept in Anatomy. But what if students forget the learned knowledge of human anatomy? OBJECTIVES: This research investigated knowledge gain post instruction, knowledge retention (or loss) of basic and clinical concepts five months after. It also compared the effect of delayed-multiple testing and delayedsingle testing in the retention of acquired knowledge. METHODOLOGY: This is an experimental study conducted among first year medical students who underwent neuroanatomy module and later followed-up after five months using a 32-item test-retest. Items were categorized as basic knowledge and clinical correlation. Participants were randomly assigned into two groups; delayed-multiple and delayed-single testing. Mean difference in scores between the 2 testing periods (end-ofmodule and terminal delayed test) were analyzed using paired samples t-test while mean difference between basic and clinical correlation were analyzed using independent samples t-test. The degree of knowledge loss was determined using the computed Knowledge Loss Percentage (KLP). RESULTS: Knowledge gain was noted at the end of instruction (p value<0.001). Knowledge loss is higher among basic knowledge (p value<0.001) and demonstrated a higher computed KLP. Repeated testing demonstrates a higher retention (KLP=4.34) compared to those administered with a single test only (KLP=26.73). CONCLUSION: Knowledge loss occurs post instruction and more pronounced among basic concepts. Clinical correlation and frequent testing demonstrate a significant retention capability. To reduce the effect of knowledge loss among basic concepts, this study recommends the implementation of multiple testing.
Knowledge

BACKGROUND AND OBJECTIVES: To learn technical skills in Medical Technology schools, laboratory experiments are made individually or in groups. The nature of student participation and effect of group work in laboratory skills and attitudes of students have not been well studied. The study compared individual work, working in groups of three, and working in groups of six in terms of skills and attitudes toward learning, motivation to learn, responsibility, helpfulness, and teamwork. METHODOLOGY: Experimental study was used that employed a counter-balance design among thirty-six thirdyear medical technology students who were instructed to learn laboratory skills in three settings and were rotated in six experiments. Performance examination and questionnaires were formulated by the researcher and used for gathering data. One-way ANOVA was used to determine the significant differences among practical exam scores of the three laboratory settings while Kruskal-Wallis H and Mann-Whitney U test were used to determine differences in rating scores of the attitude questionnaire. RESULTS AND CONCLUSION: There were no significant differences in students' skills F(2, 213)=1.97, (p=.142) and in their attitude toward learning, helpfulness and teamwork among the laboratory settings. Students have higher motivation when working in groups (H(2)=14.413, p=.001) and assumed more responsibility when working alone than when working groups. When students worked individually or in groups of three, they perceived ending up doing most of the work.
Learning ; Attitude ; Technology

BACKGROUND AND OBJECTIVES: There were issues and dearth of studies on postgraduate research supervision across all fields and discipline. This study sought to describe the effective practices of university research supervisors handling postgraduate students in education and health sciences. METHODOLOGY: A descriptive qualitative design was used to understand the effective research supervision practices based on the experiences of 10 university research supervisors in handling postgraduate students in the fields of education and health sciences. All supervisors voluntarily accomplished an online questionnaire consisting of 10 open-ended items. Their responses underwent thematic analysis. RESULTS: Evidence of expertise among the research supervisors was established. Data from the responses of the research supervisors were grouped into themes and analyzed according to the conceptual models of effective research supervision of Lee [7] namely functional model, emancipation model, relationship development model, critical thinking model, and enculturation model. Most of the responses on effective practices fall under the functional model wherein supervisors need to have directing and project management skills. Practices under this model were further categorized into communication, feedback, monitoring, managing and research process-related matters. Distinct findings in this study categorized under the other models include having dialogue with supervisees, respecting supervisees as thinkers, and showing respect to supervisees. Ineffective practices were also recognized. They included not reading the supervisee's work, imposing solutions to supervisees, pressuring them and not taking advising duties professionally. CONCLUSION: Most of the effective practices of research supervisors in handling postgraduate students are founded on their supervisory functions particularly in their directing and project management activities.

BACKGROUND: Staff development is essential in sustaining organizational efficiency. In 2016, the University of the Philippines Manila started conducting the “Awakening Seminars” among administrative personnel to foster smooth interpersonal relationships and operational efficiency. OBJECTIVES: This study was commissioned to determine the value of the seminars. It evaluated the trainees' perceived reactions, learning, and overall change in behaviors towards their work at the university. METHODOLOGY: Out of 321 personnel who completed the seminars, 96 were calculated as sample size. Participants accomplished a survey questionnaire and 67 valid responses were collected. Data were analyzed using means and standard deviations according to Kirkpatrick's Evaluation Model from Level 1: Reactions, Level 2: Learning, to Level 3: Behavior. Different ratings were compared with selected variables using analysis of variance. RESULTS: Seven seminars were conducted from March 2016 to January 2017. Mean ratings showed that the seminars were well organized, relevant, and helped them appreciate their work, colleagues, and their workplace environment. Participants have high morale and felt privileged being in UP. Analysis of variance tests showed that evaluation ratings did not differ significantly with monthly take-home pay, tenure, performance, and job category. While these ratings are not directly translated as operational efficiency, results suggest participants' commitment to the university's goals. CONCLUSION: UP Manila personnel appreciated the “Awakening” staff development program and can be replicated to all support personnel of the colleges.
Workplace ; Staff Development

Drugs are used essentially to treat illnesses in humans and animals. When metabolized in food animals, they are harmless, but residues may remain in tissues, meat and milk that can present risks in the food chain. A longterm consequence of drug residues in food of animal origin is the development and emergence of antimicrobial resistance (AMR). Generally, increasing the use of antimicrobials in medical and veterinary practice exacerbates AMR. Spread of infection or resistant pathogen or resistance genes in the environment can be explained by the close link between humans, animals, and the environment. The public health and economic impact of AMR have been estimated to be around 100 trillion US dollars each year and food animals are a major reservoir of AMR microorganisms in many low and middle income countries (LMIC). However,due to the lack of data on food-borne pathogens and antimicrobial usage is a challenge in the control of AMR in LMICs where the food industry is heterogeneous, largely informal, and unregulated. Emergence and transmission of AMR in developing countries are linked to food of animal origins, but the awareness of this relationship is low. Overall, the challenge of food insufficiency also described as food insecurity and a lack of adequate food safety measures can worsen the incidence and persistence of AMR. This review summarizes the issues and challenges of emerging drug resistant pathogens from food animals in developing countries, and highlights the importance of a holistic perspective in addressing AMR in humans in the context of the One Health approach.
Animals ; One Health ; Drug Resistance, Bacterial ; Anti-Bacterial Agents ; Developing Countries