The study of childhood and injury prevention is emerging as a legitimat field of clinical practice and research in pediatrics and community health. In the Philippines, accidents rank sixth both in terms of morbidity and mortality. Children and adolescents comprise a sizeable number of cases, accounting for about 40% of the total number of accidents. In terms of serious disability, medical costs and morbidity, the total impact of childhood injuries is enormous. An accident is defined by the World Health Organization as an event which is independent of human will power, caused by an external force, acts rapidly and results in bodily or mental damage. Haddon defines injury as a damage by a transfer of energy from a hazardous agent to a susceptible host in a conducive environment. The leading causes of injuries in the Philippines are traffic accidents, drowning, falls, burns and poisoning. Most injuries occur at home and in school. The interactive model of agent-host-environment can be adopted for understanding childhood injuries. A developmental approach that emphasizes that children have different cognitive, perceptual, motor, and language competencies can provide a better understanding of the child's contributions to the occurence of injuries. A good injury prevention program depends on significant researches on accident and injury prevention. Clinical, epidemiological, and biotechnical research can provide a basis for rational prevention of accidents. Educational packages for injury should be prepared by medical schools, hospitals, and health organizations. Pediatricians must advocate for legislation and enforcement of laws on injury prevention, cost efficient preventive measures, good accident data collection. The creation of national, regional, and local safety committees will accelerate a national injury prevention program.

Human ; Male ; Female ; Adolescent ; Child ; Child Preschool ; Public Health ; Accidents ; Wounds And Injuries ; Prevention And Control

Objectives. The Association of Philippine Medical Colleges (APMC) responded to the global call for transformative learning by conducting a series of Faculty In-service Training. This study was commissioned to determine faculty trainees' perceptions of the program in terms of relevance, comprehensiveness, and quality. It also described their applications of the program in their delivery of instruction, assessment, organization, and management skills.

Methods. This is a sequential explanatory mixed-method research. The quantitative phase refers to the analysis of the rating scale accomplished by participants as feedback. The qualitative phase includes analysis of focus group discussion results and actual course syllabi used by selected participants, including medical schools' documents. Both data were integrated using a combination of descriptive statistics, measures of central tendency and dispersion, as well as joint displays.

Results. APMC conducted six in-service trainings from 2015 to 2018. Themes focused on medical teachers' roles as instructional designers, facilitators, assessors of learning, and as leaders and managers. Respondents perceived the programs as most relevant, comprehensive, and interesting. The syllabi, instructional resources, and assessment instruments and practices were consistent with the standards of the Commission on Higher Education. Medical teachers showed that they use innovative teaching and assessment strategies, and are dealing with medical education's continuous challenges.

Conclusion. Faculty participants perceived the APMC in-service training programs most favorably for capacitating them to enhance their teaching skills and inculcate the culture of quality in medical schools. APMC's training also reflects the organization's commitment to social accountability.

Education, Medical