AIMTo review the perceptions of dental/medical educators and their students in the United States on the adequacy of didactic and clinical preparation to provide service for individuals with disabilities.

METHODOLOGYAn e-mailed questionnaire with follow-up was sent to 198 deans of dental/medical schools, 1,628 directors of residency programs in nine medical/dental residency programs, 427 medical students in 12 medical schools, and 368 health related organizations, facilities and programs.

RESULTSMore than half (58%) of the responding deans of reported that a curriculum for patients with disabilities was not a high priority at their school. A majority (61%) of deans of medical schools, and 47% of the deans of dental schools, reported that their graduates were competent to treat patients with disabilities. However, majorities of dental/medical school seniors and graduates expressed inadequate competency in the care of these patients. A majority of the directors of medical/dental residencies indicated a need for additional training for their residents.

CONCLUSIONThere is need for increased didactic and clinical preparation of dental/medical school graduates in the care of individuals with special health needs. The interest expressed by health profession educators in an effort to develop appropriate curriculum modules provides an opportunity to prepare new graduates for the care of an increasing population of individuals with disabilities.

Administrative Personnel ; Attitude of Health Personnel ; Clinical Competence ; Curriculum ; Dental Care for Disabled ; Disabled Persons ; Education, Dental ; Education, Medical ; Electronic Mail ; Faculty, Dental ; Faculty, Medical ; Health Services ; Humans ; Internship and Residency ; Schools, Dental ; Schools, Medical ; Students, Dental ; Students, Medical ; Surveys and Questionnaires ; United States

Nurse educators are vital in the future of healthcare and deserve recognition and benefits for this role they play. Nurse educators who are exposed to clinical and community settings are facing challenges different from those in the classroom setting. They are evidently at risk of exposure to numerous hazards, perils of life, and physical hardships when they do preceptorship to students. In accordance with the Commission on Higher Education (CHED) Memorandum Order (CMO) 15, a nurse educator must supervise a maximum of 10 students in clinical and community settings to complete the corresponding number of Related Learning Experience (RLE) contact hours equivalent to 1836 hours in every student. It is crucial that reforms and regulations be made to recompense nurse educators. Risk welfare is a financial benefit for nurse educators performing preceptorship in intensive nursing practice or RLEs. It is a payment to cover actual or potential threats or dangers associated with carrying out RLE activities. Proposed rates for the benefit may depend on the area and number of days of actual exposure; however, hospital settings may be considered at greater risk, warranting higher payment.
Faculty, Nursing

PURPOSE: The purpose of this study was to examine the evidence of programmatic and teaching initiatives implemented by nursing faculty to enhance the academic success rates of ethnically diverse students (EDS). METHODS: A search of the literature in the Cumulative Index to Nursing and Allied Health Literature and MEDLINE databases, wherein primary sources about programmatic and teaching initiative to promote academic success among EDS, was conducted. Using specific the Cumulative Index to Nursing and Allied Health Literature subject headings and Medical Subject Headings, 230 articles were retrieved from both databases. A total of 22 peer-reviewed articles published between 2000 and 2011 were included in the literature review. RESULTS: We found that evidence on the predominant programmatic and teaching initiatives for EDS academic success was inconclusive. The most common programmatic and teaching initiatives implemented by nursing faculty were peer mentoring, faculty-student mentoring, social networking, academic support, and financial support. CONCLUSION: Although positive student outcomes were reported about programmatic and teaching initiatives for EDS, the evidence remained inconclusive. Recommendations for policy and future research in this area of nursing education research were provided.
Achievement ; Faculty, Nursing ; Humans ; Medical Subject Headings ; Mentors ; Minority Groups ; Nursing Education Research ; Subject Headings

INTRODUCTIONThe Academic Medicine Education Institute (AM∙EI), jointly established by Duke-NUS Graduate Medical School (Duke-NUS) and Singapore Healthcare Services (SingHealth), is a newly formed health professions education academy designed to cultivate best education practices and create a community of health professions educators. To achieve the aims of AM∙EI, the needs of SingHealth educators have to be understood. Therefore, this study was carried out to assess educators' perceptions towards the current education climate and their academic needs.

MATERIALS AND METHODSA 28-item questionnaire consisting of free-response, Likert-type and ranking questions was developed. The questionnaire was electronically distributed to 200 medical and nursing educators, and made available to attendees of the 2012 Singhealth Duke-NUS Scientific Congress through hardcopies.

RESULTSA total of 150 completed questionnaires were received (94 from electronic survey and 56 from Congress). Five themes emerged from the analysis of responses to free-response questions: 1) faculty development, 2) development of a community of educators, 3) recognition for educational efforts, 4) institutional support, and 5) better communication about SingHealth educational activities. Respondents were in highest agreement with the statements (rating of 3.7 out of 5): "The SingHealth education programmes are high quality", "New learning or teaching methods are welcomed in this institution/hospital", and "An academic appointment is important to me". The competencies that respondents felt to be the most important were facilitating discussions, presentation skills, and providing feedback (respective means = 5.1, 5, 5 of 7).

CONCLUSIONThis needs assessment provided us with important insights regarding SingHealth medical educators' perceptions of their education environment and established key priorities for the AM∙EI's programming efforts.

Academies and Institutes ; Attitude of Health Personnel ; Education, Medical ; organization & administration ; Education, Nursing ; organization & administration ; Faculty, Medical ; organization & administration ; Faculty, Nursing ; organization & administration ; Humans ; International Cooperation ; Needs Assessment ; North Carolina ; Organizational Culture ; Schools, Medical ; organization & administration ; Singapore ; Surveys and Questionnaires

Background and Objective: In addressing vaccine acceptance, teachers may play a pivotal role as educators and models of behavior, as they serve as reliable sources of information. Thus, this study aimed to determine the association between knowledge and risk perception of teachers and their acceptance of the COVID-19 vaccine. Methodology: This study utilized an analytic, cross-sectional design. Seven hundred and seven public secondary school teachers in Manila City, Philippines accomplished the online self-administered questionnaire. The study was guided by the Health Belief Model (HBM). Multiple logistic regression was used to determine the factors associated with acceptance of the COVID-19 vaccine. Results: Respondents had a high knowledge on COVID-19 mode of transmission (95.2%), signs and symptoms (92.9%), diagnosis (57.6%), treatment (98.9%), and prevention (92.2%). They had a high risk perception (>69.2%) pertaining to four constructs (Perceived Susceptibility, Perceived Severity, Perceived Benefits, Cues to Action) of the HBM. Low risk perception of barriers was observed (66.1%). The majority (92.5%) are willing to accept the COVID-19 vaccine. Respondents who teach health-related subjects (94.4%) garnered more vaccine acceptors compared to teachers of non-health-related subjects (91.6%). After adjusting for sex, age, highest educational attainment, and subjects taught, Cues to Action remained to be associated with COVID- 19 vaccine acceptance. Conclusion Although high levels of knowledge and risk perceptions were observed, only Cues to Action had a significant association with COVID-19 vaccine acceptance. Hence, they need external cues, from physicians or the Food and Drug Administration, to accept the COVID-19 vaccine.
COVID-19 Vaccines ; Health Belief Model ; School Teachers ; Knowledge

OBJECTIVE: To determine the presence or absence of gross laryngeal or vocal cord pathology during endoscopic examination and determine if there is a relationship between these findings, the number of years in teaching, and the presence of other risk factors among teachers in a public secondary school in Bacolod City.

DESIGN: Cross-sectional Study

SETTING: Secondary Public School in Bacolod City, Philippines.

PARTICIPANTS: A total of 50 school teachers participated in the study conducted from July 2016 to May 2017. They completed a questionnaire on demographic data, professional profile and lifestyle profile and underwent laryngoscopic examination.

RESULTS: The most common pathologic laryngoscopic findings were vocal fold nodule (12%), swollen arytenoids (10%), paretic vocal cords (6%) aqnd epiglottic mass (6%). There was no significant relationship between laryngoscopic findings and number of years teaching (X2 = 0.103, df = 1, p = .748). However, there was a significantrelationship between laryngoscopic, smoking (X2 = 6.419, df = 1, p = .011) and daily water intake (X2 = 10.208, df = 2, p = .006).

CONCLUSIONS: Results of this study suggest that in terms of voice care, public school teachers may benefit from avoidance of smoking and increased water intake.

Human ; Male ; Female ; School Teachers ; Hoarseness ; Voice ; Vocal Cords ; Laryngoscopy

OBJECTIVES

While the chronically overburdened state of public school teachers in the Philippines is well-established, little is known about how they specifically provide ‘care’ and attend to their students’ health in the workplace. This article addresses that knowledge gap by illustrating the many forms of ‘health work’ undertaken by public school teachers on a daily basis, and analyzing the concrete challenges they face in doing such work. In so doing, this article provides a qualitative construction of school teachers as ‘health workers’ in the country.

METHODS

This article draws from two focus group discussions conducted in Southern Luzon and Eastern Visayas between November 2018 to May 2019, as part of a multi-sited study on the health-related challenges faced by lowand middle-income Filipinos. A total of 19 teachers participated in those two discussions. We used the principles of thematic analysis to code and analyze the discussion transcripts.

RESULTS

Teachers regularly fulfill various tasks that can be considered health work, including measuring students’ anthropometrics; supervising and administering government programs like deworming, feeding programs, and vaccinations; providing first-aid and various forms of immediate medical attention; addressing students’ mental and psychological health concerns; and working with students’ families in ways that resemble social work. However, the study participants largely considered themselves unqualified to do health work, often sacrificed their own personal health and interpersonal relationships to take on the additional burden of health work, and felt they received insufficient institutional support.

CONCLUSION

Doing health work not only takes away from actual teaching time, but also comes at the expense of teachers’ own health. Hiring the appropriate personnel to conduct health work and improving legal safeguards are possible solutions to ameliorating the present working conditions of teachers. Yet, the larger and more long-term conversation demands the prioritiziation of teachers’ well-being and overall quality of life, and recognizing the cruciality of a healthy work-life balance for them. Future studies should involve more diverse geographic sites and teacher populations, and utilize more focused forms of analysis (e.g., comparative, policy-driven).

Human ; School Teachers ; Healthcare Workers ; Health Personnel ; Philippines

PURPOSE: The purpose of this study was to explore perception of clinical experience between the initial and final practice and to explore changes in the perception of clinical experience. METHODS: The study used a Q-method to measure perception of clinical practice. Thirty-six statements made up the finalized Q-sample. The P sample used thirty three nursing college students from K university. The initial collection was done in the first semester of their junior year and second collection was done in the last semester of their senior year. The Q-sorts by each student were coded and analysed with the Quanl PC program. RESULTS: Many students classified as having the perception type 'alienation of ideal and reality' or 'perception of limitation of ability' in the initial clinical practice changed to the type, 'active participation' by the final clinical practice. Further, in the initial clinical practice, part of 'active participation' and 'perception of limitation of ability' changed to 'alienation of ideal and reality'. CONCLUSION: This study shows that perception of their clinical practice by student nurses changed in a positive direction through clinical experience and that this fact was related to the level of satisfaction with nursing. The knowledge and understanding obtained in this research provide insights for nursing faculty and students involved in nursing education.
Education, Nursing ; Faculty, Nursing ; Humans ; Nursing ; Q-Sort

Chrysanthemum rubellum (durian) flower (CR) is well-known for its usefulness in conventional and advanced medicine. Bioactive glass properties are geared towards hard tissue regeneration. Hence, this study aims to investigate the response of dental pulp stem cells (DPSC) when exposed to bioactive glass-chrysanthemum flower extract-conditioned medium. Methods: Chrysanthemum rubellum (durian) yellow coloured petals freeze dried extracts (CRE) was prepared by separation and agitation in distilled water where the final powdery compound was being investigated and combined with melt-derived BG 45S5 powder to produce BGCRE-conditioned medium. The CRE extracts in various concentrations and BGCRE-conditioned medium were exposed to DPSC and the cells responses were assessed using AB and MTT assays. The CRE and BGCRE-conditioned media were also assessed using ICP-OES to check for ionic release profile from both medium. Results: The CRE-conditioned medium (7.81, 15.63, 31.25 and 62.5 μg/ml) showed a dose-dependent effect towards DPSC from Days 1 until 14. The BGCRE-conditioned medium containing BG powders (1 mg/ml) with the lower amount of CRE extracts (0.02 and 0.1 mg/ml) promoted DPSC viability and proliferation rate from Days 1 until 14 based on AB and MTT assays. The BGCRE-conditioned medium has potentially affected the DPSC viability and proliferation. Conclusion: The presence of CRE in BGCRE-conditioned medium enhanced the DPSC viability and proliferation possibly through the combined effect of CRE and BG. This BGCRE combination showed potential as natural medicament for dental tissue regeneration
Craniofacial and Biomaterials Sciences Cluster ; Advanced Medical & ; Dental Institute ; Universiti Sains Malaysia ; Bertam ; 13200 Kepala Batas ; Pulau Pinang ; Malaysia 2 Department of Paedodontics and Preventive Dentistry ; Coorg Institute of Dental Sciences ; Virajpet ; 571218 ; Coorg Institute ; Karnataka State ; India 3 Faculty of Applied Sciences ; Universiti Teknologi MARA ; 40450 Shah Alam ; Selangor ; Malaysia

No abstract available.
Faculty, Medical* ; Humans ; Korea*