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Hudon A, Kiepura B, Pelletier M, Phan V. Using ChatGPT in Psychiatry to Design Script Concordance Tests in Undergraduate Medical Education: Mixed Methods Study. JMIR Med Educ 2024; 10:e54067. [PMID: 38596832 PMCID: PMC11007379 DOI: 10.2196/54067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2023] [Revised: 03/06/2024] [Accepted: 03/07/2024] [Indexed: 04/11/2024]
Abstract
Background Undergraduate medical studies represent a wide range of learning opportunities served in the form of various teaching-learning modalities for medical learners. A clinical scenario is frequently used as a modality, followed by multiple-choice and open-ended questions among other learning and teaching methods. As such, script concordance tests (SCTs) can be used to promote a higher level of clinical reasoning. Recent technological developments have made generative artificial intelligence (AI)-based systems such as ChatGPT (OpenAI) available to assist clinician-educators in creating instructional materials. Objective The main objective of this project is to explore how SCTs generated by ChatGPT compared to SCTs produced by clinical experts on 3 major elements: the scenario (stem), clinical questions, and expert opinion. Methods This mixed method study evaluated 3 ChatGPT-generated SCTs with 3 expert-created SCTs using a predefined framework. Clinician-educators as well as resident doctors in psychiatry involved in undergraduate medical education in Quebec, Canada, evaluated via a web-based survey the 6 SCTs on 3 criteria: the scenario, clinical questions, and expert opinion. They were also asked to describe the strengths and weaknesses of the SCTs. Results A total of 102 respondents assessed the SCTs. There were no significant distinctions between the 2 types of SCTs concerning the scenario (P=.84), clinical questions (P=.99), and expert opinion (P=.07), as interpretated by the respondents. Indeed, respondents struggled to differentiate between ChatGPT- and expert-generated SCTs. ChatGPT showcased promise in expediting SCT design, aligning well with Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition criteria, albeit with a tendency toward caricatured scenarios and simplistic content. Conclusions This study is the first to concentrate on the design of SCTs supported by AI in a period where medicine is changing swiftly and where technologies generated from AI are expanding much faster. This study suggests that ChatGPT can be a valuable tool in creating educational materials, and further validation is essential to ensure educational efficacy and accuracy.
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Affiliation(s)
- Alexandre Hudon
- Department of Psychiatry and Addictology, University of Montreal, Montreal, QC, Canada
| | - Barnabé Kiepura
- Department of Psychiatry and Addictology, University of Montreal, Montreal, QC, Canada
| | | | - Véronique Phan
- Department of Pediatrics, Université de Montréal, Montreal, QC, Canada
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Small SP, Cashin G, English D, Moran G. "It is Essentially About Treating Each Other Well": Insights from Faculty on Incivility in Nursing Education. Can J Nurs Res 2024; 56:81-94. [PMID: 37788344 PMCID: PMC10804871 DOI: 10.1177/08445621231204985] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/05/2023] Open
Abstract
STUDY BACKGROUND Incivility in nursing educational institutions, which may be perpetrated by both students and faculty, is troubling given that such institutions have a mandate to prepare students for caring, relational nursing practice. PURPOSE The purpose of this study was to contribute to understanding nursing academic incivility through an examination of nursing faculty's perspectives on student and faculty incivility. METHODS The study was conducted using a mixed methods, descriptive, survey design with collection and analysis of quantitative and qualitative data. The sample consisted of 52 faculty members. RESULTS A large majority of faculty thought that incivility in the nursing academic environment is a problem, with most considering it to be a mild or moderate problem. Students acted unprofessionally by showing disrespect, displaying superiority, engaging in disruptive behaviors, or not taking responsibility for their role in their learning. Faculty acted unprofessionally by showing disrespect, displaying superiority, or not being supportive. Faculty perceived that stress, personality, failure to deal with incivility, and an attitude of entitlement contributed to incivility. They thought that educational interventions, policies, and an academic environment that is conducive to civility are needed to address the problem. CONCLUSION Until evidence is available to support the effectiveness of interventions for academic incivility, nursing educational institutions are encouraged to implement strategies suggested by faculty in this study.
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Affiliation(s)
- Sandra P. Small
- Faculty of Nursing, Memorial University, St. John's, NL, Canada
| | | | | | - Glenys Moran
- Centre for Nursing Studies, St. John's, NL, Canada
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Abid A, Murugan A, Banerjee I, Purkayastha S, Trivedi H, Gichoya J. AI Education for Fourth-Year Medical Students: Two-Year Experience of a Web-Based, Self-Guided Curriculum and Mixed Methods Study. JMIR Med Educ 2024; 10:e46500. [PMID: 38376896 PMCID: PMC10915728 DOI: 10.2196/46500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Revised: 11/07/2023] [Accepted: 12/21/2023] [Indexed: 02/21/2024]
Abstract
BACKGROUND Artificial intelligence (AI) and machine learning (ML) are poised to have a substantial impact in the health care space. While a plethora of web-based resources exist to teach programming skills and ML model development, there are few introductory curricula specifically tailored to medical students without a background in data science or programming. Programs that do exist are often restricted to a specific specialty. OBJECTIVE We hypothesized that a 1-month elective for fourth-year medical students, composed of high-quality existing web-based resources and a project-based structure, would empower students to learn about the impact of AI and ML in their chosen specialty and begin contributing to innovation in their field of interest. This study aims to evaluate the success of this elective in improving self-reported confidence scores in AI and ML. The authors also share our curriculum with other educators who may be interested in its adoption. METHODS This elective was offered in 2 tracks: technical (for students who were already competent programmers) and nontechnical (with no technical prerequisites, focusing on building a conceptual understanding of AI and ML). Students established a conceptual foundation of knowledge using curated web-based resources and relevant research papers, and were then tasked with completing 3 projects in their chosen specialty: a data set analysis, a literature review, and an AI project proposal. The project-based nature of the elective was designed to be self-guided and flexible to each student's interest area and career goals. Students' success was measured by self-reported confidence in AI and ML skills in pre and postsurveys. Qualitative feedback on students' experiences was also collected. RESULTS This web-based, self-directed elective was offered on a pass-or-fail basis each month to fourth-year students at Emory University School of Medicine beginning in May 2021. As of June 2022, a total of 19 students had successfully completed the elective, representing a wide range of chosen specialties: diagnostic radiology (n=3), general surgery (n=1), internal medicine (n=5), neurology (n=2), obstetrics and gynecology (n=1), ophthalmology (n=1), orthopedic surgery (n=1), otolaryngology (n=2), pathology (n=2), and pediatrics (n=1). Students' self-reported confidence scores for AI and ML rose by 66% after this 1-month elective. In qualitative surveys, students overwhelmingly reported enthusiasm and satisfaction with the course and commented that the self-direction and flexibility and the project-based design of the course were essential. CONCLUSIONS Course participants were successful in diving deep into applications of AI in their widely-ranging specialties, produced substantial project deliverables, and generally reported satisfaction with their elective experience. The authors are hopeful that a brief, 1-month investment in AI and ML education during medical school will empower this next generation of physicians to pave the way for AI and ML innovation in health care.
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Affiliation(s)
- Areeba Abid
- Emory University School of Medicine, Atlanta, GA, United States
| | | | | | | | - Hari Trivedi
- Department of Radiology, Emory University, Atlanta, GA, United States
| | - Judy Gichoya
- Department of Radiology, Emory University, Atlanta, GA, United States
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Carlson AS, Stegall MS, Sirotiak Z, Herrmann F, Thomas EBK. Just as Essential: The Mental Health of Educators During the COVID-19 Pandemic. Disaster Med Public Health Prep 2024; 18:e6. [PMID: 38234124 PMCID: PMC10904175 DOI: 10.1017/dmp.2023.231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2024]
Abstract
OBJECTIVE The coronavirus disease 2019 (COVID-19) pandemic deleteriously impacted physical and mental health. In the summer of 2020, return-to-learn plans were enacted, including virtual, hybrid, and in-person plans, impacting educators and students. We examined (1) how return-to-learn plan was related to depressive and social anxiety symptoms among educators and (2) how psychological flexibility related to symptoms. METHODS Educators (N = 853) completed a survey via Qualtrics that assessed internalizing symptoms, psychological flexibility, and occupational characteristics. Two one-way analyses of variance (ANOVAs) examined between-group differences in return-to-learn plans across depression and social anxiety. Two hierarchical linear regressions examined the relation between psychological flexibility components and depressive and social anxiety symptoms. RESULTS Median T-scores were well above the national normative means for General Depression (median T-score: 81) and Social Anxiety (median T-score: 67). There were no significant differences between reopening plans in general depression nor social anxiety T-scores. Psychological flexibility accounted for 33% of the variance in depressive symptoms and 24% of the variance in social anxiety symptoms. CONCLUSIONS Results indicated high levels of psychiatric symptoms among educators during COVID-19, and psychological flexibility was associated with lower symptoms. Addressing educator mental health is of utmost importance in future research.
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Affiliation(s)
| | - Manny S Stegall
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
| | - Zoe Sirotiak
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
| | - Felipe Herrmann
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
| | - Emily B K Thomas
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
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Lively-Endicott HR, Naimi K, Hudson SM, Schonfeld DJ. Educator Perspectives on Grief-Sensitive Training During the COVID-19 Pandemic in US Public Schools. J Sch Health 2024; 94:5-13. [PMID: 37879312 DOI: 10.1111/josh.13400] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2023] [Revised: 09/25/2023] [Accepted: 09/25/2023] [Indexed: 10/27/2023]
Abstract
BACKGROUND Grief and loss are common experiences for children and adolescents, particularly during the COVID-19 pandemic. Educators feel unprepared to support grieving students due to lack of training. We studied educator experiences receiving grief-sensitive training as part of the grief-sensitive schools initiative (GSSI), which provides grief-sensitive training, online video-based and print resources, and a financial grant to schools and school districts for use in supporting grieving students. METHODS Fourteen New York and Florida educators who received GSSI training participated in small focus groups or semi-structured interviews on their experiences receiving GSSI training and supporting grieving students during the pandemic. Transcripts were analyzed using grounded-theory analysis. RESULTS Emergent themes included increased confidence engaging grieving students, the desire for recurring trainings, the value of receiving training from an expert on pediatric grief and loss and the opportunity to ask questions, the need for grief-sensitive training to reflect the cultural diversity of school communities, the unique losses experienced by students during the pandemic, and compassion fatigue and burnout in educators. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY Policymakers should recognize the effects of grief on students' learning and development and collaborate with educators to develop resources. CONCLUSIONS Educators found GSSI training useful in supporting grieving students, particularly during the pandemic.
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Affiliation(s)
- Hannah R Lively-Endicott
- Department of Anesthesiology and Critical Care Medicine, Children's Hospital Los Angeles, Los Angeles, CA
- Pediatric Resident, Division of General Pediatrics, Children's Hospital Los Angeles, Los Angeles, CA
| | - Kiana Naimi
- University of Southern California Suzanne Dworak-Peck School of Social Work, Los Angeles, CA
- Associate Clinical Social Worker, UCLA Semel Institute for Neuroscience & Human Behavior, Los Angeles, CA
| | - Sharon M Hudson
- Implementation Science and Evaluation, AltaMed Institute for Health Equity, Los Angeles, CA
- Behavioral Scientist, Children's Hospital Los Angeles, Los Angeles, CA
| | - David J Schonfeld
- National Center for School Crisis and Bereavement, Los Angeles, CA; Section of Developmental-Behavioral Pediatrics, Children's Hospital Los Angeles, Los Angeles, CA; Professor of Clinical Pediatrics, University of Southern California Keck School of Medicine, Los Angeles, CA
- Professor, Keck School of Medicine, University of Southern California, Los Angeles, CA
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Simpson A, Anderson A, Goeke M, Caruana D, Maltese AV. Identifying and shifting educators' failure pedagogical mindsets through reflective practices. Br J Educ Psychol 2023. [PMID: 38140824 DOI: 10.1111/bjep.12658] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Revised: 12/06/2023] [Accepted: 12/11/2023] [Indexed: 12/24/2023]
Abstract
BACKGROUND In this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments. AIMS The aim of Study 1 was to explore educators' beliefs about failure for learning and instructional practices within their local making-centred learning environments. The aim of Study 2 was to examine how participation in a video-based professional development cycle regarding failure moments in making-centred learning environments might have shifted museum educators' failure pedagogical mindsets. SAMPLE In Study 1, the sample included 15 educators at either a middle school or museum. In Study 2, the sample included 39 educators across six museums. METHODS In Study 1, educators engaged in a semi-structured interview that lasted between 45 and 75 min. In Study 2, the six museums video recorded professional development sessions. RESULTS Results from Study 1 highlighted educators' failure pedagogical mindsets as either underdeveloped or rigid and absent of relational thinking between self- and youth-failures. One key result from Study 2 was a shift from an abstract sense of failure as youth-focused to a practical sense of failure as educator-focused and/or relational (i.e., youth educator-focused failure moments). CONCLUSIONS Based on the results from Study 1 and Study 2, our research suggests that exploring an educator's relationship with failure is important and witnessing and reflecting upon their own failure pedagogical mindset in action may facilitate a shift towards a more complex and interconnected space for growth and development of both educators and youth.
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Affiliation(s)
| | - Alice Anderson
- Forum for Youth Investment, Washington, District of Columbia, USA
| | - Megan Goeke
- Science Museum of Minnesota, St Paul, Minnesota, USA
| | - Dara Caruana
- Binghamton University, Binghamton, New York, USA
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Zhang M, Scandiffio J, Younus S, Jeyakumar T, Karsan I, Charow R, Salhia M, Wiljer D. The Adoption of AI in Mental Health Care-Perspectives From Mental Health Professionals: Qualitative Descriptive Study. JMIR Form Res 2023; 7:e47847. [PMID: 38060307 PMCID: PMC10739240 DOI: 10.2196/47847] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Revised: 10/08/2023] [Accepted: 10/11/2023] [Indexed: 12/08/2023] Open
Abstract
BACKGROUND Artificial intelligence (AI) is transforming the mental health care environment. AI tools are increasingly accessed by clients and service users. Mental health professionals must be prepared not only to use AI but also to have conversations about it when delivering care. Despite the potential for AI to enable more efficient and reliable and higher-quality care delivery, there is a persistent gap among mental health professionals in the adoption of AI. OBJECTIVE A needs assessment was conducted among mental health professionals to (1) understand the learning needs of the workforce and their attitudes toward AI and (2) inform the development of AI education curricula and knowledge translation products. METHODS A qualitative descriptive approach was taken to explore the needs of mental health professionals regarding their adoption of AI through semistructured interviews. To reach maximum variation sampling, mental health professionals (eg, psychiatrists, mental health nurses, educators, scientists, and social workers) in various settings across Ontario (eg, urban and rural, public and private sector, and clinical and research) were recruited. RESULTS A total of 20 individuals were recruited. Participants included practitioners (9/20, 45% social workers and 1/20, 5% mental health nurses), educator scientists (5/20, 25% with dual roles as professors/lecturers and researchers), and practitioner scientists (3/20, 15% with dual roles as researchers and psychiatrists and 2/20, 10% with dual roles as researchers and mental health nurses). Four major themes emerged: (1) fostering practice change and building self-efficacy to integrate AI into patient care; (2) promoting system-level change to accelerate the adoption of AI in mental health; (3) addressing the importance of organizational readiness as a catalyst for AI adoption; and (4) ensuring that mental health professionals have the education, knowledge, and skills to harness AI in optimizing patient care. CONCLUSIONS AI technologies are starting to emerge in mental health care. Although many digital tools, web-based services, and mobile apps are designed using AI algorithms, mental health professionals have generally been slower in the adoption of AI. As indicated by this study's findings, the implications are 3-fold. At the individual level, digital professionals must see the value in digitally compassionate tools that retain a humanistic approach to care. For mental health professionals, resistance toward AI adoption must be acknowledged through educational initiatives to raise awareness about the relevance, practicality, and benefits of AI. At the organizational level, digital professionals and leaders must collaborate on governance and funding structures to promote employee buy-in. At the societal level, digital and mental health professionals should collaborate in the creation of formal AI training programs specific to mental health to address knowledge gaps. This study promotes the design of relevant and sustainable education programs to support the adoption of AI within the mental health care sphere.
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Affiliation(s)
| | | | | | - Tharshini Jeyakumar
- University Health Network, Toronto, ON, Canada
- Institute of Health Policy, Management, and Evaluation, University of Toronto, Toronto, ON, Canada
| | | | - Rebecca Charow
- University Health Network, Toronto, ON, Canada
- Institute of Health Policy, Management, and Evaluation, University of Toronto, Toronto, ON, Canada
| | - Mohammad Salhia
- Rotman School of Management, University of Toronto, Toronto, ON, Canada
| | - David Wiljer
- University Health Network, Toronto, ON, Canada
- Institute of Health Policy, Management, and Evaluation, University of Toronto, Toronto, ON, Canada
- Department of Medicine, University of Toronto, Toronto, ON, Canada
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Ganek E, Sazon RAP, Gray L, Sherry D. An Introduction to Faculty Diversity, Equity, and Inclusion for Excellence in Nurse Education: Literature Review. Asian Pac Isl Nurs J 2023; 7:e49231. [PMID: 38039066 PMCID: PMC10724810 DOI: 10.2196/49231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 10/31/2023] [Accepted: 11/02/2023] [Indexed: 12/02/2023] Open
Abstract
BACKGROUND The diversity of the world's population is increasing, along with the health inequities of underrepresented minority populations. To provide high-quality care to all patients, nurses require an understanding of diversity, equity, and inclusion (DEI) as well as how to implement best practices. Nurse educators are the ones to lead the way for DEI education for students. OBJECTIVE This paper aims to describe the findings of a literature review that introduces DEI concepts for excellence in nurse education and their related benefits. Best practices for actions to address DEI in nursing education will be described. METHODS After institutional review board approval, a literature search yielded 61 articles using 15 distinct keywords in 4 global, peer-reviewed literature databases. Melynk and Fineout-Overholt's (2023) Levels of Evidence guided the process of selecting 26 peer-reviewed articles and resources. RESULTS Common themes for best practices in DEI were identified. These themes included recruiting underrepresented minority nursing faculty, incorporating DEI into an institution's mission statement, addressing DEI topics in curricula, providing leadership, having a DEI strategic plan, developing education, developing data-based interventions, instilling policy change, partnering in outreach, targeting impact on hiring committees, recognizing DEI work, and providing mentorship. CONCLUSIONS In summary, this literature review provides several strategies to address DEI for nurse educators. Committing to DEI efforts and improving diversity in the nurse educator workforce are integral steps in improving the quality and inclusivity of nursing education and ultimately improving the health of our communities.
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Affiliation(s)
- Emily Ganek
- College of Nursing and Health Sciences, Lewis University, Romeoville, IL, United States
| | | | - Lauren Gray
- College of Nursing and Health Sciences, Lewis University, Romeoville, IL, United States
| | - Daisy Sherry
- College of Nursing and Health Sciences, Lewis University, Romeoville, IL, United States
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Yang CM, Lin CY, Hsieh YP, Tsai MC, Strong C. The Impact of Contact Experience on the Attitudes and Beliefs Toward Same-Sex Parents and Their Children Among Kindergarten Teachers. J Homosex 2023:1-23. [PMID: 37921709 DOI: 10.1080/00918369.2023.2275297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/04/2023]
Abstract
Intergroup contact is important to reduce prejudice toward sexual minorities. Yet little is known regarding how kindergarten teachers' contact experiences with sexual minority affect their attitudes toward sexual minorities and their beliefs regarding same-sex family parents' parenting skills and same-sex family children's adjustment. This cross-sectional study recruited kindergarten teachers (n = 261; mean age = 38.8 years) in Taiwan in 2021-2022. A self-reported online questionnaire was administered which included questions about quantity and quality of contact experiences with lesbians, gay men (LG) and same-sex families, attitudes toward same-sex families, beliefs regarding same-sex parenting skills, and children's adjustment. Hierarchical multiple regression was used for analysis. The results showed that higher quality of contact with LG was associated with lower prejudice toward LG and with a more positive belief regarding same-sex parents' parenting skills and children's adjustment in same-sex families. The contact experience with same-sex families has an association with positive beliefs regarding same-sex family parents and children. After adjustment of quality of contact, quantity of contact did not show association with attitude toward LG or beliefs regarding same-sex family parents and children. The findings suggest that the quality of contact experience with LG is an important factor to reduce the stereotype against same-sex families.
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Affiliation(s)
- Chia Min Yang
- Department of Public Health, College of Medicine, National Cheng Kung University, Tainan, Taiwan
- Department of Surgery, Kaohsiung Veterans General Hospital Tainan Branch, Tainan, Taiwan
| | - Chung-Ying Lin
- Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan, Taiwan
| | - Yi-Ping Hsieh
- Department of Social Work, College of Nursing and Professional Disciplines, University of North Dakota, Grand Forks, North Dakota, USA
| | - Meng-Che Tsai
- Department of Pediatrics, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan, Taiwan
| | - Carol Strong
- Department of Public Health, College of Medicine, National Cheng Kung University, Tainan, Taiwan
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Cavallari JM, Garza JL, Charamut NR, Szarka C, Perry SD, Laguerre RA, Sanetti LMH, Dugan AG. Impact of work schedule characteristics on teacher mental health and burnout symptoms while remote working. Am J Ind Med 2023; 66:884-896. [PMID: 37563744 PMCID: PMC10947992 DOI: 10.1002/ajim.23522] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Revised: 07/07/2023] [Accepted: 07/18/2023] [Indexed: 08/12/2023]
Abstract
BACKGROUND During the COVID-19 pandemic, teachers quickly shifted to remote teaching with many teachers experiencing increased work demands with limited resources, affecting both mental health and work. METHODS Within a cross-sectional study, we evaluated the relationship between one type of work demand, non-standard work schedule characteristics, and depressive and burnout symptoms in kindergarten through 8th grade U.S. teachers working remotely in May 2020. We further assessed the impact of COVID-19 and work resources. Work schedule characteristics were self-assessed across six domains on a 5-point frequency scale from always (1) to never (5). We used multilevel Poisson models to calculate prevalence ratios (PRs) and 95% confidence intervals (CIs). RESULTS In fully adjusted models, frequently working unexpectedly was associated with a higher prevalence of depressive symptoms (PR = 1.18, 95% CI = 1.07-1.31, p < 0.01), high emotional exhaustion (PR = 1.17, 95% CI = 1.05-1.30, p < 0.01), and high depersonalization (PR = 1.40, 95% CI = 1.02-1.92, p = 0.03). Remote work resources were significantly associated with a lower prevalence of depressive symptoms (PR = 0.88, 95% CI = 0.79-0.98, p = 0.02). There was a linear association between low coworker support and a low sense of personal accomplishment (PR = 0.68, 95% CI = 0.53-0.87, p < 0.01). CONCLUSIONS Frequently having to work unexpectedly while remote teaching was associated with symptoms of depression and burnout during the COVID-19 pandemic. Workplaces should support predictable working times to lessen the disruption caused by unexpected work to promote worker well-being.
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Affiliation(s)
- Jennifer M. Cavallari
- UConn School of Medicine, Department of Public Health Sciences, Farmington, CT USA
- UConn School of Medicine, Department of Medicine, Division of Occupational and Environmental Medicine, Farmington, CT USA
| | - Jennifer L. Garza
- UConn School of Medicine, Department of Medicine, Division of Occupational and Environmental Medicine, Farmington, CT USA
| | - Natalie R. Charamut
- University of Connecticut, Neag School of Education, Department of Educational Psychology, Storrs, CT USA
| | - Cheyenne Szarka
- University of Connecticut, Neag School of Education, Department of Educational Psychology, Storrs, CT USA
| | - Spencer D. Perry
- University of Connecticut, Neag School of Education, Department of Educational Psychology, Storrs, CT USA
| | - Rick A. Laguerre
- Montclair State University, Department of Psychology, Montclair, NJ USA
| | - Lisa M. H. Sanetti
- University of Connecticut, Neag School of Education, Department of Educational Psychology, Storrs, CT USA
| | - Alicia G. Dugan
- UConn School of Medicine, Department of Medicine, Division of Occupational and Environmental Medicine, Farmington, CT USA
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Ahlers K, Hugh ML, Tagavi D, Eayrs C, Hernandez AM, Ho T, Locke J. "On an island by myself": implications for the inclusion of autistic students in self-contained classrooms in public elementary schools. Front Psychiatry 2023; 14:1241892. [PMID: 37829762 PMCID: PMC10566509 DOI: 10.3389/fpsyt.2023.1241892] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/17/2023] [Accepted: 09/12/2023] [Indexed: 10/14/2023] Open
Abstract
Introduction Autistic students have limited access to inclusive classes and activities in their schools. Principals and special education teachers who directly teach and administer programs for autistic elementary students can offer critical insight into factors, such as educators' attitudes, that may impact inclusive opportunities in schools. These attitudes may serve as barriers to or facilitators of promoting an inclusive school setting. Methods Semi-structured interviews with 26 elementary school principals and 26 special education teachers explored their experiences implementing evidence-based practices for autistic students (pivotal response training, discrete trial training, and visual schedules) in 26 self-contained classrooms in the United States. Autism-specific culture and inclusion emerged as a theme, which was analyzed for this paper. Results An inductive approach to thematic analysis revealed principals' and special education teachers' perspectives regarding the "autism-specific culture" in the school, including attitudes towards and inclusion of autistic students in self-contained classrooms in the broader school environment. Analysis of text related to "autism-specific culture" detailed aspects of inclusion, factors (i.e., barriers and facilitators) affecting inclusion, principals' and special education teachers' attitudes towards autistic students placed in self-contained classrooms, attitudes of other school staff towards teachers in self-contained classrooms, and recommendations to support an inclusive school environment for autistic students. Discussion Results suggest that valuing "equal" access to classes and activities for autistic students in self-contained classrooms may not be sufficient for promoting an inclusive school environment, Educators may benefit from targeted strategies to facilitate inclusion. Strategies range from supporting educators' attitudes and knowledge of autism to shifting physical aspects of the school environment (e.g., location of classrooms). Additional implications for supporting the true inclusion (i.e., inclusion that goes beyond physical inclusion) involves of autistic students in self-contained classrooms schools are discussed.
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Affiliation(s)
- Kaitlyn Ahlers
- Department of Psychiatry, Geisel School of Medicine, Dartmouth College, Lebanon, NH, United States
- Department of Psychiatry, Dartmouth Hitchcock Medical Center, Lebanon, NH, United States
| | - Maria L. Hugh
- Department of Special Education, School of Education, University of Kansas, Lawrence, KS, United States
| | - Daina Tagavi
- Department of Psychology, College of Arts and Sciences, University of Washington, Seattle, WA, United States
| | - Curtis Eayrs
- Department of Psychiatry and Behavioral Sciences, School of Medicine, University of Washington, Seattle, WA, United States
| | - Alyssa M. Hernandez
- Department of Psychology, School of Arts and Sciences, University of Pennsylvania, Philadelphia, PA, United States
| | - Theodore Ho
- Seattle Children's Research Institute, Seattle, WA, United States
| | - Jill Locke
- Department of Psychiatry and Behavioral Sciences, School of Medicine, University of Washington, Seattle, WA, United States
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Gordon NA, Brijlal P, Rayner CA, Abdullah M, Funa M. Enabling educator oral health literacy: An impetus for oral health promotion in early childhood development. Int J Dent Hyg 2023. [PMID: 37661690 DOI: 10.1111/idh.12736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Revised: 08/14/2023] [Accepted: 08/20/2023] [Indexed: 09/05/2023]
Abstract
INTRODUCTION This study reports on the process evaluation of an oral health promotion intervention for educators (principals and teachers) at early childhood development (ECD) centres within a low-socioeconomic community in South Africa. This approach was based on the premise that oral health literacy plays a significant role in shaping personal health and serves as an impetus to influence change in others. METHODS Using a cross-sectional, descriptive study design, 91 educators participated in the oral health intervention as part of their 1-year ECD training programme. The pre-test questionnaire measured perceived dental status, oral health-related knowledge, attitudes and practices and impact of oral health problems on oral health-related quality of life (OHRQoL). The post-test questionnaire evaluated the usefulness of the oral health workshop to participants, intentions for personal change as well as for the inclusion of oral health in their ECD centre programme. RESULTS Participants reported: having their natural teeth (80%), being happy with their mouth (56.2%), having oral problems (34%), inadequate oral hygiene practices (43%), dental visits when symptomatic (74%), a compromised OHRQoL and inadequate knowledge of oral problems experienced. Oral health promotion activities at ECD centres were limited, with only 34% reporting on toothbrushing programmes. Following the intervention, participants reported positively on aspects such as, the value of the workshop for themselves and their ECD centres, intentions for personal change to hygiene practices (56%), dietary practices (76%) and dental visits (63%). The incorporation of oral health education in their ECD centres was mentioned by most educators. Daily toothbrushing was noted by up to 40% while some highlighted their engagement with parents. CONCLUSION Building oral health literacy among educators has the potential for personal change and serves as an impetus to introduce oral health promotion programmes at ECD centres. The findings may be used to advocate for oral health partnerships with established community-based structures to increase access to oral care in ECD centres in underserved communities.
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Affiliation(s)
- Natalie Ann Gordon
- Department of Oral Hygiene, University of the Western Cape and Provincial Government of the Western Cape, Bellville, Republic of South Africa
| | - Priscilla Brijlal
- Department of Oral Hygiene, University of the Western Cape and Provincial Government of the Western Cape, Bellville, Republic of South Africa
| | - Chrisleen Ann Rayner
- Department of Oral Hygiene, University of the Western Cape and Provincial Government of the Western Cape, Bellville, Republic of South Africa
| | - Mubeena Abdullah
- Department of Oral Hygiene, University of the Western Cape and Provincial Government of the Western Cape, Bellville, Republic of South Africa
| | - Mthunzi Funa
- Department of Oral Hygiene, University of the Western Cape and Provincial Government of the Western Cape, Bellville, Republic of South Africa
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Abstract
Background Burnout negatively affects nurses and increases nursing turnover. Many student nurses experience burnout throughout their academic program, negatively affecting student success and patient care. Objectives To explore effects of mindfulness education / self-care skills training in undergraduate nursing students on stress and self-care. Design A four-week pilot with four-week follow-up. Setting In-person mindfulness sessions were offered to first-year nursing students. Participants 67 students enrolled in a nursing skills course. Methods Four in-person mindfulness educational sessions were provided with a 4-week follow-up. Outcomes were stress and self-care, measured by the Perceived Stress Scale and Mindful Self-Care Scale at pre-, post-, and follow-up. Results 58 (86.6%) completed pilot; mean age = 22.8 (5.75), majority females (84%) and Caucasian (79%). Students practicing one or more mindfulness techniques at least 8 times outside class increased self-care 9.5% pre- to post-intervention (p = .01), although not sustained at follow-up. Stress did not change significantly in either direction (p = .94), potentially mediating the stress of starting clinical immediately following the intervention. Conclusions Mindfulness education increased self-care in first-year nursing students who practiced mindfulness outside class. Recommendations include further research and integration of mindfulness into courses to assess benefits and coping skills for future nurses.
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Van Der Zant T. Worry About COVID-19 and Other Extreme Events Amongst Educators in Australia. Aust J Educ 2023; 67:143-162. [PMID: 38602924 PMCID: PMC10133864 DOI: 10.1177/00049441231168447] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 04/13/2024]
Abstract
The significant disruption of COVID-19 on schooling has heightened concerns about its impact on educators' wellbeing. The current study examined how educators' worry regarding the COVID-19 pandemic compared to their worry about other extreme events, such as natural disasters and critical incidents (a death or suicide of a child, young person, or colleague). Educators report that they were most worried about COVID-19. Educators working in preschools were more worried about COVID-19 and natural disasters than those in primary and secondary schools. However, worry regarding critical incidents increased with the age of students taught. Worry was influenced by socio-economic advantage (SEIFA), whereby educators working in higher SEIFA communities were less worried about natural disasters and critical incidents but shared similar levels of worry about COVID-19 as educators in lower SEIFA communities. With a better understanding about how different types of worry and levels of worry vary across different educator groups and different contexts, more effective supports can be developed and offered.
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Abd-Alrazaq A, AlSaad R, Alhuwail D, Ahmed A, Healy PM, Latifi S, Aziz S, Damseh R, Alabed Alrazak S, Sheikh J. Large Language Models in Medical Education: Opportunities, Challenges, and Future Directions. JMIR Med Educ 2023; 9:e48291. [PMID: 37261894 DOI: 10.2196/48291] [Citation(s) in RCA: 21] [Impact Index Per Article: 21.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 05/15/2023] [Accepted: 05/17/2023] [Indexed: 06/02/2023]
Abstract
The integration of large language models (LLMs), such as those in the Generative Pre-trained Transformers (GPT) series, into medical education has the potential to transform learning experiences for students and elevate their knowledge, skills, and competence. Drawing on a wealth of professional and academic experience, we propose that LLMs hold promise for revolutionizing medical curriculum development, teaching methodologies, personalized study plans and learning materials, student assessments, and more. However, we also critically examine the challenges that such integration might pose by addressing issues of algorithmic bias, overreliance, plagiarism, misinformation, inequity, privacy, and copyright concerns in medical education. As we navigate the shift from an information-driven educational paradigm to an artificial intelligence (AI)-driven educational paradigm, we argue that it is paramount to understand both the potential and the pitfalls of LLMs in medical education. This paper thus offers our perspective on the opportunities and challenges of using LLMs in this context. We believe that the insights gleaned from this analysis will serve as a foundation for future recommendations and best practices in the field, fostering the responsible and effective use of AI technologies in medical education.
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Affiliation(s)
- Alaa Abd-Alrazaq
- AI Center for Precision Health, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Rawan AlSaad
- AI Center for Precision Health, Weill Cornell Medicine-Qatar, Doha, Qatar
- College of Computing and Information Technology, University of Doha for Science and Technology, Doha, Qatar
| | - Dari Alhuwail
- Information Science Department, College of Life Sciences, Kuwait University, Kuwait, Kuwait
| | - Arfan Ahmed
- AI Center for Precision Health, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Padraig Mark Healy
- Office of Educational Development, Division of Medical Education, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Syed Latifi
- Office of Educational Development, Division of Medical Education, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Sarah Aziz
- AI Center for Precision Health, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Rafat Damseh
- Department of Computer Science and Software Engineering, United Arab Emirates University, Abu Dhabi, United Arab Emirates
| | - Sadam Alabed Alrazak
- Department of Mechanical & Industrial Engineering, Faculty of Applied Science and Engineering, University of Toronto, Toronto, ON, Canada
| | - Javaid Sheikh
- AI Center for Precision Health, Weill Cornell Medicine-Qatar, Doha, Qatar
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Saly L, Provvidenza C, Al-Hakeem H, Hickling A, Stevens S, Kakonge L, Hunt AW, Bennett S, Martinussen R, Scratch SE. The Teach-ABI Professional Development Module for Educators About Pediatric Acquired Brain Injury: Mixed Method Usability Study. JMIR Hum Factors 2023; 10:e43129. [PMID: 37184920 DOI: 10.2196/43129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2022] [Revised: 03/17/2023] [Accepted: 04/13/2023] [Indexed: 05/16/2023] Open
Abstract
BACKGROUND Acquired brain injury (ABI) is a leading cause of death and disability in children and can lead to lasting cognitive, physical, and psychosocial outcomes that affect school performance. Students with an ABI experience challenges returning to school due in part to lack of educator support and ABI awareness. A lack of knowledge and training contribute to educators feeling unprepared to support students with ABI. Teach-ABI, an online professional development module, was created to enhance educators' ABI knowledge and awareness to best support students. Using a case-based approach, Teach-ABI explains what an ABI is, identifies challenges for students with ABI in the classroom, discusses the importance of an individualized approach to supporting students with ABI, and describes how to support a student with an ABI in the classroom. OBJECTIVE This study aims to assess the usability of and satisfaction with Teach-ABI by elementary school educators. The following questions were explored: (1) Can elementary school teachers use and navigate Teach-ABI?, (2) Are the content and features of Teach-ABI satisfactory?, and (3) What modifications are needed to improve Teach-ABI? METHODS Elementary school educators currently employed or in training to be employed in Ontario elementary schools were recruited. Using Zoom, individual online meetings with a research team member were held, where educators actively reviewed Teach-ABI. Module usability was evaluated through qualitative analysis of think-aloud data and semistructured interviews, direct observation, user success rate during task completion, and the System Usability Scale (SUS) scores. The usability benchmark selected was 70% of participants performing more than half of module tasks independently. RESULTS A total of 8 female educators participated in the study. Educators were classroom (n=7) and preservice (n=1) teachers from public (n=7) and private (n=1) school boards. In terms of task performance, more than 85% of participants (ie, 7/8) independently completed 10 out of 11 tasks and 100% of participants independently completed 7 out of 11 tasks, demonstrating achievement of the module usability goal. The average overall SUS score was 86.25, suggesting a high satisfaction level with the perceived usability of Teach-ABI. Overall, participants found Teach-ABI content valuable, useful, and aligned with the realities of their profession. Participants appreciated the visual design, organization, and varying use of education strategies within Teach-ABI. Opportunities for enhancement included broadening content case examples of students with ABI and enhancing the accessibility of the content. CONCLUSIONS Validated usability measures combined with qualitative methodology revealed educators' high level of satisfaction with the design, content, and navigation of Teach-ABI. Educators engaged with the module as active participants in knowledge construction, as they reflected, questioned, and connected content to their experiences and knowledge. This study established strong usability and satisfaction with Teach-ABI and demonstrated the importance of usability testing in building online professional development modules.
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Affiliation(s)
- Lauren Saly
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Christine Provvidenza
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Hiba Al-Hakeem
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Andrea Hickling
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
- Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Sara Stevens
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Lisa Kakonge
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
- School of Rehabilitation Science, McMaster University, Hamilton, ON, Canada
- Department of Speech-Language Pathology, University of Toronto, Toronto, ON, Canada
| | - Anne W Hunt
- Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of Toronto, Toronto, ON, Canada
- Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada
| | - Sheila Bennett
- Department of Educational Studies, Brock University, St. Catherines, ON, Canada
| | - Rhonda Martinussen
- Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada
| | - Shannon E Scratch
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
- Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada
- Department of Paediatrics, University of Toronto, Toronto, ON, Canada
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17
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Wagner R, Cole R, Thompson J, Egan SJ, VanShufflin MW, Tilley L. The Impact of Special Operations Medics and Corpsmen on Military Medical Student Training: A Qualitative Study. J Spec Oper Med 2023:RSA6-6FA7. [PMID: 36951634 DOI: 10.55460/rsa6-6fa7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 03/24/2023]
Abstract
Operation Gunpowder is a high-fidelity military medical field practicum conducted by the Uniformed Services University of Health Sciences, Bethesda, MD. During this multi-day combat simulation, Special Operations Medics and Corpsmen teach military medical students how to treat patients in an austere, resource-limited environment. To investigate the effectiveness of this teaching model, our research team used a qualitative phenomenological design to explore medical students' experiences being taught by Special Operations Medics and Corpsmen during Operation Gunpowder. We found two themes regarding the medical students' personal and professional development: an increased understanding of medics' skills and capabilities and the realization of their future roles as educators and leaders. Our study suggests that the use of Special Operations Corpsmen and Medics in medical student training is a valuable model for both military and civilian medical education and training.
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Saly L, Marshall SA, Mallory KD, Hunt AW, Kakonge L, Provvidenza C, Hickling A, Stevens SA, Bennett S, Scratch SE. Pediatric acquired brain injury resources for educators: a multi-year scan of Canadian-relevant internet resources. Brain Inj 2023; 37:337-351. [PMID: 36533924 DOI: 10.1080/02699052.2022.2158230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
BACKGROUND Acquired Brain Injury (ABI) is the leading cause of death and disability in children, yet educators report a lack of knowledge about ABI and supporting students with ABI. With no formal learning about ABI, education professionals may turn to the internet for information. OBJECTIVES To find online resources about supporting students with ABI, in any format, available freely and publicly, aimed toward elementary educators and that could be applied in a Canadian context. METHODS We performed an environmental scan using keyword Google searches, key websites, and expert recommendations. The search was performed twice: 2018 and 2021. RESULTS 96 resources were included after screening. The resources were published by organizations in the United States (n = 57), Canada (n = 19), United Kingdom (n = 16), Australia (n = 3) and New Zealand (n = 1). Traumatic brain injury and concussion were the most commonly addressed type of ABI, and Short Fact/Information sheets were the most common resource format. Between 2018 and 2021, 13 previously included resource links were no longer accessible. CONCLUSIONS This scan suggests that there are many online resources available to educators in a variety of formats, and that information online can be transient. Future studies should evaluate the accuracy and quality of the resources available.
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Affiliation(s)
- Lauren Saly
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - Sara A Marshall
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - Kylie D Mallory
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - Anne W Hunt
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada.,Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Canada.,Rehabilitation Sciences Institute, University of Toronto, Toronto, Canada
| | - Lisa Kakonge
- HollandBloorview Kids Rehabilitation Hospital, Toronto, Canada.,School of Rehabilitation Science, McMaster University, Hamilton, Canada
| | - Christine Provvidenza
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada.,HollandBloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - Andrea Hickling
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada.,Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Canada
| | - Sara A Stevens
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada.,HollandBloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - Sheila Bennett
- Department of Educational Studies, Brock University, St. Catharines, Canada
| | - Shannon E Scratch
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada.,Rehabilitation Sciences Institute, University of Toronto, Toronto, Canada.,HollandBloorview Kids Rehabilitation Hospital, Toronto, Canada.,Department of Paediatrics, University of Toronto, Toronto, Canada
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Laranjeira C, Benito E, Dixe MA, Dones M, Specos M, Querido A. SPACEE Protocol: "Spiritual Care Competence" in PAlliative Care Education and PracticE: Mixed-Methods Research in the Development of Iberian Guidelines. Int J Environ Res Public Health 2023; 20:3505. [PMID: 36834199 PMCID: PMC9964477 DOI: 10.3390/ijerph20043505] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/10/2022] [Revised: 02/11/2023] [Accepted: 02/13/2023] [Indexed: 06/18/2023]
Abstract
Spiritual care requires understanding the spiritual experiences of patients and recognizing their resources and needs. Therefore, educators and practitioners should develop their knowledge and understanding in this regard. Spiritual care helps people overcome their anxieties, worries, and suffering; reduces stress; promotes healing; and encourages patients to find inner peace. To provide comprehensive and appropriate care while upholding human/ethical virtues, the spiritual dimension must be a priority. We aim to develop spiritual care competence guidelines for Palliative Care (PC) education and practice in Portugal and Spain. The study detailed in this protocol paper will include three phases. In phase I, the phenomenon will be characterized and divided into two tasks: (1) a concept analysis of "spiritual care competence"; and (2) a systematic review of interventions or strategies used to integrate spiritual care in PC education and practice. Phase II will entail a sequential explanatory approach (online survey and qualitative interviews) to deepen understanding of the perceptions and experiences of educators, practitioners, and patients/family carers regarding spiritual care in PC education and practice and generate ideas for the next steps. Phase III will comprise a multi-phased, consensus-based approach to identify priority areas of need as decided by a group of experts. Results will be used to produce guidelines for integrating spirituality and spiritual care competence within PC education and practice and synthesized in a white book for PC professionals. The value of this improved examination of spiritual care competence will ultimately depend on whether it can inform the development and implementation of tailored educational and PC services. The project will promote the 'spiritual care' imperative, helping practitioners and patients/family carers in their preparedness for End-of-Life care, as well as improving curricular practices in this domain.
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Affiliation(s)
- Carlos Laranjeira
- School of Health Sciences, Polytechnic of Leiria, Campus 2, Morro do Lena, Alto do Vieiro, Apartado 4137, 2411-901 Leiria, Portugal
- Centre for Innovative Care and Health Technology (ciTechCare), Rua de Santo André—66–68, Campus 5, Polytechnic of Leiria, 2410-541 Leiria, Portugal
- Comprehensive Health Research Centre (CHRC), University of Évora, 7000-801 Évora, Portugal
| | - Enric Benito
- Faculty of Health Sciences, University of Francisco de Vitória, Carretera Pozuelo a, Av de Majadahonda, 28223 Madrid, Spain
| | - Maria Anjos Dixe
- School of Health Sciences, Polytechnic of Leiria, Campus 2, Morro do Lena, Alto do Vieiro, Apartado 4137, 2411-901 Leiria, Portugal
- Centre for Innovative Care and Health Technology (ciTechCare), Rua de Santo André—66–68, Campus 5, Polytechnic of Leiria, 2410-541 Leiria, Portugal
| | - Monica Dones
- Faculty of Health Sciences, University of Francisco de Vitória, Carretera Pozuelo a, Av de Majadahonda, 28223 Madrid, Spain
- Palliative Care Hospital Support Team, The Ramón y Cajal University Hospital of Madrid, M-607, 9, 100, 28034 Madrid, Spain
- Departamento de Enfermería, Facultad de Medicina, Autonomous University of Madrid, Calle del Arzobispo Morcillo, n° 4, 28029 Madrid, Spain
| | - Marcela Specos
- Faculty of Health Sciences, University of Francisco de Vitória, Carretera Pozuelo a, Av de Majadahonda, 28223 Madrid, Spain
- Institute Pallium Latin-American, Bonpland 2287, Buenos Aires 1425, Argentina
| | - Ana Querido
- School of Health Sciences, Polytechnic of Leiria, Campus 2, Morro do Lena, Alto do Vieiro, Apartado 4137, 2411-901 Leiria, Portugal
- Centre for Innovative Care and Health Technology (ciTechCare), Rua de Santo André—66–68, Campus 5, Polytechnic of Leiria, 2410-541 Leiria, Portugal
- Center for Health Technology and Services Research (CINTESIS), NursID, University of Porto, 4200-450 Porto, Portugal
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Christodoulakis A, Zografakis Sfakianakis M, Tsiligianni I. Suggestions for overcoming the barriers to critical thinking in nursing. Jpn J Nurs Sci 2023:e12525. [PMID: 36755474 DOI: 10.1111/jjns.12525] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 01/15/2023] [Accepted: 01/17/2023] [Indexed: 02/10/2023]
Abstract
Nurses strive to provide the best quality of care to their patients in a stressful and constantly changing environment. Critical thinking (CT) could help nurses provide better quality of care to their patients. However, studies have shown that nurses either have low levels of CT or underutilize it during clinical practice. A possible explanation could be that nurses experience barriers during the development and/or utilization of CT. Since CT can be cultivated during university, nurse educators could utilize methods that improve CT. However, nurse educators do not sufficiently develop the CT of their students, since they usually rely on teacher-centered methods and not active learning methods. On the other hand, during clinical practice nurses cope with several barriers that inhibit their ability to use CT, such as: lack of teamwork, high levels of stress, time constraints, and understaffing. All these barriers decrease the utilization of CT and the quality of care that nurses provide. The present commentary suggests a simple strategy that could be used by educators and assist graduate nurses overcome the barriers to utilize CT during clinical practice. This strategy consists of three distinct components, namely: individual, interdisciplinary, and administrative. Each component could be used individually to improve the CT of nurses depending on the available resources and facilities. Nevertheless, educators by improving the CT of nurses could assist them in providing better quality of care.
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Silverman DM, Hernandez IA, Destin M. Educators' Beliefs About Students' Socioeconomic Backgrounds as a Pathway for Supporting Motivation. Pers Soc Psychol Bull 2023; 49:215-232. [PMID: 34964382 DOI: 10.1177/01461672211061945] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
Students' understandings of their socioeconomic status (SES) backgrounds have important implications for their motivation, achievement, and the emergence of SES-based educational disparities. Educators' beliefs about students' backgrounds likely play a meaningful role in shaping these understandings and, thus, may represent an important opportunity to support students from lower-SES backgrounds. We first experimentally demonstrate that educators can be encouraged to adopt background-specific strengths beliefs-which view students' lower-SES backgrounds as potential sources of unique and beneficial strengths (NStudy 1 = 125). Subsequently, we find that exposure to educators who communicate background-specific strengths beliefs positively influences the motivation and academic persistence of students, particularly those from lower-SES backgrounds (NStudy 2 = 256; NStudy 3 = 276). Furthermore, lower-SES students' own beliefs about their backgrounds mediated these effects. Altogether, our work contributes to social-psychological theory and practice regarding how key societal contexts can promote equity through identity-based processes.
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Basterfield L, Machaira T, Jones D, Rapley T, Araujo-Soares V, Cameron N, Azevedo LB. Early Years Physical Activity and Motor Skills Intervention-A Feasibility Study to Evaluate an Existing Training Programme for Early Years Educators. Children (Basel) 2023; 10:children10010145. [PMID: 36670695 PMCID: PMC9856565 DOI: 10.3390/children10010145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Revised: 12/21/2022] [Accepted: 01/05/2023] [Indexed: 01/15/2023]
Abstract
A lack of fundamental motor skills (FMS) in the early years can lead to lower engagement with physical activity (PA), and track into adulthood. This study aimed to test the feasibility of an existing intervention for Early Years Educators ("Educators") designed to increase knowledge, confidence and the ability to increase PA and FMS of children in a deprived area of England. Non-randomised design with wait-list control. Sixty-seven settings in Middlesbrough, North East England were invited. Recruitment target: 10 settings, 2 Educators per setting, four children per Educator. INTERVENTION one-day training course "Physical Literacy in the Early Years", an age-appropriate theoretical and practical training course to support the development of physical literacy. PRIMARY OUTCOMES recruitment, retention, acceptability of intervention and outcome measures. SECONDARY OUTCOMES change in Educators' knowledge, intentions and behaviour, and change in children's BMI z-score, PA and FMS. Eight settings were recruited; all Intervention Educators completed the training. Six settings participated at follow-up (four Intervention, two Control). The target for Educator recruitment was met (two per setting, total n = 16). Questionnaires were completed by 80% of Intervention Educators at baseline, 20% at follow-up. Control Educators completed zero questionnaires. No Educators took part in a process evaluation interview. Forty-eight children participated at baseline, 28 at follow-up. The intervention was deemed acceptable. The recruitment, retention and acceptability of measurements were insufficient to recommend proceeding. Additional qualitative work is needed to understand and surmount the challenges posed by the implementation of the trial.
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Affiliation(s)
- Laura Basterfield
- Human Nutrition and Exercise Research Centre, and Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne NE2 4HH, UK
- Correspondence:
| | | | - Dan Jones
- SHLS Nursing & Midwifery, Teesside University, Middlesbrough TS1 3BX, UK
| | - Tim Rapley
- Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle upon Tyne NE7 7XA, UK
| | - Vera Araujo-Soares
- Center for Preventive Medicine and Digital Health, Medical Faculty Mannheim, Heidelberg University, D-68167 Mannheim, Germany
| | - Neil Cameron
- SportWorks (North East) Ltd., North Shields NE29 6DE, UK
| | - Liane B. Azevedo
- School of Human and Health Sciences, University of Huddersfield, Huddersfield HD1 3DH, UK
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O'Leary N, Salmon N, O'Donnell M, Murphy S, Mannion J. Interprofessional education and practice guide: profiling readiness for practice-based IPE. J Interprof Care 2023; 37:150-155. [PMID: 35191772 DOI: 10.1080/13561820.2022.2038551] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Practice-based interprofessional education (IPE) is both a valuable and complex model of practice education. To support educators design, deliver, and implement high-quality practice-based IPE, this guideline was developed in conjunction with a placement profile. Underpinned by educational theory, this guideline and placement profile identifies key factors to consider before, during, and after practice-based IPE. Development of the profile has involved interprofessional collaboration as well as international feedback via conference workshops. The profile has been trialed in two clinical sites involved in practice-based IPE and refined following consultation with and feedback from educators. Educators can also use the profile to track site development over time and evidence resource and support requirements. Through use additional features may become relevant and users are encouraged to add or amend as is most beneficial to their site.
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Affiliation(s)
- Noreen O'Leary
- School of Allied Health, Faculty of Education & Health Sciences, Health Research Institute, University of Limerick, Limerick, V94 T9PX, Ireland
| | - Nancy Salmon
- School of Allied Health, Faculty of Education & Health Sciences, Health Research Institute, University of Limerick, Limerick, V94 T9PX, Ireland
| | - Marie O'Donnell
- School of Allied Health, Faculty of Education & Health Sciences, Health Research Institute, University of Limerick, Limerick, V94 T9PX, Ireland
| | - Saerlaith Murphy
- Speech & Language Therapy Department, National Orthopaedic Hospital Cappagh, Cappagh Rd, Finglas, Dublin 11, Ireland
| | - Joanne Mannion
- Department of Speech & Language Therapy, Ul Hospitals Group, University Hospital Limerick, Limerick, Ireland
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Jongenelis MI, Robinson A. Educators' perceptions of e-cigarettes in Australian secondary schools. Tob Induc Dis 2023; 21:41. [PMID: 36937494 PMCID: PMC10018799 DOI: 10.18332/tid/161025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Revised: 01/10/2023] [Accepted: 02/07/2023] [Indexed: 03/18/2023] Open
Abstract
INTRODUCTION Secondary schools are a setting in which e-cigarette use among students has increased significantly, resulting in an urgent need for educators to develop and implement strategies to curb youth vaping. Research assessing school-based vaping prevention efforts is limited and largely confined to the US. This study assessed Australian secondary school staff members' experiences with e-cigarettes and explored (i) the presence of e-cigarette policies and educational programs, (ii) barriers to policy development and implementation, and (iii) desired support. METHODS Public, Catholic, and Independent secondary schools across Australia were sent an invitation to participate in this study, which involved completion of an online survey. A total of 218 school staff members (55% women) participated. Respondents included school principals, teachers, and other staff members. Data collection occurred May to September 2022. Both quantitative and qualitative data were collected. RESULTS Nearly half (46%) of all school staff members surveyed reported finding a student with an e-cigarette on campus at least monthly, and one-third (36%) of principals reported suspending or expelling students at least monthly for e-cigarette possession or use. The vast majority of those surveyed agreed that e-cigarette use is increasingly becoming a problem in secondary schools (93%) and reported being concerned about e-cigarette use by students (94%). Only half (51%) reported that their school had an e-cigarette policy in place. The discreet appearance of e-cigarettes (83%) and difficulties pinpointing from where the vapor/scent is coming (73%) were the most frequently reported barriers to policy enforcement. CONCLUSIONS The results of this study suggest that e-cigarettes present a threat to secondary school environments. There is an urgent need to develop, implement, and enforce both school- and government-level e-cigarette policies to prevent and reduce youth vaping in Australian secondary schools.
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Affiliation(s)
- Michelle I. Jongenelis
- Melbourne Centre for Behaviour Change, Melbourne School of Psychological Sciences, The University of Melbourne, Melbourne, Australia
| | - Abby Robinson
- Melbourne Centre for Behaviour Change, Melbourne School of Psychological Sciences, The University of Melbourne, Melbourne, Australia
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Owens M, Mattheus D. Addressing Health Disparities in LGBTQ Youth Through Professional Development of Middle School Staff. J Sch Health 2022; 92:1148-1154. [PMID: 36054489 DOI: 10.1111/josh.13244] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 07/11/2022] [Accepted: 08/01/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Significant health disparities exist for sexual minority youth (SMY). While supportive adults in schools have been shown to improve mental wellbeing and academic outcomes for students, most teachers do not receive training specific to lesbian, gay, bisexual, transgender and queer or questioning (LGBTQ) students. METHODS The project aimed at providing staff from a Hawaii middle school with "Safe Space" professional training to increase knowledge and comfort in supporting SMY. Pre- and post-training surveys were used to measure knowledge of LGBTQ issues and comfort in supporting LGBTQ students and a 2-week and 3-month survey assessed staff's application of newly learned material. RESULTS Sixty-four staff participated in the first of 2 training sessions with 59 completing both sessions. Results from the pre- and post-survey showed a 34.9% increase in knowledge of LGBTQ issues (effect size = 1.22) and a 5.5% increase in self-rated comfort level in supporting LGBTQ students (effect size = 0.22). A 3-month follow-up indicated that 52.9% of the respondents were actively applying knowledge learned within their school setting. CONCLUSIONS The project results demonstrate the value of the training not only in the short term but also staff's ability to apply the knowledge they learned. Given the success of implementation, expansion to other schools could facilitate ally-building attitudes and behaviors as a protective factor for SMY throughout the state.
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Affiliation(s)
- Melissa Owens
- Hawaii Keiki: Healthy & Ready to Learn, School of Nursing and Dental Hygiene, University of Hawaii at Manoa, 2528 McCarthy Mall, Webster 402, Honolulu, HI, 96822, USA
| | - Deborah Mattheus
- Hawaii Keiki: Healthy & Ready to Learn, Nancy Atmospera-Walch School of Nursing (formerly School of Nursing & Dental Hygiene), University of Hawai'i at Mānoa, 2528 McCarthy Mall, Webster Hall 437, Honolulu, HI, 96822, USA
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Jones EF, Singh V, Holingue C, Errichetti CL, Myers L, Sherby MR, Gurnett C, Newland J, Kalb L. Understanding educators' perspectives and experiences of COVID-19 in schools serving children with intellectual/developmental disabilities. Front Educ (Lausanne) 2022; 7:949430. [PMID: 37799289 PMCID: PMC10552794 DOI: 10.3389/feduc.2022.949430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 10/07/2023]
Abstract
The COVID-19 pandemic has significantly impacted educators, both personally and professionally. However, very little is known about the extent of these impacts among educators' serving children with intellectual and developmental disabilities (IDD). The present study surveyed 230 educators (teachers, staff, and administrators) to assess their wellbeing, concerns during the pandemic, and perceived importance of various COVID-19 school mitigation strategies. Data were gathered May/June of 2021 from two separate school districts, one in the Midwest and the other in the Mid-Atlantic, serving children with IDD. Nearly half of all survey respondents reported poor wellbeing. Almost all educators reported health of themselves, students, and family members was their greatest concern when compared to pandemic-related disruption of their duties or benefits (e.g., not having enough sick time). Most educators felt disinfecting routines, vaccinations, and daily health checks were the most helpful in preventing the spread of COVID-19 in schools, while in-school mask mandates and weekly testing of students and staff were perceived as less helpful. Our findings suggest that efforts are needed to support the wellbeing of educators during these challenging times. When pandemic-related policies and procedures are decided by administrators, our data suggest educators will review decisions within the framework of health and safety of themselves, their students, and families. Understanding this framework may be particularly valuable when considering implementation of COVID-19 policies, like masking and COVID-19 testing, that are less preferred.
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Affiliation(s)
- Erin F. Jones
- Information Systems Department, Kennedy Krieger Institute, Baltimore, MD, United States
| | - Vini Singh
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, United States
| | - Calliope Holingue
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, United States
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States
| | - Cheryl Lyn Errichetti
- Maryland Center for Developmental Disabilities, Kennedy Krieger Institute, Baltimore, MD, United States
| | - Linda Myers
- Special Education, Kennedy Krieger Institute, Baltimore, MD, United States
| | - Michael R. Sherby
- Department of Neurology, Washington University in St. Louis, Baltimore, MO, United States
| | - Christina Gurnett
- Department of Neurology, Washington University in St. Louis, Baltimore, MO, United States
| | - Jason Newland
- Department of Neurology, Washington University in St. Louis, Baltimore, MO, United States
| | - Luther Kalb
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, United States
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States
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Barber C, Blair M, McCaffrey TA, Palermo C. Employability and employment outcomes of nutrition science graduates: A qualitative exploration. Nutr Diet 2022. [PMID: 36196518 DOI: 10.1111/1747-0080.12777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Revised: 07/11/2022] [Accepted: 09/01/2022] [Indexed: 11/30/2022]
Abstract
AIMS This study aimed to explore experiences of employability and employment for graduates of a three-year nutrition science degree. METHODS Qualitative narrative interviews were conducted with a maximum variation sample of 22 nutrition science graduates from one large university in Australia. All graduates (n = 126) from the initiation of the degree in 2015 to current 2021 graduates were eligible for inclusion if they had not gone on to study dietetics. The interviews elicited their stories and experiences of employability and journeys to employment post-graduation. Interviews were analysed using the framework method. RESULTS Analysis of the graduate interviews identified four themes: (1) from graduation to employment; (2) there are challenges to obtaining employment; (3) curriculum can enable employability; and (4) employability resources can support career prospects. In this group, the nutrition science degree on its own was not deemed sufficient to land employment in a desired nutrition-related field. The process of obtaining employment was supported by work experience, social networks, interpersonal skills, and a willingness to relocate. CONCLUSION Building employability skills in the curriculum through the development of professional social networks and a professional identity may be important in improving the employability of nutrition science graduates.
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Affiliation(s)
- Charlotte Barber
- Department of Nutrition, Dietetics and Food, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Merran Blair
- Department of Nutrition, Dietetics and Food, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Tracy A McCaffrey
- Department of Nutrition, Dietetics and Food, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Claire Palermo
- Department of Nutrition, Dietetics and Food, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Victoria, Australia
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McKoin Owens M, Zickafoose A, Wingenbach G, Haddad S, Freeny J, Engels J. Selected Texan K-12 Educators' Perceptions of Youth Suicide Prevention Training. Int J Environ Res Public Health 2022; 19:12625. [PMID: 36231925 PMCID: PMC9566514 DOI: 10.3390/ijerph191912625] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Accepted: 09/23/2022] [Indexed: 06/16/2023]
Abstract
K-12 school personnel may be frontline responders for youth contemplating suicide or other harmful behaviors. Therefore, the purpose of this preliminary study was to determine selected K-12 educators' perceptions of youth suicide prevention (YSP) training. A longitudinal trend survey with repeated measures and proportionally stratified random samples of K-12 personnel from nine Texas independent school districts provided data. Participants' perceived knowledge of the YSP content showed significant appreciative gains between pre- and follow-up post-tests. Likewise, their confidence levels for helping students at risk of suicide and approaching other adults to talk about students at risk of suicide rose significantly between pretests and follow-up post-tests. This preliminary study reinforces the value of training educators to acquire content knowledge and confidence boosting opportunities for engagement in difficult dialogue about suicidality. YSP training helped improve educators' confidence to engage with others about students' mental health concerns, calling attention to the importance of identifying early warning signs that may aid in early support and prevention of youth mental health concerns.
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Affiliation(s)
- Melanie McKoin Owens
- Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA
| | - Alexis Zickafoose
- Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA
| | - Gary Wingenbach
- Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA
| | - Sana Haddad
- Mental Health America of Greater Houston, Houston, TX 77098, USA
| | - Jamie Freeny
- Mental Health America of Greater Houston, Houston, TX 77098, USA
| | - Josephine Engels
- Mental Health America of Greater Houston, Houston, TX 77098, USA
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Marić N, Mandić-Rajčević S, Maksimović N, Bulat P. Occupational burnout among teachers: is it seasonal? Arh Hig Rada Toksikol 2022; 73:233-40. [PMID: 36226818 DOI: 10.2478/aiht-2022-73-3582] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2021] [Accepted: 07/01/2022] [Indexed: 11/07/2022] Open
Abstract
The aim of this cross-sectional study was to compare occupational burnout in two groups of teachers from the district of Bijeljina (Bosnia and Herzegovina) measured with the Serbian version of the Maslach Burnout Inventory survey for workers in human services (MBI-HSS) at the beginning (group 1) and the end of the school year 2018/2019 (group 2) to see if there are seasonal differences. The questionnaire also included standard sociodemographic data and job description (primary and/or secondary school position, length of service, and overtime work). The prevalence of emotional exhaustion and depersonalisation was low in both groups. However, emotional exhaustion and depersonalisation scores significantly shifted to higher values between the beginning and the end of the school year. We also found a statistically significant association between emotional exhaustion and overtime and between depersonalisation and work in a secondary school (p<0.05). These findings invite further research of occupational burnout seasonality in schoolteachers, preferably by following up cohorts which would be controlled for sociodemographic and work-related variables.
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Beukema L, Tullius JM, Korevaar L, Hofstra J, Reijneveld SA, de Winter AF. Promoting Mental Health Help-Seeking Behaviors by Mental Health Literacy Interventions in Secondary Education? Needs and Perspectives of Adolescents and Educational Professionals. Int J Environ Res Public Health 2022; 19:11889. [PMID: 36231190 PMCID: PMC9565342 DOI: 10.3390/ijerph191911889] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2022] [Revised: 09/12/2022] [Accepted: 09/16/2022] [Indexed: 06/16/2023]
Abstract
Mental health literacy (MHL) interventions in secondary schools may help to improve competencies that adolescents require to stay mentally healthy and seek help if mental health problems arise. These MHL interventions should be tailored to the needs of adolescents and educational professionals (EPs) to reach sustainable implementation and long-term effectiveness. However, evidence is lacking on these needs. Thus, our aim was to explore their experiences with, and perspectives on, mental health help seeking and needs regarding MHL interventions. We performed online focus group discussions and interviews with adolescents (n = 21; 13-19 years) and EPs (n = 12) and analyzed the data using directed content analysis. We identified three themes related to mental health help seeking: (1) Limited MHL competencies of adolescents, (2) Limited competencies of EP to provide mental health support, and (3) Limited mental health promotion in the school environment. We further identified three themes regarding MHL interventions: (1) Addressing basic mental health knowledge and skills, (2) Interactive and easily accessible, and (3) Sustainable implementation. Improving the MHL competencies of adolescents and EPs, and creating a mental health-literate school environment can promote adolescents' mental health help seeking. Our findings highlight the importance of developing MHL interventions that are tailored to both adolescents' and EPs needs.
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Affiliation(s)
- Lindy Beukema
- Department of Health Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1/FA10, 9713 AV Groningen, The Netherlands
| | - Janne M. Tullius
- Department of Health Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1/FA10, 9713 AV Groningen, The Netherlands
| | - Lies Korevaar
- Research and Innovation Centre for Rehabilitation, Hanze University of Applied Sciences, 9747 AA Groningen, The Netherlands
| | - Jacomijn Hofstra
- Research and Innovation Centre for Rehabilitation, Hanze University of Applied Sciences, 9747 AA Groningen, The Netherlands
| | - Sijmen A. Reijneveld
- Department of Health Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1/FA10, 9713 AV Groningen, The Netherlands
| | - Andrea F. de Winter
- Department of Health Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1/FA10, 9713 AV Groningen, The Netherlands
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Beam AS, Brown L, Ketchum JM, Edgerton S, Stephens CP, Gray Z, Ratcliff M, Moore K. Radiologic Sciences Student Perceptions of Advisement. Radiol Technol 2022; 94:6-13. [PMID: 36347610] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Accepted: 10/12/2021] [Indexed: 06/16/2023]
Abstract
PURPOSE To investigate student perceptions of a structured advisement program. METHODS Using a mixed-methods approach, 24 radiologic sciences students were surveyed in the initial and final semesters of the program to capture their perceptions of advisement practices. Quantitative data were analyzed for percentages and descriptive statistics, and qualitative responses were analyzed for emergent themes. RESULTS Qualitative data analyses identified 3 themes: building relationships, strengthening student performance, and determining best practices for advisement. Quantitative data demonstrated that students appreciated the advisement process and acknowledged improvements in communication skills and the feedback loop. DISCUSSION Advisement sessions can serve an important role in identifying areas where students can improve their performance. To grow and develop, students must understand their own strengths and weaknesses. Structured forms of advisement can serve as important tools to guide advisement conversations toward specific topics. CONCLUSION The results of this study indicate that student advising is a vital component of radiologic sciences programs. Participants indicated that the advisement process helped them build relationships with faculty members and improved their overall performance.
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Affiliation(s)
- Asher Street Beam
- Asher Street Beam, DHA, R.T.(R)(MR), MRSO, is director of the Master of Science in Magnetic Resonance Imaging program and associate professor for the Department of Radiologic Sciences at the University of Mississippi Medical Center, School of Health Related Professions
| | - Lee Brown
- Lee Brown, DHA, R.T.(R)(N), CNMT, RHIA, is director of the Bachelor of Science in Radiologic Sciences program and associate professor for the Department of Radiologic Sciences at the University of Mississippi Medical Center, School of Health Related Professions
| | - James M Ketchum
- James M Ketchum, DHA, R.T.(R), is professor for the Department of Radiologic Sciences for the University of Mississippi Medical Center, School of Health Related Professions
| | - Shazowee Edgerton
- Shazowee Edgerton, DHA, R.T.(R)(M), is professor for the Department of Radiologic Sciences for the University of Mississippi Medical Center, School of Health Related Professions
| | - Chelsea Palmer Stephens
- Chelsea Palmer Stephens, MHS, R.T.(R)(N), CNMT, is director of the Master of Science in Nuclear Medicine Technology program and assistant professor for the Department of Radiologic Sciences at the University of Mississippi Medical Center, School of Health Related Professions
| | - Zack Gray
- Zack Gray, MS, R.T.(R)(MR)(CT), is assistant professor for the Department of Radiologic Sciences at the University of Mississippi Medical Center, School of Health Related Professions
| | - Molly Ratcliff
- Molly Ratcliff, EdD, is director of admissions and learning advancement for the School of Health Related Professions and assistant professor for the Department of Health Sciences at the University of Mississippi Medical Center, School of Health Related Professions
| | - Kristi Moore
- Kristi Moore, PhD, R.T.(R)(CT), is chair of the ASRT Board of Directors, and chair and professor for the Department of Radiologic Sciences at the University of Mississippi Medical Center, School of Health Related Professions
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Gallardo-Montes CDP, Rodríguez Fuentes A, Caurcel Cara MJ, Capperucci D. Functionality of Apps for People with Autism: Comparison between Educators from Florence and Granada. Int J Environ Res Public Health 2022; 19:7019. [PMID: 35742268 DOI: 10.3390/ijerph19127019] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Revised: 06/03/2022] [Accepted: 06/06/2022] [Indexed: 12/13/2022]
Abstract
BACKGROUND Studies on the potential of smartphone apps for people with autism are currently increasing in number, given the large digital supply available and the benefits they offer. We analyzed the opinion of educators from Florence (Italy) and Granada (Spain) regarding the benefits and applicability of apps, frequency of their use, and the type of apps used for people with autism. METHODS The study involved 1261 professionals, of whom 286 worked with apps, using a non-experimental quantitative design, descriptive and frequency statistics, parametric inferential analyses (Student's t and one-factor ANOVA), and calculation of the effect size (Cohen's d and eta squared) and intrafactorial correlations. RESULTS Statistically significant differences were observed in respect of city, sex, age, years of experience, place of work, and type of teacher. The teachers from Granada found more benefits and applicability in apps, and revealed a slightly higher usage than those from Florence. CONCLUSIONS It is an arduous but worthy task for professionals from schools and associations that work with people with autism to acquire the necessary knowledge to apply methodologies based on information and communication technology (ICT), as this will help achieve the integrated development of people with different capabilities.
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Johnson AH, Wilson J, Magner D, Urban RW, Martin S, Zhang Y. Exploring Meditation Profiles and Predictors in Nursing Students. J Holist Nurs 2022; 41:142-154. [PMID: 35620800 DOI: 10.1177/08980101221102691] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Background: Nursing students face unique academic and clinical workloads linked to increased stress. Previous studies indicate formal and informal mindfulness meditation provide stress-reducing benefits. This practice aligns with holistic nursing core values of self-care and self-reflection; little is known about meditation practice in nursing students. Objectives: Our study aimed to describe meditation practice and predictors in pre-licensure nursing students. Design: Cross-sectional, multi-site. Methods: Qualtrics surveys queried individual demographics, personal meditation and exercise habits, and indicators of wellbeing. Results: Of 417 participants, 65% (n = 271) reported at least one type of meditation practice. Prayer/spiritual activities were most prevalent (almost 70%), followed by breathing exercises (41%). Meditators reported good or excellent self-rated health status or engaged in exercise (p < .05). Meditators also reported more self-compassion, happiness, and satisfaction with life, and perceived less stress than non-meditators (p < .05). Of all factors studied, only engaging in exercise significantly predicted practicing meditation (OR = 2.05, 95%CI 1.10-3.82). Conclusion: Nursing students who engage in meditation report signs of health and well-being and utilize holistic methods such as prayer and breathing. The intrinsic motivation to engage in healthy habits such as exercise may also help students engage in mindfulness meditation and is an important finding for nursing educators.
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Eliyahu-Levi D. Educators as Health and Education Mediators for African Asylum Seekers in Israel. Int J Environ Res Public Health 2022; 19:5200. [PMID: 35564595 DOI: 10.3390/ijerph19095200] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/20/2022] [Revised: 04/19/2022] [Accepted: 04/21/2022] [Indexed: 02/05/2023]
Abstract
Israel is not isolated from the global migration process. It is required to provide a medical, educational, and socio-cultural response to the integration of tens of thousands of African asylum seekers. This qualitative-phenomenological study collected data from 15 educators as a primary source and learned about their actions to mediate health and educational issues for African asylum seekers. The findings reveal four categories: (1) a healthy lifestyle; (2) emotional-behavioral; (3) learning disabilities and special needs; (4) diseases, vaccines, and medical treatments. It seems that educators are forced to take on roles traditionally entrusted to the state, and they have become agents of socialization who mediate between parents and the Israeli health and education system through personal relationships and individual conversations. This study reveals a dual reality: on the one hand, African asylum seekers experience alienation, exclusion, and violence; on the other hand, they gain a positive point of view when parents see the educators as loyal partners and sources of knowledge who can be consulted to receive help in routine times and during the coronavirus pandemic, a time in which they lost their livelihood, health insurance, and ability to understand the new rules of the lockdowns.
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Jalali A, Nyman JA, Hamelin-Mitchell E. Fundraising in Education: Road Map to Involving Medical Educators in Fundraising. JMIR Med Educ 2022; 8:e32597. [PMID: 35380542 PMCID: PMC9019616 DOI: 10.2196/32597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/03/2021] [Revised: 02/28/2022] [Accepted: 03/18/2022] [Indexed: 06/14/2023]
Abstract
Traditional funding models must change as governments decrease funding and often freeze tuition at a domestic level. As a result, universities face an increasing need to diversify their business models, including revenue streams. Therefore, interest in raising significant funds from other sources is stronger than ever, leading to the need for a fundraising approach that is more sophisticated. Medical educators and health professionals are some of the most trusted members of society, and with this paper, the authors aim to raise awareness of the critical role they play in helping universities with their global impact and fundraising efforts.
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Affiliation(s)
- Alireza Jalali
- Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Jacline A Nyman
- Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
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Pérez-Luño A, Díez Piñol M, Dolan SL. Exploring High vs. Low Burnout amongst Public Sector Educators: COVID-19 Antecedents and Profiles. IJERPH 2022; 19:780. [PMID: 35055602 PMCID: PMC8776078 DOI: 10.3390/ijerph19020780] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/26/2021] [Revised: 01/01/2022] [Accepted: 01/02/2022] [Indexed: 02/01/2023]
Abstract
The COVID-19 pandemic has had a prolonged impact on many people working in different sectors. This paper focuses on the psychological stress consequences of professionals working in the educational sector in Andalucía (Spain). Using a sample of 340 educators, this empirical paper identifies the antecedents and profiles of those that ended up with burnout vs. those that were able to develop resilience. Results from OLS regressions show that regardless of the origins of stress, the principal determinant of burnout is clearly a lack of support and a perception of an inability to control a situation. Furthermore, results also show that working sources have a higher impact on the configuration of high burnout, while family sources harm those who are more resilient (low burnout).
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Affiliation(s)
- Ana Pérez-Luño
- Business Administration Department, Pablo de Olavide University, Carretera de Utrera Km 13, 41013 Seville, Spain
| | | | - Simon L Dolan
- Global Future of Work Foundation, 08005 Barcelona, Spain
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Paignon A, Schwärzler P, Kerry M, Stamm D, Bianchi M, Xyrichis A, Gilbert J, Cornwall J, Thistlethwaite J, Iwg-Ipecat, Huber M. Interprofessional educators' competencies, assessment, and training - IPEcat: protocol of a global consensus study. J Interprof Care 2022; 36:765-769. [PMID: 34979853 DOI: 10.1080/13561820.2021.2001445] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Contemporary practice in interprofessional education (IPE) has evolved predominantly focusing on the competencies for interprofessional collaboration (IPC) that learners must acquire. Competencies that educators need to successfully deliver IPC have been overlooked. This lack of attention is further confounded by a field replete with inconsistent terminology and standards and no global consensus on the core competencies needed for IPE facilitation. There are no globally accepted tools to assess interprofessional educators' competencies nor are there established training programmes that might be used as the basis for a collective global approach to these issues. The International Working Group for Interprofessional Educators Competencies, Assessment, and Training (IWG_IPEcat) seeks to address this gap using a sequential mixed-method approach, to deliver globally developed, empirically derived tools to foster IPE educator competencies. This article presents the protocol of the research project.
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Affiliation(s)
- Adeline Paignon
- School of Health Sciences and Centre for Interprofessional Simulation (Cis), University of Applied Sciences and Arts of Western Switzerland (Hes-so), Geneva, Switzerland
| | - Patricia Schwärzler
- School of Health Professions, Institute of Health Sciences, Zurich University of Applied Sciences (Zhaw), Winterthur, Switzerland
| | - Matthew Kerry
- School of Health Professions, Institute of Health Sciences, Zurich University of Applied Sciences (Zhaw), Winterthur, Switzerland
| | - David Stamm
- School of Health Professions, Institute of Health Sciences, Zurich University of Applied Sciences (Zhaw), Winterthur, Switzerland
| | - Monica Bianchi
- Department of Business Economics, Health and Social Care, University of Applied Sciences and Arts of Southern Switzerland (SUPSI), Switzerland
| | - Andreas Xyrichis
- Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care, Kings College London, London, UK
| | - John Gilbert
- UBC Emeritus College, University of British Columbia, Vancouver, Canada
| | - Jon Cornwall
- Centre for Early Learning in Medicine, University of Otago, Dunedin, New Zealand
| | | | - Iwg-Ipecat
- IWG_IPEcat: International Working Group for Interprofessional Trainers Competencies, Assessment, and Training Programme
| | - Marion Huber
- School of Health Professions, Institute of Health Sciences, Zurich University of Applied Sciences (Zhaw), Winterthur, Switzerland
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Zogheib B, Daniela L. Students’ Perception of Cell Phones Effect on their Academic Performance: A Latvian and a Middle Eastern University Cases. Tech Know Learn 2022; 27:1115-1131. [PMCID: PMC8047590 DOI: 10.1007/s10758-021-09515-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/09/2021] [Indexed: 10/24/2023]
Abstract
This study is unique in its attempt to combine the Technology Acceptance Model (TAM) with external variables and the Information System Continuance Theory, in the context of mobile learning. It extends TAM with the external variables perceived mobility and perceived enjoyment. Mainly, students’ perception of cell phones effect on their academic performance is investigated. The study was conducted at two different universities—in Europe and the Middle East. Cell phone usage is analyzed from the perspective of mobile learning. The data in this study were collected from 103 students from the University of Latvia and 106 students from a Middle Eastern private American University. This study shows that there is no significant difference on how the two groups perceive the use of cell phone and their opinion of its impact on their academic performance. The obtained results are in line with the theoretical model. They show the influence of perceived enjoyment and perceived usefulness on students’ attitudes towards using cell phones. Data shows that there is a positive relationship between cell phone usage and students’ perception of its effect on their academic performance. This study reveals several interesting findings, and it is believed that this research offers the educators and administrators further insight in analysing the current effect of cell phones on students’ academic performance and the possibility of adopting mobile learning as one of the technological tools which supports technology enhanced learning.
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Affiliation(s)
| | - Linda Daniela
- University of Latvia, Imantas 7th line, 1, Riga, 1083 Latvia
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Locke J, Hernandez AM, Joshi M, Hugh ML, Bravo A, Osuna A, Pullmann MD. Supporting the inclusion and retention of autistic students: Exploring teachers' and para educators' use of evidence-based practices in public elementary schools. Front Psychiatry 2022; 13:961219. [PMID: 36561635 PMCID: PMC9763455 DOI: 10.3389/fpsyt.2022.961219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/04/2022] [Accepted: 11/18/2022] [Indexed: 12/12/2022] Open
Abstract
INTRODUCTION Educators in public schools are required to serve students in their least restrictive environment. While many evidence-based practices (EBPs), defined as practices and strategies shown by research to have meaningful effectson outcomes for autistic students are documented in the literature, less is known about EBP use among educators in public schools. METHODS Eighty-six general and special education teachers and para educators completed a survey about familiarity, training, and EBP use for included autistic children. RESULTS Across roles, educators reported familiarity (98.8%), use (97.7%), and training (83.7%) in reinforcement. They reported the least familiarity with behavioral momentum (29.1%), training in both video modeling and peer-mediated instruction and intervention (18.6%), and use of video modeling (14.0%). Follow-up interviews (n = 80) highlighted mixed understanding of EBP definitions and use. DISCUSSION Implications for inclusive education are discussed including autism-specific EBP training within pre-service teacher preparation programs.
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Affiliation(s)
- Jill Locke
- Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, United States
| | - Alyssa M Hernandez
- Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, United States
| | - Mahima Joshi
- Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, United States
| | - Maria L Hugh
- Department of Special Education, University of Kansas, Lawrence, KS, United States
| | - Alice Bravo
- Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, United States
| | - Anthony Osuna
- Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, United States
| | - Michael David Pullmann
- Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, United States
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Richter S, Sullivan G, Urindwanayo D, Kelly I. Experiences of nurse educators facilitating and teaching in an international setting. Int J Nurs Pract 2021; 28:e13028. [PMID: 34907622 DOI: 10.1111/ijn.13028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2020] [Revised: 06/20/2021] [Accepted: 11/14/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Multiple studies focus on the experiences of visiting students from high resource regions that participated in clinical placements in lower resource countries but less focus on the experiences of the educators accompanying students. AIM The purpose of this study was to explore the experiences of educators during an international clinical placement of nursing students in a country in West Africa. METHODS We implemented a focussed ethnographic design. We purposively sampled educators who accompanied students on an international clinical placement. Data collection from 2018 to 2019 consisted of in-depth individual interviews. We utilized Roper and Shapira's (2000, 10.4135/9781483328294.) data analysis process, which includes coding keywords, identifying patterns and theorizing. FINDINGS Three themes emerged from the data: rewards in accompanying students, challenges experienced and the need for mentoring and continuous support. Educators found it rewarding to see growth in students, how students developed as global citizens, how students developed critical thinking and problem-solving skills and create lifelong friendships. CONCLUSION Educators who accompany nursing students to international clinical placement experience valuable learning and challenging issues. Educators must navigate, support and advance student learning when on an international placement. It is crucial to have adequate institutional support from both the home and host country.
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Affiliation(s)
- Solina Richter
- College of Nursing, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
| | - Ginger Sullivan
- School of Nursing, University of Victoria, Victoria, British Columbia, Canada
| | | | - Isabelle Kelly
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
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Abstract
BACKGROUND Multiple studies focus on the experiences of visiting students from high resource regions that participated in clinical placements in lower resource countries but less focus on the experiences of the educators accompanying students. AIM The purpose of this study was to explore the experiences of educators during an international clinical placement of nursing students in a country in West Africa. METHODS We implemented a focussed ethnographic design. We purposively sampled educators who accompanied students on an international clinical placement. Data collection from 2018 to 2019 consisted of in-depth individual interviews. We utilized Roper and Shapira's (2000, 10.4135/9781483328294.) data analysis process, which includes coding keywords, identifying patterns and theorizing. FINDINGS Three themes emerged from the data: rewards in accompanying students, challenges experienced and the need for mentoring and continuous support. Educators found it rewarding to see growth in students, how students developed as global citizens, how students developed critical thinking and problem-solving skills and create lifelong friendships. CONCLUSION Educators who accompany nursing students to international clinical placement experience valuable learning and challenging issues. Educators must navigate, support and advance student learning when on an international placement. It is crucial to have adequate institutional support from both the home and host country.
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Affiliation(s)
- Solina Richter
- College of Nursing, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
| | - Ginger Sullivan
- School of Nursing, University of Victoria, Victoria, British Columbia, Canada
| | | | - Isabelle Kelly
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
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Ofori-Manteaw BB, Dzidzornu E, Akudjedu TN. Impact of the Covid-19 pandemic on clinical radiography education: Perspective of students and educators from a low resource setting. J Med Imaging Radiat Sci 2021; 53:51-57. [PMID: 34857497 PMCID: PMC8603034 DOI: 10.1016/j.jmir.2021.11.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2021] [Revised: 11/02/2021] [Accepted: 11/08/2021] [Indexed: 02/06/2023]
Abstract
Introduction The COVID-19 pandemic has had significant impact on clinical radiography educational activities including teaching, research, and clinical placement. The study aimed to investigate the impact of the COVID-19 pandemic on clinical radiography education in a low-resource setting from the perspectives of students and educators. Methods A cross-sectional online survey was conducted between December 2020 and March 2021. Participants included student radiographers and educators from six clinical radiography training institutions in Ghana. Conventional descriptive statistics, frequency, and thematic text analysis were undertaken. Results 291 valid responses were received involving 277 students and 14 educators. Most of the respondents, predominantly students did not find the online platforms for learning user-friendly. Key challenges to clinical radiography training during the pandemic included poor internet connectivity (73.8%), inadequate time for academic discussions (50.9%), and the reluctance of health facilities to accept students for clinical placement (51%). Challenges with data collection and the provision of supervision were issues associated with research activities. Discussion The findings suggest the COVID-19 pandemic has had significant impact on clinical radiography education in Ghana and other countries of similar resource availability. Conclusion Clinical radiography training institutions need to customize approaches to education. Adopting blended learning approaches as well as the use of simulation to augment practical placement opportunities are new modes of instruction that will maximize learning experience.
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Affiliation(s)
- Bismark Bright Ofori-Manteaw
- Department of Medical Imaging, School of Allied Health Sciences, University of Health and Allied Sciences, Ho, Ghana.
| | - Elizabeth Dzidzornu
- Department of Medical Imaging, School of Allied Health Sciences, University of Health and Allied Sciences, Ho, Ghana.
| | - Theophilus N Akudjedu
- Institute of Medical Imaging & Visualisation (IMIV), Department of Medical Science & Public Health, Faculty of Health & Social Sciences, Bournemouth University, UK.
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Lessard LM, Puhl RM. Reducing Educators' Weight Bias: The Role of School-Based Anti-Bullying Policies. J Sch Health 2021; 91:796-801. [PMID: 34426980 DOI: 10.1111/josh.13068] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2020] [Revised: 02/09/2021] [Accepted: 03/22/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Educators' negative weight biases toward students with high body weight have been well-documented. The present investigation examined whether inclusion of body weight in school anti-bullying policies is associated with lower levels of weight bias among educators. METHODS Data on explicit weight bias was collected from a sample of secondary school teachers and principals in the United States (N = 246) and examined in relation to the presence of weight-related language in each participant's school district anti-bullying policy. RESULTS The results indicate that, although educators on average make negative judgments about individuals with high weight, these biases were lower for educators whose school district anti-bullying policy included enumeration of body weight. Notably, this association did not hold when policies enumerated "appearance." CONCLUSIONS The study findings suggest that the explicit mention of "weight" in school anti-bullying policies may represent a feasible mechanism to reduce explicit weight bias among U.S. secondary school educators.
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Affiliation(s)
- Leah M Lessard
- Rudd Center for Food Policy & Obesity, University of Connecticut, One Constitution Plaza, Suite 600, Hartford, CT, 06103
| | - Rebecca M Puhl
- Rudd Center for Food Policy & Obesity, University of Connecticut, One Constitution Plaza, Suite 600, Hartford, CT, 06103
- Department of Human Development and Family Sciences, Rudd Center for Food Policy & Obesity, University of Connecticut, One Constitution Plaza, Suite 600, Hartford, CT, 06103
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Aragasi NA, Pangandaman HK. Coping style, anxiety level, organizational support, and work commitment of educators during the COVID-19 pandemic in the Philippines: A mixed-methods study. Belitung Nurs J 2021; 7:267-276. [PMID: 37484888 PMCID: PMC10361049 DOI: 10.33546/bnj.1393] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 04/02/2021] [Accepted: 07/09/2021] [Indexed: 07/25/2023] Open
Abstract
Background The emergence of the COVID-19 pandemic has distorted the education system, which greatly challenged educators in the pursuit of the continuity and quality of education. Commitment to perform duties and responsibilities are bounded in coping with the situation, emotional state, and the support from the organization. Objective To analyze and understand the presumed interrelationship of modeled variables, such as the coping style, anxiety level, organizational support, and work commitment of educators during the COVID-19 pandemic. Methods It is a mixed-methods study through an explanatory sequential approach. The path analysis technique was applied for quantitative with 116 educators as sample respondents guided by selection criteria. Digital immigrant educators with extreme responses were identified and asked permission for an interview. Open-access adapted questionnaires used were Simplified Coping Style Questionnaire (SCSQ), Beck Anxiety Inventory (BAI), Perceived Organizational Support (POS), Allen and Meyer's Organizational Commitment Questionnaire (OCQ). Data were processed and analyzed using SPSS and AMOS for descriptive and inferential statistics. A four-domain semi-structured questionnaire served as a guide in interviewing participants in the context of coping, anxiety, support, and work commitment. Thematic analysis was performed to generate themes. Results This study shown that educators often used coping style (1.87 ± 0.84; Mean ± SD), have a low level of anxiety (0.58 ± 0.69; Mean ± SD), have perceived uncertainty related to organizational support (4.03 ± 1.37; Mean ± SD), and neither agree nor disagree in terms of their work commitment (3.02 ± 0.93; Mean ± SD). The presumed model through path analysis has significantly predicted 28% plausibility (R2 = 0.28) with only organizational support that shown significant influence towards educators' work commitment (β = 0.22). The themes that emerged are challenging adjustment, predestined situation, fear of getting infected, difficulty teaching effectively, technologically challenged, psychosocial assistance, uncertainty, and willingness to explore. Conclusion Educators during the COVID-19 pandemic were able to cope and control their anxiety through the test of time, seamless work commitment, and presence of support. This study can be considered a framework for situational analysis of nurse educators in the academic realm in times of emergency and disaster.
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Affiliation(s)
- Norhidayah A. Aragasi
- College of Health Sciences, Mindanao State University, Marawi City, Lanao Del Sur, 9700, Philippines
| | - Hamdoni K. Pangandaman
- College of Health Sciences, Mindanao State University, Marawi City, Lanao Del Sur, 9700, Philippines
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Poza-Guedes P, González-Pérez R. Implementing information and communication technology education on food allergy and anaphylaxis in the school setting. Clin Transl Allergy 2021; 11:e12039. [PMID: 34262693 PMCID: PMC8254581 DOI: 10.1002/clt2.12039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2021] [Revised: 04/22/2021] [Accepted: 05/24/2021] [Indexed: 11/28/2022] Open
Abstract
Introduction Every year, 1/10,000 children experiences a food‐anaphylactic reaction. Most of these events, including attack‐related deaths, may happen during the school hours. In the current study, we assessed the influence of information and communication technologies (ICT) in the school‐staff's education on food allergy and anaphylaxis (FAA). Methods The target population of this intervention was non‐university teaching centers from the local Regional Education Council, including both state and private institutions. The digital intervention was supported by the free‐of‐charge and open‐source learning‐management Aulatic Educational Platform. Structured questionnaires were developed to evaluate the educators' knowledge, feelings, and self‐efficacy on FAA, in addition to a satisfaction and quality survey of the training program. Results A total of 1748 school‐educators were virtually enrolled from May 2016 to June 2020 in one of the 8‐week course editions, with 80.6% of attendees successfully completing the full training. All scores concerning school‐staff's basic knowledge and self‐efficacy on FAA significantly improved after the educational intervention, reaching a high level of satisfaction among participants (98.5%) over the 4‐year educational program. Conclusion Our results highlighted the effectiveness of a focused e‐learning activity to improve teachers and school caretakers in the management of food allergic scholars and anaphylactic reactions during the school hours. The use of ICTs tools should become an integrated part of curricular frameworks in non‐university education, leading to a better care of FAA school children.
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Affiliation(s)
- Paloma Poza-Guedes
- Allergy Department Hospital Universitario de Canarias Tenerife Spain.,Severe Asthma Unit Hospital Universitario de Canarias Tenerife Spain
| | - Ruperto González-Pérez
- Allergy Department Hospital Universitario de Canarias Tenerife Spain.,Severe Asthma Unit Hospital Universitario de Canarias Tenerife Spain
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Dobell A, Pringle A, Faghy MA, Roscoe CMP. Educators Perspectives on the Value of Physical Education, Physical Activity and Fundamental Movement Skills for Early Years Foundation Stage Children in England. Children (Basel) 2021; 8:338. [PMID: 33925938 DOI: 10.3390/children8050338] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Revised: 04/20/2021] [Accepted: 04/25/2021] [Indexed: 11/17/2022]
Abstract
There is a lack of information available for physical education (PE) provision in the early years foundation stage (EYFS), prompting concern about what is currently delivered in schools and the values behind the approaches taken. Using semi-structured interviews, this study investigated educators’ perspectives on the value of PE and physical activity (PA) for EYFS children across England in relation to opportunities for, barriers to, and benefits of PA and PE. This study collected important stakeholder views and can help shape the impact and implementation of fundamental movement skills (FMS) and PA interventions at the EYFS.
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Parker BL, Chakouch C, Subotic-Kerry M, Batterham PJ, Mackinnon A, Newby JM, Whitton AE, McGoldrick J, Cockayne N, O'Dea B. The Building Educators' Skills in Adolescent Mental Health Training Program for Secondary School Educators: Protocol for a Cluster Randomized Controlled Trial. JMIR Res Protoc 2021; 10:e25870. [PMID: 33625374 PMCID: PMC7946581 DOI: 10.2196/25870] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Revised: 01/19/2021] [Accepted: 01/21/2021] [Indexed: 12/14/2022] Open
Abstract
Background In Australia, secondary school educators are well positioned to recognize mental illness among students and provide support. However, many report that they lack the knowledge and confidence to do so, and few mental health training programs available for educators are evidence based. To address this gap, the Black Dog Institute (BDI) developed a web-based training program (Building Educators’ Skills in Adolescent Mental Health [BEAM]) that aims to improve mental health knowledge, confidence, and helping behaviors among secondary school educators in leadership positions. A pilot study of the training program found it to be positively associated with increased confidence and helping behaviors among educators and reduced personal psychological distress. An adequately powered randomized controlled trial (RCT) is needed. Objective The primary objective of this cluster RCT is to evaluate the effectiveness of the BEAM program for improving educators’ confidence in managing student mental health. The trial will also evaluate the effect of the BEAM program in increasing educators’ frequency of providing help to students and improving their mental health knowledge and reducing educators’ psychological distress and stigma toward students with mental health issues. Methods The target sample size is 234 educators from 47 secondary schools across New South Wales, Australia. Four waves of recruitment and enrollment into the trial are planned. Schools will participate in one wave only and will be randomized to the intervention or waitlist control conditions. Participants from the same school will be assigned to the same condition. Assessments will be conducted at baseline, posttest (10 weeks after baseline), and follow-up (22 weeks after baseline) using the BDI eHealth research platform. Intervention participants will receive access to the BEAM program for 10 weeks upon completion of baseline, and the control condition will receive access for 10 weeks upon completion of the follow-up assessment. Results Recruitment for this trial began on July 21, 2020, with the first baseline assessments occurring on August 17, 2020. To date, 295 participants from 71 schools have completed baseline. Due to the unexpected success of recruitment in the first 3 waves, the final fourth wave has been abandoned. Intervention participants are currently receiving the program, with follow-up due for completion in March 2021. Conclusions This is one of the first RCTs to examine the effectiveness of a web-based adolescent mental health training program for Australian secondary school educators in leadership positions. If found to be effective, this training program will offer a sustainable and scalable delivery method for upskilling educators in caring for students’ mental health. Trial Registration Australian New Zealand Clinical Trials Registry ACTRN12620000876998; https://covid-19.cochrane.org/studies/crs-14669208 International Registered Report Identifier (IRRID) DERR1-10.2196/25870
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Affiliation(s)
- Belinda L Parker
- Black Dog Institute, Randwick, Australia.,Faculty of Medicine, University of New South Wales, Kensington, Australia
| | | | - Mirjana Subotic-Kerry
- Black Dog Institute, Randwick, Australia.,Faculty of Medicine, University of New South Wales, Kensington, Australia
| | - Philip J Batterham
- Black Dog Institute, Randwick, Australia.,College of Health and Medicine, Australian National University, Canberra, Australia
| | | | - Jill M Newby
- Black Dog Institute, Randwick, Australia.,Faculty of Science, University of New South Wales, Kensington, Australia
| | - Alexis E Whitton
- Black Dog Institute, Randwick, Australia.,Faculty of Medicine, University of New South Wales, Kensington, Australia
| | | | - Nicole Cockayne
- Black Dog Institute, Randwick, Australia.,Faculty of Medicine, University of New South Wales, Kensington, Australia
| | - Bridianne O'Dea
- Black Dog Institute, Randwick, Australia.,Faculty of Medicine, University of New South Wales, Kensington, Australia
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Torrijos-Muelas M, González-Víllora S, Bodoque-Osma AR. The Persistence of Neuromyths in the Educational Settings: A Systematic Review. Front Psychol 2021; 11:591923. [PMID: 33510675 PMCID: PMC7835631 DOI: 10.3389/fpsyg.2020.591923] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2020] [Accepted: 11/27/2020] [Indexed: 11/24/2022] Open
Abstract
Neuroscience influences education, and these two areas have converged in a new field denominated “Neuroeducation.” However, the growing interest in the education–brain relationship does not match the proper use of research findings. In 2007, the Organization for Economic Cooperation and Development (OECD) warned of the misunderstandings about the brain among teachers, labeling them as neuromyths. The main objective here is to observe the prevalence of the neuromyths in educators over time. After two decades of publications of research on neuromyths among in-service or prospective teachers, this work presents a systematic scientific review. To select the articles, we used the words: “teachers,” “preservice teachers,” “neuromyths” combined with the Boolean data type “and.” The search was filtered according to the following criteria: (a) identifiable author, (b) written in English, Spanish, French, Italian, or Portuguese, (c) word neuromyth in title, abstract, or keywords, (d) research with a participant's survey, (e) sample focused on educators, (f) peer-review publication index in JCR, SJR, or ESCI. The documents were found through Web of Science, Scopus, PubMed, Dialnet, ProQuest, EBSCO-host, and Google Scholar. After the search, 24 articles were identified as being of sufficiently high quality for this systematic review. This result highlights that neuromyths are still the subject of attention almost two decades after their definition. The findings present neuromyths as the consequence of a lack of scientific knowledge, a communicative gap between scientists and teachers, and the low-quality information sources consulted by teachers. In addition, the data on protectors and predictors of neuromyths is inconsistent. There is also no standard scientific methodology nor a guideline to determine a new neuromyth. The results show the need to improve the scientific content in higher education and the importance of in-service teacher training. This research justifies the requirement for university professors to be active researchers and to establish a close link with educators from other fields and levels. Neuroeducation will be the bridge that unites scientific knowledge and practical application in education, with a rigorous, standard method for the entire scientific-educational community.
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Affiliation(s)
- Marta Torrijos-Muelas
- Psychology Department, Faculty of Education of Cuenca, University of Castilla-La Mancha, Cuenca, Spain
| | - Sixto González-Víllora
- Department of Physical Education, Arts and Music, Faculty of Education of Cuenca, University of Castilla-La Mancha, Cuenca, Spain
| | - Ana Rosa Bodoque-Osma
- Psychology Department, Faculty of Education of Cuenca, University of Castilla-La Mancha, Cuenca, Spain
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Pérez-Chacón M, Chacón A, Borda-Mas M, Avargues-Navarro ML. Sensory Processing Sensitivity and Compassion Satisfaction as Risk/Protective Factors from Burnout and Compassion Fatigue in Healthcare and Education Professionals. Int J Environ Res Public Health 2021; 18:ijerph18020611. [PMID: 33445789 PMCID: PMC7828252 DOI: 10.3390/ijerph18020611] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/19/2020] [Revised: 01/08/2021] [Accepted: 01/10/2021] [Indexed: 12/30/2022]
Abstract
The study analyzes sensory processing sensitivity and the compassion satisfaction as risk/protective factors against burnout and compassion fatigue, during the first period of the COVID-19 health emergency. A sample of 1566 Spanish adult healthcare (n = 694) and education (n = 872) professionals was evaluated. An ad hoc questionnaire for sociodemographic data, and the highly sensitive person scale (HSPS), Maslach burnout inventory (MBI) and professional quality of life scale (ProQOL-vIV) were administered. Burnout and compassion fatigue were observed in the healthcare and education professionals, where personal realization and depersonalization were higher in healthcare and compassion fatigue in education. The protective role of compassion satisfaction was confirmed, as was sensory processing sensitivity as a risk factor, except for its low sensory threshold dimension, which positively influenced personal realization. The findings of this study demonstrate the presence of burnout and compassion fatigue in healthcare and education professionals, displaying compassion fatigue as an emerging psychosocial risk in education, which was made more severe under the conditions of study, which is at the beginning of the COVID-19 pandemic. The importance of incorporating adequate management strategies for high sensitivity, empathy and compassion satisfaction in prevention programs is emphasized.
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Affiliation(s)
- Manuela Pérez-Chacón
- International Doctoral School of the University of Seville, University of Seville, 41013 Seville, Spain; (M.P.-C.); (A.C.)
| | - Antonio Chacón
- International Doctoral School of the University of Seville, University of Seville, 41013 Seville, Spain; (M.P.-C.); (A.C.)
| | - Mercedes Borda-Mas
- Department of Personality, Assessment, and Psychological Treatment, University of Seville, 41018 Seville, Spain
- Correspondence: (M.B.-M.); (M.L.A.-N.)
| | - María Luisa Avargues-Navarro
- Department of Personality, Assessment, and Psychological Treatment, University of Seville, 41018 Seville, Spain
- Correspondence: (M.B.-M.); (M.L.A.-N.)
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Shweiki S, Abd-Rabo A, Badah A, Tarteer S, Mahmoud S, Odeh A, Affouneh S. A code of ethics proposal for Palestinians’ educators: attitudes and themes. International Journal of Ethics Education 2021; 6:339-355. [PMCID: PMC8422830 DOI: 10.1007/s40889-021-00128-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/19/2021] [Indexed: 06/18/2023]
Abstract
The ethical aspect of the online learning is a major priority that has to be addressed by all stakeholders in the educational field. This study sheds the light on establishing a code of ethics for the online learning based on a Palestinian vision. A content analysis was used for related literature in order to drive themes and major topics, then a qualitative approach was used to collect data to test the themes from the field. The study population consisted of 21 educators who have previous experience in online learning and 4 key university specialists with pedagogical experience. Interviews and focused group meetings were conducted with participants. The findings revealed that most of educators’ attitudes toward establishing a code for ethics in online learning mode are positive. The study also revealed that all educational stakeholders play a vital role in the success of online learning and particularly in practicing positive ethics.
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Affiliation(s)
- Sahar Shweiki
- Teaching and Learning Program, An Najah National University, Nablus, Palestine
| | - Aysha Abd-Rabo
- Teaching and Learning Program, An Najah National University, Nablus, Palestine
| | - Amjad Badah
- Applied Linguistics & Translation, An Najah National University, Nablus, Palestine
| | - Safia Tarteer
- Teaching and Learning Program, An Najah National University, Nablus, Palestine
| | - Samira Mahmoud
- Teaching and Learning Program, An Najah National University, Nablus, Palestine
| | - Ahmad Odeh
- Teaching and Learning Program, An Najah National University, Nablus, Palestine
| | - Saida Affouneh
- Faculty of Educational Sciences and Teachers’ Training, An Najah National University, Nablus, Palestine
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