Typologies in Comparative Vocational Education: Existing Models and a New Approach

ERIC Educational Resources Information Center

Pilz, Matthias

2016-01-01

The ways in which vocational education and training (VET) systems are structured vary significantly from country to country, both because different countries have different objectives for their VET systems and because VET is differently embedded within the education and labour market systems of any individual country. International research in…

The Effects of Different Motivational Climates on Students' Achievement Goals, Motivational Strategies and Attitudes toward Physical Education

ERIC Educational Resources Information Center

Ilker, Gokce Erturan; Demirhan, Giyasettin

2013-01-01

The aim of this study was to analyse whether conducting physical education lessons according to different motivational climates leads to a significant difference between students' achievement goals, motivational strategies and attitudes towards physical education. Participants (81-ninth grade students) were allocated to one of three experimental…

Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present

ERIC Educational Resources Information Center

Ydesen, Christian; Andreasen, Karen E.

2014-01-01

This paper focuses on primary education accountability as a concept and as an organizational practice in the history of Danish public education. Contemporary studies of education policy often address questions of accountability, but the manifestations of school accountability differ significantly between different national settings. Furthermore,…

How Is Learning Time Organised in Primary and Secondary Education? Education Indicators in Focus. No. 38

ERIC Educational Resources Information Center

OECD Publishing, 2016

2016-01-01

This issue of "Education Indicators in Focus" reports that Organisation for Economic Cooperation and Development (OECD) countries organise learning time for primary and secondary education in different ways: (1) The number and length of school holidays differs significantly across OECD countries, meaning the number of instructional days…

Ranking Accounting Authors and Departments in Accounting Education: Different Methodologies--Significantly Different Results

ERIC Educational Resources Information Center

Bernardi, Richard A.; Zamojcin, Kimberly A.; Delande, Taylor L.

2016-01-01

This research tests whether Holderness Jr., D. K., Myers, N., Summers, S. L., & Wood, D. A. [(2014). "Accounting education research: Ranking institutions and individual scholars." "Issues in Accounting Education," 29(1), 87-115] accounting-education rankings are sensitive to a change in the set of journals used. It provides…

Education, occupation, leisure activities, and brain reserve: a population-based study.

PubMed

Foubert-Samier, Alexandra; Catheline, Gwenaelle; Amieva, Hélène; Dilharreguy, Bixente; Helmer, Catherine; Allard, Michèle; Dartigues, Jean-François

2012-02-01

The influence of education, occupation, and leisure activities on the passive and active components of reserve capacity remains unclear. We used the voxel-based morphometry (VBM) technique in a population-based sample of 331 nondemented people in order to investigate the relationship between these factors and the cerebral volume (a marker of brain reserve). The results showed a positive and significant association between education, occupation, and leisure activities and the cognitive performances on Isaac's set test. Among these factors, only education was significantly associated with a cerebral volume including gray and white matter (p = 0.01). In voxel-based morphometry analyses, the difference in gray matter volume was located in the temporoparietal lobes and in the orbitofrontal lobes bilaterally (a p-value corrected <0.05 by false discovery rate [FDR]). Although smaller, the education-related difference in white matter volume appeared in areas connected to the education-related difference in gray matter volume. Education, occupation attainment, and leisure activities were found to contribute differently to reserve capacity. Education could play a role in the constitution of cerebral reserve capacity. Copyright © 2012 Elsevier Inc. All rights reserved.

Evaluating a Health Educational First aid Program with the Implementation of Synchronous Distance Learning.

PubMed

Ponirou, Paraskevi; Diomidous, Marianna; Mantas, John; Kalokairinou, Athena; Kalouri, Ourania; Kapadochos, Theodoros; Tzavara, Chara

2014-01-01

The education in First Aid through health education programs can help in promoting the health of the population. Meanwhile, the development of alternative forms of education with emphasis on distance learning implemented with e-learning creates an innovative system of knowledge and skills in different population groups. The main purpose of this research proposal is to investigate the effectiveness of the educational program to candidates educators about knowledge and emergency preparedness at school. The study used the Solomon four group design (2 intervention groups and 2 control groups). Statistical analysis showed significant difference within the four groups. Intervention groups had improved significantly their knowledge showing that the program was effective and that they would eventually deal with a threatening situation with right handlings. There were no statistical significant findings regarding other independent variables (p>0,05).The health education program with the implementation of synchronous distance learning succeeded to enhance the knowledge of candidates educators.

Factors affecting cognitive function according to gender in community-dwelling elderly individuals.

PubMed

Kim, Miwon; Park, Jeong-Mo

2017-01-01

This study aimed to identify the factors affecting the cognitive function of elderly people in a community by gender. We obtained 4,878 secondary data of people aged ≥65 years in 2016 at a dementia prevention center in Gyeyang-gu, Incheon. Data were obtained through Mini-Mental Status Examination optimized for screening dementia and a questionnaire. The data were statistically analyzed using analysis of variance, analysis of covariance, and hierarchical regression. There were significant differences in cognitive function according to gender, and the differences were significant even when age was controlled, but gender differences disappeared when education was controlled. Age, education, social activities, number of comorbid diseases, and alcohol drinking affected cognitive function through interaction with gender, but interaction with gender disappeared when education was controlled. Regression analysis showed that depression, cohabitant, social activities etc., had a significant impact on both men and women under controlled education and age. In men, the effect of social activities was greater than that of women, and hyperlipidemia had the effect only in women. The differences in gender-related cognitive functions were due to differences in gender education period. The period of education is considered to have a great influence on cognitive function in relation to the economic level, occupation, and social activity.

Factors affecting cognitive function according to gender in community-dwelling elderly individuals

PubMed Central

2017-01-01

OBJECTIVES This study aimed to identify the factors affecting the cognitive function of elderly people in a community by gender. METHODS We obtained 4,878 secondary data of people aged ≥65 years in 2016 at a dementia prevention center in Gyeyang-gu, Incheon. Data were obtained through Mini-Mental Status Examination optimized for screening dementia and a questionnaire. The data were statistically analyzed using analysis of variance, analysis of covariance, and hierarchical regression. RESULTS There were significant differences in cognitive function according to gender, and the differences were significant even when age was controlled, but gender differences disappeared when education was controlled. Age, education, social activities, number of comorbid diseases, and alcohol drinking affected cognitive function through interaction with gender, but interaction with gender disappeared when education was controlled. Regression analysis showed that depression, cohabitant, social activities etc., had a significant impact on both men and women under controlled education and age. In men, the effect of social activities was greater than that of women, and hyperlipidemia had the effect only in women. CONCLUSIONS The differences in gender-related cognitive functions were due to differences in gender education period. The period of education is considered to have a great influence on cognitive function in relation to the economic level, occupation, and social activity. PMID:29141399

Preservice Educators' Confidence in Addressing Sexuality Education

ERIC Educational Resources Information Center

Wyatt, Tammy Jordan

2009-01-01

This study examined 328 preservice educators' level of confidence in addressing four sexuality education domains and 21 sexuality education topics. Significant differences in confidence levels across the four domains were found for gender, academic major, sexuality education philosophy, and sexuality education knowledge. Preservice educators…

Faculty Evaluation of Educational Strategies in Medical Schools.

ERIC Educational Resources Information Center

Das, Mandira; And Others

1994-01-01

This study sought to evaluate faculty opinion of existing medical curricula in two medical schools in different countries in terms of six educational strategies using the "SPICES continuum." Significant differences between existing educational plans of the two medical schools were identified. (LZ)

[Survey on knowledge and attitude of schistosomiasis control among villagers in susceptible zones in Poyang Lake area].

PubMed

Tang, Qi-Qiang; Zhao, An; Zhu, Jing; Zhang, Gang-Gang

2011-02-01

To understand the status of health education on schistosomiasis for residents in susceptible zone and provide a reasonable basis for related study. A questionnaire survey on knowledge, attitude about schistosomiasis of the residents was conducted. Status of education on schistosomiasis of susceptible areas for the residents in general is not optimistic, the frequency of contacting with infected water was high, the demographic characteristics were also significant: (1) The passing rate for the villagers' schistosomiasis knowledge was too low, only 39.6%, the difference between awareness rates of schistosomiasis knowledge among villagers with different educational levels was significant (P < 0.05); (2) The overall level of correct attitude for schistosomiasis control was poor, only 37.7% of the villagers with a good attitude, the differences among villagers with different ages and occupations were significant (both P values < 0.05); (3) 73.5% of the villagers had ever contacted with infected water, and different groups contacted with infected water in different ways, 67.5% of men contacting for bathing, fishing, 63.7% of women contacting for washing clothes. Health education for schistosomiasis control in susceptible zones should be strengthened, the reasons for differences in cognitive level about schistosomiasis control among the villagers with different demographic characteristics and the better models for educational interventions for different villagers need to be explored.

Interprofessional Education: What Measurable Learning Outcomes Are Realistic for the Physician Assistant Profession?

PubMed

Lohenry, Kevin; Lie, Désirée; Fung, Cha-Chi; Crandall, Sonia; Bushardt, Reamer L

2016-06-01

To compare physician assistant (PA) students' attitudes regarding interprofessional education by students' seniority, gender, age, and previous experience with interprofessional education. The validated 19-item Readiness for Interprofessional Learning Scale and the 12-item Interdisciplinary Education Perception Scale were administered to matriculating and graduating PA students from 2 US institutions (N = 186). Primary outcomes were score differences by subgroup and institution using independent sample t-tests. We also examined scale validity measured by Cronbach's alpha (internal consistency) and Pearson correlation coefficients (concurrent validity). Student demographics at both institutions were similar. Initial comparisons did not demonstrate significant institutional differences. Consequently, data were combined for subsequent analyses. Matriculating students had significantly higher mean Readiness for Interprofessional Learning Scale scores than did graduating students. No significant differences were found by gender, age, or previous interprofessional education exposure for either scale. Both scales demonstrated high internal consistency (Readiness for Interprofessional Learning Scale α = 0.93; Interdisciplinary Education Perception Scale α = 0.84). Physician assistant student attitudes regarding interprofessional education are very positive at matriculation and are less positive at graduation. Physician assistant student attitudes do not vary by gender, age, or previous interprofessional education exposure. Physician assistant educators should ensure that students' interprofessional education exposure makes full use of the students' initial positive attitudes and focuses on skill development for interprofessional education competencies.

Influence of nutritional education on hemodialysis patients' knowledge and quality of life.

PubMed

Ebrahimi, Hossein; Sadeghi, Mahdi; Amanpour, Farzaneh; Dadgari, Ali

2016-03-01

To determine the effects of educational instructions on hemodialysis patients' knowledge and quality of life (QOL), we studied 99 patients randomly assigned to control and experimental groups after participation in a pretest exam. The two groups were not significantly different in terms of demographic composition. The instrument used in this study was a questionnaire regarding patients' knowledge and the standard questionnaire to assess QOL for end-stage renal disease (ESRD) patients. Then, intervention (nutritional education) was conducted in the experimental group lasting for 12 weeks. After 16 weeks, a post test regarding subjects' knowledge on dietary instructions and their QOL were as conducted. There was no significant difference in QOL score and knowledge score before and after intervention in the control group, but there was a significant difference in the experimental group. In addition, after the intervention, the difference in knowledge and QOL score persisted between the two groups. The results of this study supported the positive effects of educational program on patients' knowledge and QOL among ESRD patients. It is recommended that dietary instruction be included in all educational programs to improve ESRD patients' QOL.

An exploratory study on attitudes toward inclusive education in Russia.

PubMed

Martz, Erin

2005-06-01

This exploratory study examined the attitudes toward inclusive education among Russian teachers, administrators and parents of students with and without disabilities (n=176). The results indicated that while there were no significant differences among teachers, administrators and parents of students with and without disabilities on overall attitudes toward inclusive education, there were significant differences in perspectives about the possible time-frame for implementing inclusive education. Generally speaking, school administrators and teachers tended to express the belief that inclusive education could be a reality even today, though many of this group thought that it might be a question of the near future or undefined future. Both groups of parents tended to think that inclusive education could occur in an undefined future. There were significant differences among the three groups about perceptions of responsibility for implementing inclusive education. Administrators, teachers and parents of students with disabilities viewed it as a responsibility of the school, while parents of students without disabilities viewed it as the government's duty. Further, the majority of respondents reported the lack of necessary conditions in schools and the lack of government policies and finances as the main barriers to inclusive education. These findings suggest two areas of intervention to promote the implementation of inclusive education in Russia: physical accessibility of schools and government support.

Market Orientation in Universities: A Comparative Study of Two National Higher Education Systems

ERIC Educational Resources Information Center

Hemsley-Brown, Jane; Oplatka, Izhar

2010-01-01

Purpose: The paper's purpose is to test: whether there are significant differences between England and Israel, in terms of perceptions of market orientation (MO) in higher education (HE); which MO dimensions (student, competition, intra-functional) indicate more positive attitudes and whether the differences are significant; and the reliability of…

Educational gradients in five Asian immigrant populations: Do country of origin, duration and generational status moderate the education-health relationship?

PubMed

Ro, Annie; Geronimus, Arline; Bound, John; Griffith, Derek; Gee, Gilbert

2016-12-01

Education usually shows a relationship with self-rated health such that those with highest education have the best health and those with lowest education have the worst health. We examine these educational gradients among Asian immigrants and whether they differ by country of origin, duration in the United States, and generational status. Migration theories suggest that recent immigrants from poorer countries should show a weaker relationship between education and health than US-born Whites. Acculturation theory further suggests that differences in gradients across country of origin should diminish for longer-term immigrants and the US-born and that these groups should display gradients similar to US-born Whites. We use the March Current Population Survey (2000 - 2010) to examine educational gradients in self-rated health among recent immigrants (≤ 15 years duration), longer-term immigrants (> 15 years duration), and second generation US-born Asians from China (n = 4473), India (n = 4,307), the Philippines (n = 5746), South Korea (n = 2760), and Japan (n = 1265). We find weak or non-significant educational gradients among recent Asian immigrants across the five countries of origin. There is no indication that longer-term immigrants display significant differences across educational status. Only second generation Chinese and Filipinos show significant differences by educational status. Overall, Asians show an attenuated relationship between education and self-rated health compared to US-Whites that persists over duration in the US and generational status. Our findings show shortcomings in migration and acculturation theories to explain these gradient patterns. Future research could use binational data or explore psychosocial factors to identify potential suppressors of educational gradients.

Nutrition and shiftwork: evaluation of new paramedics' knowledge and attitudes.

PubMed

Macdonald, Amanda B; Rossiter, Melissa D; Jensen, Jan L

2013-01-01

The effect of an oral education intervention on nutrition knowledge was evaluated in new paramedic employees. The evaluation involved measuring knowledge of and attitudes toward nutrition and shiftwork before and after the directed intervention. A convenience sample of 30 new paramedic shiftworkers attended a 15-minute education session focused on nutrition management strategies. This matched cohort study included three self-administered surveys. Survey 1 was completed before education, survey 2 immediately after education, and survey 3 after one month of concurrent post-education and employment experience. Knowledge and attitude scores were analyzed for differences between all surveys. Participants were primary care paramedics, 59% of whom were male. They reported that previously they had not received this type of information or had received only a brief lecture. Mean knowledge scores increased significantly from survey 1 to survey 2; knowledge retention was identified in survey 3. A significant difference was found between surveys 2 and 3 for attitudes toward meal timing; no other significant differences were found between attitude response scores. The education session was successful in improving shiftwork nutrition knowledge among paramedics. Paramedics' attitudes toward proper nutrition practices were positive before the education intervention.

Cognitive behavioural therapy for tinnitus.

PubMed

Martinez Devesa, P; Waddell, A; Perera, R; Theodoulou, M

2007-01-24

Tinnitus is an auditory perception that can be described as the experience of sound, in the ear or in the head, in the absence of external acoustic stimulation (not usually audible to anyone else). At present no specific therapy for tinnitus is acknowledged to be satisfactory in all patients. Cognitive behavioural therapy (CBT) uses relaxation, cognitive restructuring of the thoughts and exposure to exacerbating situations in order to promote habituation and may benefit tinnitus patients, as may the treatment of associated psychological conditions. To assess whether cognitive behavioural therapy is effective in the management of patients suffering from tinnitus. Our search included the Cochrane ENT Group Trials Register, the Cochrane Central Register of Controlled Trials (CENTRAL) (The Cochrane Library Issue 2, 2006), MEDLINE and EMBASE. The last search date was June 2006. Randomised controlled trials in which patients with unilateral or bilateral tinnitus as main symptom received cognitive behavioural treatment. One review author (PMD) assessed every report identified by the search strategy. The four review authors assessed the methodological quality, applied inclusion/exclusion criteria and extracted data. Six trials comprising 285 participants were included. 1. subjective tinnitus loudness. CBT compared to a waiting list control group: we found no significant difference (Standardised Mean Difference (SMD) 0.06 (95% CI -0.25 to 0.37)). CBT compared to another intervention (Yoga, Education, Minimal Contact - Education and Education): we found no significant difference (SMD 0.1 (95% CI -0.22 to 0.42)).2. a) Depression. CBT compared to a waiting list control group: we found no significant difference in either group (SMD 0.29 (95%CI -0.04 to 0.63)). CBT compared to another intervention (Yoga, Education and Minimal Contact - Education): we found no significant difference (SMD 0.01 (95% CI -0.43 to 0.45)). b) Quality of life: CBT compared to a waiting list control group: we found a significant difference in favour of CBT versus the waiting list group (SMD 0.7 (95% CI 0.33 to 1.08)). CBT compared to another intervention (Education, Minimal Contact - Education and Education): we also found a significant difference between CBT and the other intervention control group (SMD 0.64 (95% CI 0.29 to 1.00)). There were no adverse/side effects reported in any trial. We did not find a significant difference in the subjective loudness of tinnitus, or in the associated depression. However we found a significant improvement in the quality of life (decrease of global tinnitus severity) of the participants, thus suggesting that cognitive behavioural therapy has an effect on the qualitative aspects of tinnitus and contributes positively to the management of tinnitus.

Racial Differences in Consumer Environmental Concerns.

ERIC Educational Resources Information Center

Newell, Stephen J.; Green, Corliss L.

1997-01-01

An environmental concerns questionnaire was completed by 104 African Americans and 129 whites. At higher levels of education and income, both groups display similar environmental attitudes. African Americans with higher income and education have significantly different attitudes than do African Americans with less education and lower income. (SK)

Gendered aspects of perceived and internalized HIV-related stigma in China.

PubMed

Li, Li; Lin, Chunqing; Ji, Guoping

2017-10-01

Although studies have demonstrated that females experience more HIV-related stigma than males do, questions remain regarding the different dimensions of the stigma (i.e., perceived versus internalized) in China. The present study investigated gender differences in perceived and internalized HIV-related stigma, taking into account the potential influence of education. The study was conducted between October 2011 and March 2013. A total of 522 people living with HIV (PLH) were recruited from Anhui Province, China. The PLH participated in a survey using the Computer Assisted Personal Interview (CAPI) method. The gender differences in perceived and internalized HIV-related stigma were calculated with and without stratifying by education level. Female participants had significantly less education than the male participants. No significant difference was observed between females and males with respect to perceived stigma. However, females reported significantly higher internalized stigma than males did (p < .001). When socio-demographic characteristics were controlled, the gender difference in internalized stigma remained significant among educated participants (p = .038). The findings suggested that gender differences in HIV-related stigma were primarily found for internalized stigma. Heightened intervention efforts are encouraged to reduce internalized HIV-related stigma, particularly among female PLH in China and other regions with similar gender dynamics.

Gendered aspects of perceived and internalized HIV-related stigma in China

PubMed Central

Li, Li; Lin, Chunqing; Ji, Guoping

2016-01-01

Although studies have demonstrated that females experience more HIV-related stigma than males do, questions remain regarding the different dimensions of the stigma (i.e., perceived vs. internalized stigma) in China. The present study investigated gender differences in HIV-related perceived and internalized stigma, taking into account the potential influence of education. The study was conducted between October 2011 and March 2013. A total of 522 people living with HIV (PLH) were recruited from Anhui Province, China. The PLH participated in a survey using the Computer Assisted Personal Interview (CAPI) method. The gender differences in perceived and internalized HIV-related stigma were calculated with and without stratifying by education level. Female participants had significantly less education than the male participants. No significant difference was observed between females and males with respect to perceived stigma. However, females reported significantly higher internalized stigma than males did (p < .001). When socio-demographic characteristics were controlled, the gender difference in internalized stigma remained significant among educated participants (p = .038). The findings suggested that gender differences in HIV-related stigma were primarily found for internalized stigma. Heightened intervention efforts are encouraged to reduce HIV-related internalized stigma, particularly among female PLH in China and other regions with similar gender dynamics. PMID:27629916

Can individual cognitions, self-regulation and environmental variables explain educational differences in vegetable consumption?: a cross-sectional study among Dutch adults.

PubMed

Springvloet, Linda; Lechner, Lilian; Oenema, Anke

2014-12-06

Educational differences in health-related behaviors, where low- and moderate-educated individuals have poorer outcomes than high-educated individuals, are persistent. The reasons for these differences remain poorly understood. This study explored whether individual cognitions, self-regulation and environmental-level factors may explain educational differences in vegetable consumption. A cross-sectional study was conducted among 1,342 Dutch adults, of whom 54.5% were low/moderate-educated. Individuals completed an online questionnaire, assessing education, vegetable consumption, demographics, individual cognitions (attitude towards consuming 200 grams of vegetables a day, self-efficacy, subjective norm, intention, perception of vegetables as being expensive), self-regulation (general self-regulation, vegetable-specific action- and coping planning) and environmental-level factors (perception of availability of vegetables in the supermarket and availability of vegetables at home). The joint-significance test was used to determine significant mediation effects. Low/moderate-educated individuals consumed less vegetables (M = 151.2) than high-educated individuals (M = 168.1, β = -0.15, P < .001). Attitude and availability of vegetables at home were found to partially mediate the association between education and vegetable consumption (percentage mediated effect: 24.46%). Since attitude and availability of vegetables at home partially explain the difference in vegetable consumption between low/moderate- and high-educated individuals, these variables may be good target points for interventions to promote vegetable consumption among low/moderate-educated individuals.

Evaluating the relationship between education level and cognitive impairment with the Montreal Cognitive Assessment Test.

PubMed

Yancar Demir, Esra; Özcan, Tuba

2015-09-01

Mild cognitive impairment (MCI) is defined as 'a cognitive decline greater than that expected for an individual's age and education level but that does not interfere notably with activities of daily life'. The Montreal Cognitive Assessment (MoCA) is a screening test for MCI. We investigated the performance of the Turkish version of the MoCA in detecting MCI among elderly persons in a rural area, the majority of whom have a low level of education. We evaluated 50 consecutive men referred from an outpatient clinic. Educational level was divided into three categories: group 1, less than primary (<5 years); group 2, primary (5 years); group 3, more than primary (>5 years). We evaluated the effect of education on MoCA scores and compared subjects' test performance among the different categories of education level. A total of 50 male patients with MCI (mean age: 70.74 ± 7.87) met the inclusion criteria. There were no differences in the total scores based on education or in the subscores for visuospatial/executive function, naming, attention, abstraction and delayed recall. Language was the only domain that showed significant differences between the groups. In post-hoc analysis, differences were found between groups 1 and 3 and between groups 1 and 2. Group 1 had significantly lower scores for language. The repeat subscore for language was significantly lower in group 1 than in group 2. In fluency, there were significant differences between groups 2 and 3 and between group 1 and 3. To our knowledge, this is the first study to analyze the applicability of the Turkish version of MoCA in populations with little education. Our results emphasize the need to adapt the language sections of this test, so it can be easily used in populations with low education levels. © 2014 The Authors. Psychogeriatrics © 2014 Japanese Psychogeriatric Society.

Content of Orthopedic Patient Education Provided by Nurses in Seven European Countries.

PubMed

Charalambous, Andreas; Papastavrou, E; Valkeapää, K; Zabalegui, A; Ingadóttir, B; Lemonidou, C; Fatkulina, N; Jouko, K; Leino-Kilpi, H

2017-07-01

Patients' and their significant others' education during the perioperative phase is an important and challenging aspect of care. This study explored the content of education provided by nurses to arthroplasty patients and their significant others. Data were collected with the Education of Patients-NURSE content (EPNURSE-Content), Received Knowledge of Hospital Patient (RKhp), and Received Knowledge of Significant Other (RKso) scales. The results showed that the content of education emphasized biophysiological and functional needs, differed between countries, and was related to how physically demanding nurses found their job to be and the amount of education provided. There is congruence between the received knowledge of patients and their significant others in relation to the content of education provided by nurses. The findings can support nurses in developing aid material for patients and significant others explaining the nature of education and advising them what to expect and how to optimize their participation in the process.

Who Has More Opportunities to Attend College?--An Empirical Study of the Strata Distribution of Different Qualities of Higher Education Opportunities in China

ERIC Educational Resources Information Center

Xiaoyu, Chen

2015-01-01

The author uses sampling survey data from students at higher education institutions and performs an empirical analysis of the distribution of different types of higher education opportunities for residents with different socioeconomic backgrounds. The study finds that there is a significant relationship between the distribution of different…

What’s the good of education on our overall quality of life? A simultaneous equation model of education and life satisfaction for Australia

PubMed Central

Powdthavee, Nattavudh; Lekfuangfu, Warn N.; Wooden, Mark

2017-01-01

Many economists and educators favour public support for education on the premise that education improves the overall quality of life of citizens. However, little is known about the different pathways through which education shapes people’s satisfaction with life overall. One reason for this is because previous studies have traditionally analysed the effect of education on life satisfaction using single-equation models that ignore interrelationships between different theoretical explanatory variables. In order to advance our understanding of how education may be related to overall quality of life, the current study estimates a structural equation model using nationally representative data for Australia to obtain the direct and indirect associations between education and life satisfaction through five different adult outcomes: income, employment, marriage, children, and health. Although we find the estimated direct (or net) effect of education on life satisfaction to be negative and statistically significant in Australia, the total indirect effect is positive, sizeable and statistically significant for both men and women. This implies that misleading conclusions regarding the influence of education on life satisfaction might be obtained if only single-equation models were used in the analysis. PMID:28713668

Educators' Perceived Importance of Web 2.0 Technology Applications

ERIC Educational Resources Information Center

Pritchett, Christal C.; Wohleb, Elisha C.; Pritchett, Christopher G.

2013-01-01

This research study was designed to examine the degree of perceived importance of interactive technology applications among various groups of certified educators; the degree to which education professionals utilized interactive online technology applications and to determine if there was a significant difference between the different groups based…

Regular and Special Educators: Handicap Integration Attitudes and Implications for Consultants.

ERIC Educational Resources Information Center

Gans, Karen D.

1985-01-01

One-hundred twenty-eight regular and 133 special educators responded to a questionnaire on mainstreaming. The two groups were similiar in their attitudes. Regular educators displayed more negative attitudes, but the differences rarely reached significance. Group differences became more apparent when attitudes concerning specific handicapping…

Life Values, Regular Educators, and Special Educators.

ERIC Educational Resources Information Center

Gans, Karen Derk

1986-01-01

Rokeach's Value Survey (1973) was used to assess possible differences in the life values of special education (N=133) and regular (N=128) classroom teachers . Generally, their value systems were not significantly different; however, 18 values (10 defining personal life goals and 8 defining self conduct and others' conduct) differentiated one group…

Four-Year Results of a Youth Smoking Prevention Program Using Assertiveness Training.

ERIC Educational Resources Information Center

Del Greco, Linda; And Others

1986-01-01

Seventh graders (N=161) participated in health education classes consisting of either an innovative smoking education program, the program plus assertiveness training, or a traditional smoking education program. Data collected four years later revealed no significant differences in smoking behavior, changes in assertion, or sex differences among…

A Comparison of the Basic Song Repertoire of Vocal/Choral and Instrumental Music Education Majors.

ERIC Educational Resources Information Center

Prickett, Carol A.; Bridges, Madeline S.

2000-01-01

Explores whether the basic song repertoire of vocal/choral music education majors is significantly better than instrumental music education majors. Participants attempted to identify 25 standard songs. Reveals no significant difference between the two groups, indicating that neither had developed a strong repertoire of songs. (CMK)

Effect of educational intervention program for parents on adolescents'nutritional behaviors in Isfahan in 2016.

PubMed

Mokhtari, Fatemeh; Kazemi, Ashraf; Ehsanpour, Soheila

2017-01-01

Family participation is an important element on nutritional education especially for students. Parents have a key role in instilling and understanding healthy eating habits, but yet the use of family participation strategies in the nutrition education was low. The aim of this study is determining the effect of parental educational intervention program for parents on adolescents' nutritional behaviors in Isfahan, Iran in 2016. This study was a kind of field trial that conducted on 63 girl teenagers from junior high schools of Isfahan in 2016 that were randomly divided into two groups of intervention and control. The data collection tool which was a researcher made questionnaire was completed in both groups before and 1 month after the intervention. The intervention included three training sessions for parents and giving educational compact disc and forwarding SMS. To analysis of data independent t -test and paired t -test were used. Paired t -test showed that in intervention group the average score of fruit ( P = 0.03) and in control group the average score of vegetables ( P < 0.05) were significant statistical difference, but in other aspects of nutritional behaviors was not a significant difference. Independent t -test showed that after intervention, mean scores nutritional behavior of adolescent girls in both groups had no significant differences. No significant difference was in the nutritional behaviors before and after the intervention. Hence, just educating the parents is not enough for achieving appropriate nutritional behaviors in the adolescents.

Got power? A systematic review of sample size adequacy in health professions education research.

PubMed

Cook, David A; Hatala, Rose

2015-03-01

Many education research studies employ small samples, which in turn lowers statistical power. We re-analyzed the results of a meta-analysis of simulation-based education to determine study power across a range of effect sizes, and the smallest effect that could be plausibly excluded. We systematically searched multiple databases through May 2011, and included all studies evaluating simulation-based education for health professionals in comparison with no intervention or another simulation intervention. Reviewers working in duplicate abstracted information to calculate standardized mean differences (SMD's). We included 897 original research studies. Among the 627 no-intervention-comparison studies the median sample size was 25. Only two studies (0.3%) had ≥80% power to detect a small difference (SMD > 0.2 standard deviations) and 136 (22%) had power to detect a large difference (SMD > 0.8). 110 no-intervention-comparison studies failed to find a statistically significant difference, but none excluded a small difference and only 47 (43%) excluded a large difference. Among 297 studies comparing alternate simulation approaches the median sample size was 30. Only one study (0.3%) had ≥80% power to detect a small difference and 79 (27%) had power to detect a large difference. Of the 128 studies that did not detect a statistically significant effect, 4 (3%) excluded a small difference and 91 (71%) excluded a large difference. In conclusion, most education research studies are powered only to detect effects of large magnitude. For most studies that do not reach statistical significance, the possibility of large and important differences still exists.

Outcome analysis of hemoglobin A1c, weight, and blood pressure in a VA diabetes education program.

PubMed

North, Susan L; Palmer, Glen A

2015-01-01

To determine the effect of a specific diabetes education class (Basics) on hemoglobin A1c values, weight, and systolic blood pressure. In this retrospective study, the researchers compared 2 groups of male veterans with a recent diagnosis of type 2 diabetes. One group received diabetes group education (n = 175) over a 4-month period, and the other received standard diabetes management follow-up (n = 184). Outpatient clinic setting in the Midwest. Basics class compared with standard level of care. Pre- and post-laboratory values for hemoglobin A1c, weight, and systolic blood pressure. Multivariate analysis of covariance and follow-up univariate statistics for significant differences. Findings revealed significant differences in hemoglobin A1c (P < .001) and weight (P < .001) in the treatment group compared with the control group. No significant difference was found in systolic blood pressure readings between the 2 groups. There was a significant difference in weight change between groups, with the treatment group demonstrating greater weight loss. There was an association between participation in the Basics diabetes education curriculum and reduction of hemoglobin A1c values. Some participants also had added benefit of significant weight loss. Published by Elsevier Inc.

Sleep in university students across years of university education and gender influences.

PubMed

Manzar, Md Dilshad; Zannat, Wassilatul; Kaur, Manpreet; Hussain, M Ejaz

2015-08-01

Assessment of the influence of gender and increasing years at university on sleep health of students. Four hundred and eighteen students from different streams across years of undergraduate to postgraduate courses participated. Descriptive statistics, test of differences, and correlation were used. The sleep health data comprised of subjective evaluation using a questionnaire and personal interviews. Overall, 43.1% had sleep problems, females were more affected (51.67% vs. 48.33% in males) but were early bed goers. The prevalence of circadian rhythm sleep disorder (11.6% vs. 9.5%) and delayed sleep phase syndrome (4.5% vs. 2.7%) was slightly higher in males. The daytime dysfunction and hypnotic use significantly differed in students of the same class among gender. Bedtime got significantly delayed along years [H(2)=29.769, p<0.001], and hypnotic use [H(2)=8.807, p=0.012] differed significantly among them. The moderate-very strong correlational statistics among sleep health elements was very similar across gender and years of university education. However, more pronounced influence of years of university education than gender was seen in the significant differences for correlated correlation among sleep health parameters. Gender and years of university education influence sleep among university students both separately and concomitantly.

National IQs predict differences in scholastic achievement in 67 countries.

PubMed

Lynn, Richard; Meisenberg, Gerhard; Mikk, Jaan; Williams, Amandy

2007-11-01

This paper examines the relationship of the national IQs reported by Lynn & Vanhanen (2002, 2006) to national achievement in mathematics and science among 8th graders in 67 countries. The correlation between the two is 0.92 and is interpreted as establishing the validity of the national IQs. The correlation is so high that national IQs and educational achievement appear to be measures of the same construct. National differences in educational achievement are greater than differences in IQ, suggesting an amplifier effect such that national differences in IQs amplify differences in educational achievement. Controlling for national differences in IQ, slight inverse relationships of educational achievement are observed with political freedom, subjective well-being, income inequality, and GDP. However, public expenditure on education (as % of GDP) was not a significant predictor of differences in educational achievement.

The Logic of Deferral: Educational Aims and Intellectual Disability

ERIC Educational Resources Information Center

Taylor, Ashley

2018-01-01

The educational aims described by educational philosophers rarely embrace the full range of differences in intellectual ability, adaptive behavior, or communication that children exhibit. Because envisioned educational aims have significant consequences for how educational practices, pedagogy, and curricula are conceptualized, the failure to…

Teacher Philosophy and Program Implementation and the Impact on Sex Education Outcomes.

ERIC Educational Resources Information Center

De Gaston, Jacqueline F.; And Others

1994-01-01

Reports a study that evaluated teacher influence and impact in a middle school abstinence sex education program, noting pre-post change, teacher differences, and student differences. Surveys indicated abstinence sex education programs can produce positive outcomes that are significantly influenced by the teacher's own philosophy and commitment to…

Effect of strategic planning education on attitudes and perceptions of independent community pharmacy owners/managers.

PubMed

Harrison, Donald L

2007-01-01

To assess the impact of formal education program participation on the attitudes and perceptions of independent community pharmacy owners/managers toward strategic planning. Cross-sectional study. United States; June 4-July 30, 2004. Nationwide random sample of 1,250 owners/managers of independent community pharmacies. Mailed survey. Strategic planning formal education program participation. Comprehensiveness of strategic planning. Attitudes and perceptions of owners/managers of independent community pharmacies toward strategic planning. A total of 527 (42.1%) usable questionnaires were returned. Only 124 (23.5%) respondents indicated that they participated in a formal strategic planning education program. However, of the 141 (26.85%) respondents who indicated that they had conducted strategic planning for their community pharmacy, 111 (89.5%) had participated in a formal strategic planning education program. A significant association was detected between formal education program participation and the conducting of strategic planning (P< or =0.0001). Significant differences were observed for all attitudes and perceptions of independent community pharmacy owners/managers toward strategic planning based on program participation (P< or =0.0001). Finally, respondents who indicated that they had participated in a formal education program had a significantly higher comprehensiveness of strategic planning rating than those respondents who did not participate in an educational program (P< or =0.0001). A significant association exists between formal strategic planning education program participation and the conducting of strategic planning by owner/managers of independent community pharmacies, and those participating in such programs have significantly different attitudes and perceptions toward the conducting of strategic planning and have a significantly higher comprehensiveness of strategic planning rating.

Statistical Significance vs. Practical Significance: An Exploration through Health Education

ERIC Educational Resources Information Center

Rosen, Brittany L.; DeMaria, Andrea L.

2012-01-01

The purpose of this paper is to examine the differences between statistical and practical significance, including strengths and criticisms of both methods, as well as provide information surrounding the application of various effect sizes and confidence intervals within health education research. Provided are recommendations, explanations and…

[Interventional effects of different management programs on the outcomes of stable chronic obstructive pulmonary disease patients].

PubMed

Zhang, Rong-bao; Tan, Xing-yu; He, Quan-ying; Chen, Qing; Gai, Jun; Wei, Jing-an; Wang, Yan

2012-11-27

To evaluate the interventional effects of different management programs on the outcomes of stable chronic obstructive pulmonary disease (COPD) patients. Systemic education, follow-up and control groups were divided according to the frequency of follow-ups and the profile of participating in education. A total of 157 patients were enrolled into the COPD database from May 2002 to May 2010. They were interviewed face-to-face at our department. The investigation contained general conditions, the frequency of acute exacerbations (AE) the previous year, COPD Assessment Test (CAT), Modified British Medical Research Council Dyspnea Scale (mMRC) and spirometric classification. A combined assessment was conducted. The frequency of AE and rate of AE < once the previous year in systemic education group was 0.9 ± 1.1 and 71.2%, 1.0 ± 0.8 and 68.6% in follow-up group and 1.4 ± 1.1 and 44.4% in control group. And the frequency of AE in systemic education and follow-up groups was significantly less than that in control group (P < 0.05). Rate of AE < once in systemic education and follow-up groups was significantly higher than that in control group (P < 0.01). CAT and rate of CAT ≤ 20 in systemic education, follow-up and control groups were 10.0 ± 5.0 and 96.2%, 11.1 ± 6.0 and 88.2%, 15.3 ± 6.8 and 64.8% respectively. CAT in systemic education and follow-up groups was significantly lower than that in control group (P < 0.01). Rate of CAT ≤ 20 in systemic education and follow-up groups was significantly higher than that in control group (P < 0.01). mMRC in systemic education, follow-up and control groups was 1.5 ± 0.8, 1.6 ± 0.9 and 2.1 ± 1.0 respectively. mMRC in systemic education and follow-up groups was significantly lower than that in control group (P < 0.05). Combined assessment showed that no significant difference existed in Types A and B among three groups (P > 0.05). Type C in the systemic education group was significantly higher than that of the control (P < 0.05). Type D in the systemic education and follow-up groups was significantly lower than that of the control (P < 0.01). Long-term systemic education and follow-up management program can reduce the frequency of AE of COPD effectively and improve the health status of COPD patients.

Dangerous Knowledge: On the Epistemic and Moral Significance of Arts in Education

ERIC Educational Resources Information Center

Carr, David

2010-01-01

Despite differences, it would seem that Plato and Aristotle agreed in according epistemic and educational significance to the arts. Whereas Plato regarded the arts as (largely) sources of sophistry and delusion and was prepared to exile the artist from his ideal state, Aristotle clearly considered poetry to be of value for the education of…

Health-promoting lifestyles of blue-collar, skilled trade, and white-collar workers.

PubMed

Lusk, S L; Kerr, M J; Ronis, D L

1995-01-01

The health-promoting lifestyles of blue-collar, skilled trade, and white-collar workers were examined. Specific purposes included determining differences in health-promoting behaviors, especially according to worker category, as well as ethnic identification, age, gender, education, and marital status. A convenience sample of 638 workers in a midwestern automotive components plant completed the Health-Promoting Lifestyle Profile (HPLP) and demographics questionnaire. In a multivariate analysis of variance (MANOVA) including all demographic variables, significant differences were found in the mean scores on subscales of the HPLP by job category (2 subscales), age (3), gender (2), and education (4). Prior to including education in the MANOVA, significant differences were found by job category on 5 subscales of the HPLP. The effects of education eliminated the majority of the effects of job category.

Exploring Motivational and Learning Differences with Mature Students in Post-Secondary Education

ERIC Educational Resources Information Center

Murray, William C.; Smith, Leslie; Nielson, Keith

2010-01-01

This study examines the differences that exist among various age cohorts attending a post-secondary educational institution. Respondents were from the New Brunswick Community College's six separate campuses (n = 251). Significant differences were found to exist predominantly around social and family issues. Although differences did appear based on…

Effect of education and language on baseline concussion screening tests in professional baseball players.

PubMed

Jones, Nathaniel S; Walter, Kevin D; Caplinger, Roger; Wright, Daniel; Raasch, William G; Young, Craig

2014-07-01

The purpose of the present study was to investigate the possible effects of sociocultural influences, specifically pertaining to language and education, on baseline neuropsychological concussion testing as obtained via immediate postconcussion assessment and cognitive testing (ImPACT) of players from a professional baseball team. A retrospective chart review. Baseline testing of a professional baseball organization. Four hundred five professional baseball players. Age, languages spoken, hometown country location (United States/Canada vs overseas), and years of education. The 5 ImPACT composite scores (verbal memory, visual memory, visual motor speed, reaction time, impulse control) and ImPACT total symptom score from the initial baseline testing. The result of t tests revealed significant differences (P < 0.05) when comparing native English to native Spanish speakers in many scores. Even when corrected for education, the significant differences (P < 0.05) remained in some scores. Sociocultural differences may result in differences in computer-based neuropsychological testing scores.

Family-focused cognitive behaviour therapy versus psycho-education for adolescents with chronic fatigue syndrome: long-term follow-up of an RCT.

PubMed

Lloyd, Samantha; Chalder, Trudie; Rimes, Katharine A

2012-11-01

The aim of this study was to investigate the long term efficacy of family-focused cognitive behaviour therapy (CBT) compared with psycho-education in improving school attendance and other secondary outcomes in adolescents with chronic fatigue syndrome (CFS). A 24 month follow-up of a randomised controlled trial was carried out. Participants received either 13 one-hour sessions of family-focused CBT or four one-hour sessions of psycho-education. Forty-four participants took part in the follow-up study. The proportion of participants reporting at least 70% school attendance (the primary outcome) at 24 months was 90% in CBT group and 84% in psycho-education group; the difference between the groups was not statistically significant (OR = 1.29, p = 0.80). The proportion of adolescents who had recovered in the family-focused CBT group was 79% compared with 64% in the psycho-education, according to a definition including fatigue and school attendance. This difference was not statistically significant (Fisher's exact test, p = 0.34). Family-focused CBT was associated with significantly better emotional and behavioural adjustment at 24 month follow-up compared to psycho-education, as reported by both adolescents (F = 6.49, p = 0.02) and parents (F = 4.52, P = 0.04). Impairment significantly decreased in both groups between six and 24 month follow-ups, with no significant group difference in improvement over this period. Gains previously observed for other secondary outcomes at six month follow-up were maintained at 24 month follow-up with no further significant improvement or group differences in improvement. In conclusion, gains achieved by adolescents with CFS who had undertaken family-focused CBT and psycho-education generally continued or were maintained at two-year follow-up. The exception was that family-focused CBT was associated with maintained improvements in emotional and behavioural difficulties whereas psycho-education was associated with deterioration in these outcomes between six and 24-month follow-up. Copyright © 2012 Elsevier Ltd. All rights reserved.

Educational attainment has a limited impact on disease management outcomes in heart failure.

PubMed

Smith, Brad; Forkner, Emma; Krasuski, Richard A; Galbreath, Autumn Dawn; Freeman, Gregory L

2006-06-01

The objective of this study was to assess whether educational attainment moderates outcomes in the intervention group in a trial of disease management in heart failure (HF). Data were collected from a sample of 654 patients enrolled in the disease management arm of a community- based study of HF patients. The full sample was used to analyze two primary outcomes- all-cause mortality and cardiac event-free survival. Two other primary outcomes- rates of HF-related emergency department (ED) visits and inpatient admissions-and secondary outcomes (patient self-confidence in managing HF symptoms and daily dietary sodium intake in milligrams) were analyzed in a smaller sample of 602 patients who completed at least 6 months of disease management. One-way analysis of variance and chi (2) tests were used to assess differences in baseline demographic and clinical characteristics. Survival analyses were conducted with proportional hazards regression, while negative binomial regression was used to assess educational differences in ED usage and inpatient admissions. Repeated measures analysis of variance models were used to assess whether secondary outcomes differed across educational strata and/or over time. All outcome analyses were adjusted for confounders. Patients with the least education fared the poorest for all-cause mortality, but education- related differences failed to achieve statistical significance. No education-related differences were observed for cardiac event-free survival, or for the rates of inpatient admission and ED usage. For secondary outcomes, sodium intake differed significantly by education (p = 0.04), with the largest drop (-838 mg/day) observed in the least well-educated group. Confidence increased an approximately equal amount (2.1-3.0 points on a 100-point scale) across all educational strata (p = ns). Low educational attainment may not be a barrier to effective disease management.

Effect of E-learning on primigravida women's satisfaction and awareness concerning prenatal care.

PubMed

Mohamadirizi, Soheila; Bahadoran, Parvin; Fahami, Fariba

2014-01-01

E-learning, in addition to promotion of patients' level of awareness, causes a more efficient way to increase patient-personnel interaction and provision of patients' educational content. In a quasi-experimental study, 100 primigravida women, referring to Navab Safavi health care center affiliated to Isfahan University of Medical Sciences, were selected through convenient sampling. The subjects received education via E-learning or booklet education methods for four weeks. Questionnaire of satisfaction with the awareness of prenatal care was completed by both groups before and 4-6 weeks after education. Data were analyzed by student t-test and paired t-test through SPSS with a significance level of P < 0.05. No significant difference was noted between scores of satisfaction and awareness in both groups before education, while a significant difference was observed four weeks after intervention (P = 0.004). There was a significant difference between scores of satisfaction and awareness after intervention in both groups (P = 0.001, P = 0.034). Satisfaction and awareness scores increased by 169% and 123%, and 61% and 37% in the E-learning and control groups, respectively (P = 0.034). E-learning can cause an increase in the level of primigravida women's satisfaction and awareness. Therefore, conducting such education, as an efficient learning method, is recommended as it needs less time, has lower costs, and does not need any special equipment.

Effect of E-learning on primigravida women's satisfaction and awareness concerning prenatal care

PubMed Central

Mohamadirizi, Soheila; Bahadoran, Parvin; Fahami, Fariba

2014-01-01

Background: E-learning, in addition to promotion of patients’ level of awareness, causes a more efficient way to increase patient-personnel interaction and provision of patients’ educational content. Materials and Methods: In a quasi-experimental study, 100 primigravida women, referring to Navab Safavi health care center affiliated to Isfahan University of Medical Sciences, were selected through convenient sampling. The subjects received education via E-learning or booklet education methods for four weeks. Questionnaire of satisfaction with the awareness of prenatal care was completed by both groups before and 4-6 weeks after education. Data were analyzed by student t-test and paired t-test through SPSS with a significance level of P < 0.05. Results: No significant difference was noted between scores of satisfaction and awareness in both groups before education, while a significant difference was observed four weeks after intervention (P = 0.004). There was a significant difference between scores of satisfaction and awareness after intervention in both groups (P = 0.001, P = 0.034). Satisfaction and awareness scores increased by 169% and 123%, and 61% and 37% in the E-learning and control groups, respectively (P = 0.034). Conclusions: E-learning can cause an increase in the level of primigravida women's satisfaction and awareness. Therefore, conducting such education, as an efficient learning method, is recommended as it needs less time, has lower costs, and does not need any special equipment. PMID:24741653

Effect of a comprehensive health education program on pre-hospital delay intentions in high-risk stroke population and caregivers.

PubMed

Yang, Li; Zhao, Qiuli; Zhu, Xuemei; Shen, Xiaoying; Zhu, Yulan; Yang, Liu; Gao, Wei; Li, Minghui

2017-08-01

Many factors influence pre-hospital delays in the event of stroke. This study aimed to develop and evaluate a comprehensive educational program for decreasing pre-hospital delays in high-risk stroke population. We enrolled 220 high-risk stroke population and caregivers from six urban communities in Harbin from May 2013 to May 2015, and randomly divided them into intervention and control groups. We implemented a comprehensive educational program (intervention group), comprising public lectures, instructional brochures, case videos, simulations, and role-playing from May 2013 to May 2015. We delivered conventional oral education in the control group. We compared stroke pre-hospital delay behavioral intention (SPDBI), pre-hospital stroke symptom coping test (PSSCT), and stroke pre-symptoms alert test (SPSAT) results between the groups before and 6, 12, and 18 months after health intervention. There were significant differences between before and after intervention (P < 0.01). SPDBI, PSSCT, and SPSAT scores were significantly different between the groups (P < 0.01). The interaction between time and intervention method was significant (P < 0.01). According to multivariate repeated measures analysis of variance, SPDBI, PSSCT, and SPSAT scores were significantly different at each time after intervention (P < 0.05). The comprehensive educational program was significantly effective in decreasing SPDBI, improving knowledge, enhancing stroke pre-symptoms alert, and reducing the possibility of pre-hospital delays.

Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries

ERIC Educational Resources Information Center

Blomeke, Sigrid; Suhl, Ute; Kaiser, Gabriele; Dohrmann, Martina

2012-01-01

First findings of IEA's "Teacher Education and Development Study in Mathematics (TEDS-M)" had revealed differences in the demographic background, opportunities to learn (OTL), and outcomes of teacher education between student teachers from different countries. Two hypotheses are examined: OTL and teacher background are significant predictors of…

Effects of a live educational music therapy intervention on acute psychiatric inpatients' perceived social support and trust in the therapist: a four-group randomized effectiveness study.

PubMed

Silverman, Michael J

2014-01-01

Social support is associated with enhanced illness management and recovery in persons with mental illness, making it an important topic addressed through acute inpatient psychoeducational programs. In addition, trust in the therapist may mediate clinical outcomes in this patient population. To date, few studies have examined the effect of music-based psychoeducational programs on these variables. The purpose of this study was to isolate and examine the component parts of a live educational music therapy intervention, and its effect on acute psychiatric inpatients' perceived social support from significant others, family, and friends and trust in the therapist. This study also explored whether trust in therapist varied across conditions, but did not examine it as a mediator for social support. Participants (N = 96) were cluster-randomized in a single-session posttest-only design to one of four conditions: live educational music therapy, recorded educational music therapy, education without music, or recreational music therapy without education. Conditions were designed to isolate the following intervention components: live vs. recorded music, educational vs. non-educational content, and music vs. nonmusic modality. Dependent measures were assessed post intervention via established self-report instruments evaluating perceived social support and trust in the therapist. There were no significant between-group differences for social support or trust in therapist total scores. However, subscale score analyses revealed two significant between-group differences: (a) participants in the Live Educational Music Therapy condition reported significantly higher perceived therapist competence compared with the Recorded Educational Music Therapy condition; (b) participants in the Live Educational Music Therapy condition reported significantly higher perceived support from friends compared with the Recreational Music Therapy condition. Live educational music therapy may be a way to heighten psychiatric inpatients' perceived social support concerning friends and perceptions of the therapist's competence. The current results demonstrated differences between live and recorded music therapy in psychiatric music therapy and provide empirical support for competent musicianship. Implications for clinical practice, limitations, and suggestions for future research are included. © the American Music Therapy Association 2014. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Education and employment in patients with juvenile idiopathic arthritis - a standardized comparison to the German general population.

PubMed

Schlichtiger, Jenny; Haas, Johannes-Peter; Barth, Swaantje; Bisdorff, Betty; Hager, Lisa; Michels, Hartmut; Hügle, Boris; Radon, Katja

2017-05-22

Although several studies show that JIA-patients have significantly lower employment rates than the general population, the research on educational and occupational attainments in patients with juvenile idiopathic arthritis (JIA) remain conflicting most likely due to small sample sizes. Therefore, aim of this study is to compare the educational achievements and employment status of 3698 JIA-patients with the German general population (GGP). "SEPIA" was a large cross-sectional study on the current status of a historic cohort of JIA-patients treated in a single center between 1952 and 2010. For the analyses of education and employment a sub-cohort was extracted, including only adult cases with a confirmed diagnosis of JIA (N = 2696). Participants were asked to fill out a standardized written questionnaire on education and employment. Outcome measures (education/unemployment) were directly standardized to the GGP using data obtained from the National Educational Panel Study 2013 (N = 11,728) and the German Unemployment Statistics 2012 of the Federal Statistical Office (N = 42,791,000). After age- and sex-standardization, 3% (95% Confidence Interval 1.9 to 4.1%) more of the JIA-patients (26%) than of the GGP (23%) had only reached primary education. In contrast, parents of JIA-patients had similar levels of education as parents in the GGP. With a standardized difference of 0.2% (95% CI: 0.16 to 0.19%), the unemployment rate in JIA-patients was slightly, but not significantly higher than in the GGP. Stratifying for disease duration and the current treatment status, differences were confirmed for persons diagnosed before 2001, whilst for patients diagnosed after 2000, differences were found only in JIA-patients with ongoing disease. Medium and high educational achievements did not differ statistically significant between JIA patients and the GPP. Educational achievements in German JIA-patients are significantly lower than in the GGP. Furthermore we were able to identify a slightly higher level of unemployment, especially in those with still under treatment and longer disease duration. Better treatment options as well as further development of social support programs might help to overcome this lifelong secondary effect of JIA.

Effect of educational intervention program for parents on adolescents’nutritional behaviors in Isfahan in 2016

PubMed Central

Mokhtari, Fatemeh; Kazemi, Ashraf; Ehsanpour, Soheila

2017-01-01

BACKGROUND: Family participation is an important element on nutritional education especially for students. Parents have a key role in instilling and understanding healthy eating habits, but yet the use of family participation strategies in the nutrition education was low. The aim of this study is determining the effect of parental educational intervention program for parents on adolescents’ nutritional behaviors in Isfahan, Iran in 2016. MATERIALS AND METHODS: This study was a kind of field trial that conducted on 63 girl teenagers from junior high schools of Isfahan in 2016 that were randomly divided into two groups of intervention and control. The data collection tool which was a researcher made questionnaire was completed in both groups before and 1 month after the intervention. The intervention included three training sessions for parents and giving educational compact disc and forwarding SMS. To analysis of data independent t-test and paired t-test were used. RESULTS: Paired t-test showed that in intervention group the average score of fruit (P = 0.03) and in control group the average score of vegetables (P < 0.05) were significant statistical difference, but in other aspects of nutritional behaviors was not a significant difference. Independent t-test showed that after intervention, mean scores nutritional behavior of adolescent girls in both groups had no significant differences. CONCLUSIONS: No significant difference was in the nutritional behaviors before and after the intervention. Hence, just educating the parents is not enough for achieving appropriate nutritional behaviors in the adolescents. PMID:29296604

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

NASA Astrophysics Data System (ADS)

Pruitt, Stephen L.

This study analyzed a state department of education's ability to have actual influence over the improvement of science achievement and proficiency by having direct relationships with science teachers in Georgia's lowest performing schools. The study employed a mixed ANOVA analysis of the mean scale scores and proficiency rates of the science portion of the Georgia High School Graduation Test (GHSGT) for the years 2004 through 2007 to determine if the intervention by the Science Mentor Program (SMP) had significant effect on the science achievement and proficiency within the cohort of schools, as compared to a set of schools receiving no intervention, on various subgroups within the schools, and on various levels of intervention within the SMP. All data used in this study are available to the public through the Georgia Department of Education (GaDOE). SMP schools were selected based on their level of intervention for three consecutive years. Non-SMP schools were selected based on demographic similarities in economically disadvantaged, white, African-American, and students with disabilities to ensure a match of pairings for analyses. The results of this study showed significant improvement of scale scores and proficiency rates between 2004 and 2007. The study showed significant increases in all schools regardless of treatment. The study also showed significant differences in performance within the subgroups. Males, white, non-Economically Disadvantaged, and regular education students were all found to have significantly better performance in both achievement and proficiency rate. Economically Disadvantaged students were found to have a significant difference with regard to treatment groups. There was a significant difference between the mean scale score and proficiency rates of Economically Disadvantaged students in schools receiving high-intervention and schools receiving no-intervention. Further analysis showed that the only significant difference was in 2004, the year prior to implementation. Results indicate while the high-intervention schools did perform lower over all four years, they were not significantly different during the time of treatment indicating high-intervention schools performed at levels equivalent to schools receiving no-intervention. This study provided evidence of the success of a specific intervention by a state education agency to improve science education for the practicing teacher and its role in improving student science achievement. It will be used by policymakers to determine future activities and potential funding of other such programs. This also has a potential for national use as it is the only program of this nature operated by a department of education in the country.

Judgment of line orientation depends on gender, education, and type of error.

PubMed

Caparelli-Dáquer, Egas M; Oliveira-Souza, Ricardo; Moreira Filho, Pedro F

2009-02-01

Visuospatial tasks are particularly proficient at eliciting gender differences during neuropsychological performance. Here we tested the hypothesis that gender and education are related to different types of visuospatial errors on a task of line orientation that allowed the independent scoring of correct responses ("hits", or H) and one type of incorrect responses ("commission errors", or CE). We studied 343 volunteers of roughly comparable ages and with different levels of education. Education and gender were significantly associated with H scores, which were higher in men and in the groups with higher education. In contrast, the differences between men and women on CE depended on education. We concluded that (I) the ability to find the correct responses differs from the ability to avoid the wrong responses amidst an array of possible alternatives, and that (II) education interacts with gender to promote a stable performance on CE earlier in men than in women.

Personality Traits and Gender-Specific Income Expectations in Dutch Higher Education

ERIC Educational Resources Information Center

Need, Ariana; de Jong, Uulkje

2008-01-01

In this article we examine gender differences in income expectations of students in higher education. We found quite large gender differences. Men and women differ significantly in the income they expect to earn at the top of their career. We examined how much personality traits contribute to explain gender differences in income expectations, and…

Nutrition education for student community volunteers: a comparative study of two different communication methods.

PubMed

Vijayapushpam, T; Subba Rao, G M; Antony, Grace Maria; Rao, D Raghunatha

2008-06-01

Nutrition education for student volunteers can enhance their skills, and they can act as change agents in the community. There is a dearth of data from India on the effectiveness of different communication tools in providing nutrition education to student volunteers. This study aims to examine the comparative effectiveness of two different methods of communication--lectures in the classroom aided by print material, and a televised version of a local folk-dance form--for providing nutrition education to student community volunteers in a South Indian state. Interventions were conducted during two mega-camps of student volunteers (camps 1 and 2) with 70 and 137 participants, respectively. Their knowledge levels were tested at baseline. Camp 1 received the lecture intervention and camp 2 the televised folk-dance intervention. Knowledge scores were measured before and after the intervention in each camp, and the two camps were compared for significant improvements in knowledge. At baseline, the knowledge levels of students in both camps were comparable. Significant improvement in knowledge was observed in both camps after intervention (p < .05). Although there was no significant difference between the camps in improvement in knowledge, a significant difference was observed when only the positive increments (improvement over baseline) were compared. The televised version of the folk-dance form was better in bringing about positive increment.

Changing patterns of breast cancer incidence and mortality by education level over four decades in Norway, 1971-2009.

PubMed

Trewin, Cassia B; Strand, Bjørn Heine; Weedon-Fekjær, Harald; Ursin, Giske

2017-02-01

In the last century, breast cancer incidence and mortality was higher among higher versus lower educated women in developed countries. Post-millennium, incidence rates have flattened off and mortality declined. We examined breast cancer trends by education level, to see whether recent improvements in incidence and mortality rates have occurred in all education groups. We linked individual registry data on female Norwegian inhabitants aged 35 years and over during 1971–2009. Using Poisson models, we calculated absolute and relative educational differences in age-standardised breast cancer incidence and mortality over four decades. We estimated educational differences by Slope and Relative Index of Inequality, which correspond to rate difference and rate ratio, comparing the highest to lowest educated women. Pre-millennium, incidence and mortality of breast cancer were significantly higher in higher versus lower educated women. Post-millennium, educational differences in breast cancer incidence and mortality attenuated. During 2000–2009, breast cancer incidence was still 38% higher for higher versus lower educated women (Relative Index of Inequality: 1.38, 95% confidence interval: 1.31–1.44), but mortality no longer varied significantly by education level (Relative Index of Inequality: 1.09, 95% confidence interval: 0.99–1.19). Among women below 50 years, however, the education gradient for mortality reversed, and mortality was 28% lower for the highest versus lowest educated women during 2000–2009 (Relative Index of Inequality: 0.72, 95% confidence interval: 0.51–0.93). Post-millennium improvements in breast cancer incidence and mortality have primarily benefited higher educated women. Breast cancer mortality is now highest among the lowest educated women below 50 years. © The Author 2017. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

Emergency Medicine Resident Perceptions of Medical Professionalism.

PubMed

Jauregui, Joshua; Gatewood, Medley O; Ilgen, Jonathan S; Schaninger, Caitlin; Strote, Jared

2016-05-01

Medical professionalism is a core competency for emergency medicine (EM) trainees; but defining professionalism remains challenging, leading to difficulties creating objectives and performing assessment. Because professionalism is dynamic, culture-specific, and often taught by modeling, an exploration of trainees' perceptions can highlight their educational baseline and elucidate the importance they place on general conventional professionalism domains. To this end, our objective was to assess the relative value EM residents place on traditional components of professionalism. We performed a cross-sectional, multi-institutional survey of incoming and graduating EM residents at four programs. The survey was developed using the American Board of Internal Medicine's "Project Professionalism" and the Accreditation Council of Graduate Medical Education definition of professionalism competency. We identified 27 attributes within seven domains: clinical excellence, humanism, accountability, altruism, duty and service, honor and integrity, and respect for others. Residents were asked to rate each attribute on a 10-point scale. We analyzed data to assess variance across attributes as well as differences between residents at different training levels or different institutions. Of the 114 residents eligible, 100 (88%) completed the survey. The relative value assigned to different professional attributes varied considerably, with those in the altruism domain valued significantly lower and those in the "respect for others" and "honor and integrity" valued significantly higher (p<0.001). Significant differences were found between interns and seniors for five attributes primarily in the "duty and service" domain (p<0.05). Among different residencies, significant differences were found with attributes within the "altruism" and "duty and service" domains (p<0.05). Residents perceive differences in the relative importance of traditionally defined professional attributes and this may be useful to educators. Explanations for these differences are hypothesized, as are the potential implications for professionalism education. Because teaching professional behavior is taught most effectively via behavior modeling, faculty awareness of resident values and faculty development to address potential gaps may improve professionalism education.

Educational Attainment in the United States: Population Characteristics. Current Population Reports.

ERIC Educational Resources Information Center

Newburger, Eric C.; Curry, Andrea

Although the United States' overall trend reflects a more educated population, significant differences in educational attainment remain with regard to age, sex, race, and origin. Nevertheless, the educational attainment of young adults (ages 25 to 29) indicates a dramatic improvement by groups who have historically been less educated. This report…

Monitoring of Educational Performance Indicators in Higher Education: A Comparison of Perceptions

ERIC Educational Resources Information Center

Sencan, Hüner; Karabulut, A. Tugba

2015-01-01

The purpose of this study is to explore whether there is a statistically significant difference between the ideas of university administrators and faculty members regarding how strictly Educational Performance Indicators for Educators (EPIE) should be monitored in the educational process. The responses of university directors were compared with…

Differences between African-American and Caucasian students on enrollment influences and barriers in kinesiology-based allied health education programs.

PubMed

Barfield, J P; Cobler, D C; Lam, Eddie T C; Zhang, James; Chitiyo, George

2012-06-01

Kinesiology departments have recently started to offer allied health education programs to attract additional students to teacher education units (9). Although allied health professions offer increased work opportunities, insufficient enrollment and training of minority students in these academic fields contribute to underrepresentation in the workforce (3). To improve workforce diversity, kinesiology departments must understand how enrollment influences and barriers differ by race among prospective students. Therefore, the purpose of this study was to identify differences in allied health education enrollment influences and enrollment barriers between minority and Caucasian students. Participants (n = 601) consisted of students enrolled in kinesiology-based allied health education programs. Multivariate ANOVA was used to compare group differences in enrollment decision making. "Personal influence," "career opportunity," and "physical self-efficacy" were all significantly stronger enrollment influences among African-American students than among Caucasian students, and "social influence," "experiential opportunity," "academic preparation," and "physical self-efficacy" were all perceived as significantly greater barriers compared with Caucasian students. Findings support the need to recruit African-American students through sport and physical education settings and to market program-based experiential opportunities.

Investigation of the effects of planned mouth care education on the degree of oral mucositis in pediatric oncology patients.

PubMed

Yavuz, Betül; Bal Yılmaz, Hatice

2015-01-01

This study was designed as a longitudinal study with the purpose of investigating the effects of providing mouth care education to pediatric oncology patients on the degree of oral mucositis. The study sample included 16 children aged 8 to 18 years who were hospitalized in the pediatric oncology and hematology clinics at a university hospital. The results revealed a statistically significant difference between the degree of mucositis before and after the education given to children undergoing chemotherapy (P < .05). The median pain values were significantly different before and after the education (P < .05) as well. It was also found that there was a strong positive statistically significant correlation between the degree of mucositis and mean pain score both before and after the education (P < .001). Consequently, it is reported that both the degree of mucositis and pain levels decreased when children were given planned mouth care education before chemotherapy and when they regularly performed mouth care. © 2014 by Association of Pediatric Hematology/Oncology Nurses.

Education and self-rated health: An individual and neighborhood level analysis of Asian Americans, Hawaiians, and Caucasians in Hawaii.

PubMed

Zhang, Wei; McCubbin, Hamilton; McCubbin, Laurie; Chen, Qi; Foley, Shirley; Strom, Ida; Kehl, Lisa

2010-02-01

Focusing on Asian Americans, Hawaiians, and Caucasians in Hawaii, this study contributes to the literature by examining (1) the geographical distributions of education in relation to self-rated general health at neighborhood levels, and (2) the individual variations in self-rated health by ethnicity and education at both individual and neighborhood levels. Using the 2007 Hawaii Health Survey with linked zip-code information, and applying GIS (Geographic Information System) and binary logistic regression models, this study found that (1) there are significant between ethnic differences in self-rated health in Hawaii, with Hawaiians being the most disadvantaged population compared to Japanese, Chinese, and Caucasians; (2) individual socioeconomic characteristics are all related to self-rated health, and education (in particular) mediates the Japanese vs. Hawaiian and Chinese vs. Hawaiian health differences; (3) the neighborhood level of education has an independent effect on self-rated health over and above individual characteristics for the whole sample and it partially mediates the between ethnic health differences; and (4) the relative importance of education to self-rated health is more significant and salient for Caucasians and Japanese/Chinese than for Filipinos and Hawaiians. In sum, this study not only demonstrates a geographical profile of health and education distributions in Hawaii, but also reveals significant mediating effects of education, at both individual and neighborhood levels, in explaining the between and within ethnic differentials in self-rated health. Copyright 2009 Elsevier Ltd. All rights reserved.

Effects of peer health education on perception and practice of screening for cervical cancer among urban residential women in south-east Nigeria: a before and after study.

PubMed

Mbachu, Chinyere; Dim, Cyril; Ezeoke, Uche

2017-06-09

Effective female education on cervical cancer prevention has been shown to increase awareness and uptake of screening. However, sustaining increase in uptake poses a challenge to control efforts. Peer health education has been used as an effective tool for ensuring sustained behavior change. This study was undertaken to assess the effectiveness of peer health education on perception, willingness to screen and uptake of cervical cancer screening by women. A before and after intervention study was undertaken in 2 urban cities in Enugu state, Nigeria among women of reproductive age attending women's meeting in Anglican churches. Multistage sampling was used to select 300 women. Peer health education was provided once monthly for 3 consecutive sessions over a period of 3 months. Data was collected at baseline and after the intervention using pre-tested questionnaires. Descriptive statistics and tests of significance of observed differences and associations were done at p-value of <0.05. Statistical significant difference was observed in participants' individual risk perception for cervical cancer and perception of benefits of early detection through screening. Practice of screening for cervical cancer increased by 6.8% and the observed difference was statistically significant (p = 0.02). This was significantly associated with marital status, level of education, employment status and parity (p < 0.05). Peer health education is an effective strategy for increasing women's perception of benefits of early detection of cervical cancer through screening. It is also effective for increasing their practice of screening for cervical cancer.

The Stability of Social Desirability: A Latent Change Analysis.

PubMed

Haberecht, Katja; Schnuerer, Inga; Gaertner, Beate; John, Ulrich; Freyer-Adam, Jennis

2015-08-01

Social desirability has been shown to be stable in samples with higher school education. However, little is known about the stability of social desirability in more heterogeneous samples differing in school education. This study aimed to investigate the stability of social desirability and which factors predict interindividual differences in intraindividual change. As part of a randomized controlled trial, 1,243 job seekers with unhealthy alcohol use were systematically recruited at three job agencies. A total of 1,094 individuals (87.8%) participated in at least one of two follow-ups (6 and 15 months after baseline) and constitute this study's sample. The Social Desirability Scale-17 was applied. Two latent change models were conducted: Model 1 tested for interindividual differences in intraindividual change of social desirability between both follow-ups; Model 2 included possible predictors (age, sex, education, current employment status) of interindividual differences in intraindividual change. Model 1 revealed a significant decrease of social desirability over time. Model 2 revealed school education to be the only significant predictor of change. These findings indicate that stability of social desirability may depend on school education. It may not be as stable in individuals with higher school education as in individuals with lower education. © 2014 Wiley Periodicals, Inc.

Quality, and not just quantity, of education accounts for differences in psychometric performance between african americans and white non-hispanics with Alzheimer's disease.

PubMed

Chin, Alexander L; Negash, Selam; Xie, Sharon; Arnold, Steven E; Hamilton, Roy

2012-03-01

The effect of race on cognitive test performance in the evaluation of Alzheimer's disease (AD) remains controversial. One factor that may contribute substantially to differences in cognitive test performance in diverse populations is education. The current study examined the extent to which quality of education, even after controlling for formal years of education, accounts for differences in cognitive performance between African Americans and White Non-Hispanics (WNHs). The retrospective cohort included 244 patients diagnosed with AD who self-identified as African Americans (n = 51) or WNHs (n = 193). The Wechsler Test of Adult Reading (WTAR) was used as an estimate of quality of education. In an analysis that controlled for traditional demographics, including age, sex, and years of formal education, African Americans scored significantly lower than WNHs on the Mini-Mental State Examination, as well as on neuropsychological tests of memory, attention, and language. However, after also adjusting for reading level, all previously observed differences were significantly attenuated. The attenuating effect remained even after controlling for disease severity, indicating that reading scores are not confounded by severity of dementia. These findings suggest that quality, and not just quantity, of education needs to be taken into account when assessing cognitive performance in African Americans with AD.

Educational level and the quality of life of heart failure patients: a longitudinal study.

PubMed

Barbareschi, Giorgio; Sanderman, Robbert; Leegte, Ivonne Lesman; van Veldhuisen, Dirk J; Jaarsma, Tiny

2011-01-01

Lower education in heart failure (HF) patients is associated with high levels of anxiety, limited physical functioning, and an increased risk of hospitalization. We examined whether educational level is related to longitudinal differences in quality of life (QoL) in HF patients. This research is a substudy of the Coordinating study evaluating Outcomes of Advising and Counselling in Heart failure (COACH). QoL of 553 HF patients (mean age 69, 38% female, mean left ventricular ejection fraction 33%) was assessed during their hospitalization and at 4 follow-up measurements after discharge. In total 32% of the patients had very low, 24% low, 32% medium, and 12% high education. Patients with low educational levels reported the worst QoL. Significant differences between educational groups (P < .05) were only reported in physical functioning, social functioning, energy/fatigue, pain, and limitations in role functioning related to emotional problems. Longitudinal results show that a significantly higher proportion of high-educated patients improved in functional limitations related to emotional problems over time compared with lower-educated patients (P < .05). Patients with low educational levels reported the worst physical and functional condition. High-educated patients improved more than the other patients in functional limitations related to emotional problems over time. Low-educated patients may require different levels of intervention to improve their physical and functional condition. Copyright © 2011 Elsevier Inc. All rights reserved.

Health education using video recordings in a general practice waiting area: an evaluation.

PubMed Central

Koperski, M

1989-01-01

With the help of a patient participation group video recordings of health education programmes were shown in the waiting area of a health centre. Patients could choose whether or not to watch the programmes. When asked their views on the project 87% of patients responded positively, and 50% of those who watched could recall specific facts presented. There were no significant differences in age or sex between those who chose and chose not to watch the video recordings. However, unemployed patients and those in social classes 4 and 5 were significantly less likely to watch the programmes than those in social classes 1-3. The use of video recordings in both primary care and hospital waiting areas and the possible role of the health education authority as a central resource is discussed. This system could provide a useful means of extending health education, although further research is needed on the response of different social classes to different forms of health education. PMID:2556560

Effects of physical education, extracurricular sports activities, and leisure satisfaction on adolescent aggressive behavior: A latent growth modeling approach.

PubMed

Park, Sanghyun; Chiu, Weisheng; Won, Doyeon

2017-01-01

The present study aimed to investigate the longitudinal influence of physical education classes, extracurricular sports activities, and leisure satisfaction on aggressive behavior among South Korean adolescents. Data were drawn from the Korea Youth Panel Survey. We used latent growth curve modeling to explain the growth trajectory of adolescent aggressive behaviors and a multi-group analysis to investigate gender differences in aggressive behavior. The results indicated that adolescents' aggressive behavior significantly changed with age. There were significant gender-based differences in the level of and changes in aggressive behavior over time. Both extracurricular sports activities and leisure satisfaction had significant influences on the changes in adolescents' aggressive behavior with age, whereas physical education classes did not.

Salary differences of male and female physician assistant educators.

PubMed

Coombs, Jennifer; Valentin, Virginia

2014-01-01

The Physician Assistant Education Association (PAEA) annual report has shown substantial salary differences between male and female physician assistant (PA) faculty. Despite this published difference between the salaries, very little research has been conducted on the subject. The purpose of this study is to determine if there is a significant difference between male and female PA faculty salaries. The researchers set out to determine if these differences could be further distinguished by education level, rank, or position. In addition, any difference between the percentages of male and female faculty promoted to higher ranks and in leadership positions was also explored. Salary, gender, degree, rank, and position were obtained and deidentified from the 25th PAEA annual report. SPSS Version 20 was used to analyze the data. Statistical analysis included descriptive measures and an independent t test. Data from only those PA educators who reported full-time employment were used. The final analysis included 477 PA faculty salaries. Female PA educators showed statistically significant lower annual incomes than their male counterparts. The income disparity persisted when differentiated by education, rank, and position. Higher percentages of male PA faculty members were found in higher ranks and in leadership positions. This study confirms previous reports that female PA faculty earn less than their male counterparts. With increasing numbers of female PAs entering academia, the lack of women in leadership positions and the wage disparity are concerning.

Overweight in adolescents: differences per type of education. Does one size fit all?

PubMed

Vissers, Dirk; Devoogdt, Nele; Gebruers, Nick; Mertens, Ilse; Truijen, Steven; Van Gaal, Luc

2008-01-01

To assess the lifestyle and prevalence of overweight among 16- to 18-year-old adolescents attending 4 different types of secondary education (SE). Cross-sectional school-based survey. A community sample of 994 adolescents (body mass index [BMI]: 15-43 kg/m2). Overweight and obesity were assessed by BMI. Health-related quality of life (HRQL) was assessed using the 36-item short-form (SF-36) questionnaire. The Dutch eating behavior questionnaire was administered. Lifestyle was assessed using the Baecke questionnaire and self-reported activities. Prevalence of overweight, HRQL and lifestyle were assessed per type of education. Gender differences and differences between BMI-categories were analyzed. Students in Vocational SE were significantly more likely to be overweight (18%) or obese (7.5%) compared to students in other types of SE (chi square-27.0, P < .001). HRQL was significantly lower among obese girls compared to overweight (P = .009) or normal weight girls (P < .01). Obese and overweight adolescents scored higher in restrained eating than their normal weight peers (P < .001) but lower in externally induced eating (P = .001). Lifestyle and prevalence of overweight and obesity seems to differ between different types of education. This could be of importance when making health policy decisions. Health programs should focus on types of education with the highest prevalence of overweight and obesity and should be tailor-made to the specific needs of the targeted type of education.

Education, gender, and mortality: does schooling have the same effect on mortality for men and women in the US?

PubMed

Zajacova, Anna

2006-10-01

In this paper I examine whether the effect of education on mortality for US adults differs by gender. Discrete time logit models were used to analyze a nationally representative dataset (NHANES I) with 12,036 adults who were 25-74-years-old at the baseline survey in 1971-1975, and then re-interviewed three times through 1992. Demographic characteristics, health behaviors and economic status were controlled as potential confounding or mediating factors in the education-mortality relationship. The results showed that education had a comparable effect on mortality for men and women. No statistically significant gender difference was found in all-cause mortality, or mortality by cause of death, among younger persons, and among the elderly. Analysis by marital status, however, suggested that these findings apply only to married men and women. Among the divorced, there was a statistically significant gender difference whereby education had no effect on mortality for men while divorced women evidenced a strong education gradient (seven percent lower odds of dying for each year of schooling). Possible explanations for these patterns are discussed.

A Comparison of Face to Face and Video-Based Self Care Education on Quality of Life of Hemodialysis Patients

PubMed Central

Hemmati Maslakpak, Masumeh; Shams, Shadi

2015-01-01

Background End stage renal disease negatively affects the patients’ quality of life. There are different educational methods to help these patients. This study was performed to compare the effectiveness of self-care education in two methods, face to face and video educational, on the quality of life in patients under treatment by hemodialysis in education-medical centers in Urmia. Methods In this quasi-experimental study, 120 hemodialysis patients were selected randomly; they were then randomly allocated to three groups: the control, face to face education and video education. For face to face group, education was given individually in two sessions of 35 to 45 minutes. For video educational group, CD was shown. Kidney Disease Quality Of Life- Short Form (KDQOL-SF) questionnaire was filled out before and two months after the intervention. Data analysis was performed in SPSS software by using one-way ANOVA. Results ANOVA test showed a statistically significant difference in the quality of life scores among the three groups after the intervention (P=0.024). After the intervention, Tukey’s post-hoc test showed a statistically significant difference between the two groups of video and face to face education regarding the quality of life (P>0.05). Conclusion Implementation of the face to face and video education methods improves the quality of life in hemodialysis patients. So, it is suggested that video educational should be used along with face to face education. PMID:26171412

Higher Education and Curriculum Innovation for Sustainable Development in India

ERIC Educational Resources Information Center

Chhokar, Kiran Banga

2010-01-01

Purpose: The purpose of this paper is to analyze and profile significant national developments in higher education for sustainable development in India and to compare different educational approaches emerging in connection with education for sustainable development. Design/methodology/approach: This is an evaluative review of contrasting…

Family and Asian Students' Educational Performance: A Consideration of Diversity.

ERIC Educational Resources Information Center

Blair, Sampson Lee; Qian, Zhenchao

1998-01-01

Examines variation in educational performance among students of Chinese, Filipino, Korean, Southeast Asian, and Japanese ethnicities using a sample of Asian American students from the 1992 wave of the National Educational Longitudinal Study. Finds significant differences in educational performance across the five groups. Examines causes of these…

Using Elderly Educators to Increase Colorectal Cancer Screening.

ERIC Educational Resources Information Center

Weinrich, Sally P.; And Others

1993-01-01

Used elderly educator method for increasing rate of return of fecal occult blood sampling in colorectal screening among 171 socioeconomically disadvantaged older persons. Two methods using elderly educators had overall response rate of more than 60%. Found statistically significant difference between two methods that used elderly educators and two…

A Systemic Integration of Technology for New-Paradigm Education

ERIC Educational Resources Information Center

Watson, William R.; Watson, Sunnie Lee; Reigeluth, Charles M.

2012-01-01

Educational reform efforts have failed to create widespread improvement. The authors argue that rather than trying to improve the existing system of education, a new learner-centered paradigm is needed that supports individualized learning. Such a significantly different system of education will require the systemic application of technology to…

Cross-cultural aspect of the Group Embedded Figures Test: norms for Turkish eighth graders.

PubMed

Cakan, Mehtap

2003-10-01

The Group Embedded Figures Test was administered to 206 Turkish (123 boys versus 83 girls) eighth grade students. Distribution characteristics, item analysis, reliability, and internal consistency are presented. No sex differences on subsections or the full scale were found. Socioeconomic status as indicated by parental education was significantly associated with the cognitive style scores of the students. Subjects whose fathers had a higher education outperformed those whose fathers had less education. No significant differences in students' means were found among groups whose mothers had low, middle, and high education. The Turkish sample showed the same performance as a 5th grade American sample, and Canadian 8th graders outperformed the Turkish participants. The practice effects are also discussed.

Social differences in Swedish infant mortality by cause of death, 1983 to 1986.

PubMed

Nordström, M L; Cnattingius, S; Haglund, B

1993-01-01

We sought to investigate social differences in Swedish infant mortality by cause of death. All live single births in Sweden between 1983 and 1986 to mothers 15 to 44 years old with Nordic citizenship were studied. The causes of death were classified into six major groups. Mother's education was used as a social indicator. Logistic regression analysis was used with identical models for all groups of causes of death. There were 355,601 births and 2012 infant deaths. Only for sudden infant death syndrome were significant social differences found, with crude odds ratios of 2.6 for mothers with less than 10 years of education and of 1.9 for mothers with 10 to 11 years, compared with 1.0 for mothers with 15 years or more. After adjusting for age, parity, and smoking habits, these ratios were no longer significant. The social differences obtained could be explained by the fact that mothers with less education smoke more, are younger, and have higher parity than those with more education.

Teaching and Learning for Sustainable Development: ESD Research in Technology Education

ERIC Educational Resources Information Center

Pavlova, Margarita

2013-01-01

When education for sustainable development (ESD) emerged as part of the educational agenda in the international arena, it was associated with significant shifts in the educational debate about the purpose and nature of education and with the need to respond to crises caused by the modern idea of progress. Scientists from different fields warn…

Education, Globalization, and the State in the Age of Terrorism

ERIC Educational Resources Information Center

Peters, Michael A.

2004-01-01

Education plays an important role in challenging, combating and in understanding terrorism in its different forms, whether as counter-terrorism or as a form of human rights education. Just as education has played a significant role in the process of nation-building, so education also plays a strong role in the process of empire, globalization and…

Education, income and ethnic differences in cumulative biological risk profiles in a national sample of US adults: NHANES III (1988-1994).

PubMed

Seeman, Teresa; Merkin, Sharon S; Crimmins, Eileen; Koretz, Brandon; Charette, Susan; Karlamangla, Arun

2008-01-01

Data from the nationally representative US National Health and Nutrition Examination Survey (NHANES) III cohort were used to examine the hypothesis that socio-economic status is consistently and negatively associated with levels of biological risk, as measured by nine biological parameters known to predict health risks (diastolic and systolic blood pressure, pulse, HDL and total cholesterol, glycosylated hemoglobin, c-reactive protein, albumin and waist-hip ratio), resulting in greater cumulative burdens of biological risk among those of lower education and/or income. As hypothesized, consistent education and income gradients were seen for biological parameters reflecting cardiovascular, metabolic and inflammatory risk: those with lower education and income exhibiting greater prevalence of high-risk values for each of nine individual biological risk factors. Significant education and income gradients were also seen for summary indices reflecting cumulative burdens of cardiovascular, metabolic and inflammatory risks as well as overall total biological risks. Multivariable cumulative logistic regression models revealed that the education and income effects were each independently and negatively associated with cumulative biological risks, and that these effects remained significant independent of age, gender, ethnicity and lifestyle factors such as smoking and physical activity. There were no significant ethnic differences in the patterns of association between socio-economic status and biological risks, but older age was associated with significantly weaker education and income gradients.

Medical student abuse: perceptions and experience.

PubMed

Bourgeois, J A; Kay, J; Rudisill, J R; Bienenfeld, D; Gillig, P; Klykylo, W M; Markert, R J

1993-07-01

A questionnaire containing 18 vignettes of common clinical educational situations with potentially abusive treatment of medical students and a 10-item attitude assessment about abusive behaviour were administered to the first- and fourth-year medical students at a mid-west US university medical school. The first- and fourth-year groups did not differ significantly on perceived abusiveness of most of the vignettes, although several of the individual vignettes were perceived significantly differently by the two groups. As hypothesized, the fourth-year students had experienced such situations more frequently. Attitudes towards abusive behaviour did not differ between the two groups. The authors contrast teaching interactions perceived as educationally useful and not abusive with those seen as abusive and not useful and offer explanations for the differences observed. Finally, the possible implications of the results for medical education are discussed.

Concussion Education for High School Football Players: A Pilot Study

ERIC Educational Resources Information Center

Manasse-Cohick, Nancy J.; Shapley, Kathy L.

2014-01-01

This survey study compared high school football players' knowledge and attitudes about concussion before and after receiving concussion education. There were no significant changes in the Concussion Attitude Index. Results revealed a statistically significant difference in the athletes' scores for the Concussion Knowledge Index, "t"(244)…

Effects of ethnicity and socioeconomic status on body composition in an admixed, multiethnic population in Hawaii.

PubMed

Brown, Daniel E; Hampson, Sarah E; Dubanoski, Joan P; Murai, Amy Stone; Hillier, Teresa A

2009-01-01

This study determined ethnic differences in anthropometric measures of a sample of adults in Hawaii, examining the effects of differing degrees of ethnic admixing and socioeconomic status (SES) on the measures. Adults who had attended elementary school in Hawaii underwent anthropometric measurements and answered questionnaires about their educational attainment, income, age, cultural identity, ethnic ancestry, and health. Individuals reporting Asian American cultural identity had significantly lower mean body mass index (BMI) and waist circumference (WC) than others, whereas those with Hawaiian/Pacific Islander cultural identity had significantly higher BMI and WC. Educational attainment, but not reported family income and age, was significantly related to BMI and WC, and differences in educational attainment accounted for the increased mean BMI and WC in Hawaiian/Pacific Islanders, but did not account for the lower mean BMI and WC among Asian Americans. Higher percentage of Asian ancestry was significantly correlated with lower BMI and WC, whereas higher percentage of Hawaiian/Pacific Islander ancestry was significantly correlated with increased BMI and WC. Differences in education accounted for the significantly increased BMI in participants with a higher percentage of Hawaiian/Pacific Islander ancestry, but did not entirely account for the lower BMI in individuals with a higher percentage of Asian American ancestry. These results suggest that the high rate of obesity and its sequelae seen in Pacific Islanders may be more a result of socioeconomic status and lifestyle than of genetic propensity, whereas the lower rates of obesity observed in Asian American populations are less directly influenced by socioeconomic factors. (c) 2009 Wiley-Liss, Inc.

Effects of Ethnicity and Socioeconomic Status on Body Composition in an Admixed, Multiethnic Population in Hawaii

PubMed Central

Brown, Daniel E.; Hampson, Sarah E.; Dubanoski, Joan P.; Murai, Amy Stone; Hillier, Teresa A.

2009-01-01

This study determined ethnic differences in anthropometric measures of a sample of adults in Hawaii, examining the effects of differing degrees of ethnic admixing and socioeconomic status (SES) on the measures. Adults who had attended elementary school in Hawaii underwent anthropometric measurements and answered questionnaires about their educational attainment, income, age, cultural identity, ethnic ancestry, and health. Individuals reporting Asian American cultural identity had significantly lower mean body mass index (BMI) and waist circumference (WC) than others, while those with Hawaiian/Pacific Islander cultural identity had significantly higher BMI and WC. Educational attainment, but not reported family income and age, was significantly related to BMI and WC, and differences in educational attainment accounted for the increased mean BMI and WC in Hawaiian/Pacific Islanders, but did not account for the lower mean BMI and WC among Asian Americans. Higher percentage of Asian ancestry was significantly correlated with lower BMI and WC, whereas higher percentage of Hawaiian/Pacific Islander ancestry was significantly correlated with increased BMI and WC. Differences in education accounted for the significantly increased BMI in participants with a higher percentage of Hawaiian/Pacific Islander ancestry, but did not entirely account for the lower BMI in individuals with a higher percentage of Asian American ancestry. These results suggest that the high rate of obesity and its sequelae seen in Pacific Islanders may be more a result of socioeconomic status and lifestyle than of genetic propensity, while the lower rates of obesity observed in Asian American populations are less directly influenced by socioeconomic factors. PMID:19213005

Influences on Course Planning. AIR 1988 Annual Forum Paper.

ERIC Educational Resources Information Center

Stark, Joan S.; And Others

Faculty beliefs about educational purpose and the nature of their academic field strongly influence how they plan introductory courses. Significantly different conceptions of educational purpose among faculty in different fields may inhibit agreement on plans for curricular coherence and ways of communicating expectations to students. Interviews…

The Internationalization of Higher Education in China: The Role of Government

ERIC Educational Resources Information Center

Li, Fuhui

2016-01-01

In the process of internationalizing higher education, national governments play their role differently, and the relationship between Chinese institutions and the government is significantly different from that experienced by Western institutions. A critical distinction is that Chinese institutions are both academic entities and government…

Critical Thinking in Social Work Education: A Research Synthesis

ERIC Educational Resources Information Center

Samson, Patricia L.

2016-01-01

In a meta-analytic review of critical thinking in social work education, findings revealed variability in research designs, methods, and subsequent findings. The 10 studies reviewed assessed different components of critical thinking and highlighted different potential moderator variables. Although there are significant limitations to all the…

Problems with Feminist Standpoint Theory in Science Education

ERIC Educational Resources Information Center

Landau, Iddo

2008-01-01

Feminist standpoint theory has important implications for science education. The paper focuses on difficulties in standpoint theory, mostly regarding the assumptions that different social positions produce different types of knowledge, and that epistemic advantages that women might enjoy are always effective and significant. I conclude that the…

Exploring the potential uses of value-added metrics in the context of postgraduate medical education.

PubMed

Gregory, Simon; Patterson, Fiona; Baron, Helen; Knight, Alec; Walsh, Kieran; Irish, Bill; Thomas, Sally

2016-10-01

Increasing pressure is being placed on external accountability and cost efficiency in medical education and training internationally. We present an illustrative data analysis of the value-added of postgraduate medical education. We analysed historical selection (entry) and licensure (exit) examination results for trainees sitting the UK Membership of the Royal College of General Practitioners (MRCGP) licensing examination (N = 2291). Selection data comprised: a clinical problem solving test (CPST); a situational judgement test (SJT); and a selection centre (SC). Exit data was an applied knowledge test (AKT) from MRCGP. Ordinary least squares (OLS) regression analyses were used to model differences in attainment in the AKT based on performance at selection (the value-added score). Results were aggregated to the regional level for comparisons. We discovered significant differences in the value-added score between regional training providers. Whilst three training providers confer significant value-added, one training provider was significantly lower than would be predicted based on the attainment of trainees at selection. Value-added analysis in postgraduate medical education potentially offers useful information, although the methodology is complex, controversial, and has significant limitations. Developing models further could offer important insights to support continuous improvement in medical education in future.

The effect of critical thinking education on nursing students' problem-solving skills.

PubMed

Kanbay, Yalçın; Okanlı, Ayşe

2017-06-01

The aim of this study is to examine the effect of critical thinking education on nursing students' problem-solving skills. This study was conducted with 93 nursing students, 49 in the control group and 44 in the education group. The California Critical Thinking Disposition Inventory and the Problem-solving Inventory were administered to them before and after 12 weeks of critical thinking education. The education group's mean critical thinking score was 253.61 on the pretest and 268.72 on the posttest. This increase was statistically significant (p < .001). The posttest mean score of the control group fell to 258.18 on the posttest after a pretest mean score of 260.79, and this difference was statistically significant (p < .001). According to the posttest results, the problem-solving skills of education group increased significantly (p < .001), while the control group's score fell significantly (p < .001). This study determined that critical thinking education improves problem-solving skills.

Effects of Tailored Health Education Program on Overweight Elementary School Students’ Obesity-Related Lifestyle: A School-Based Interventional Study

PubMed Central

Haghani, Sharareh; Shahnazi, Hossein; Hassanzadeh, Akbar

2017-01-01

Objectives Overweight and obesity are regarded as one of the most serious health and nutrition issues worldwide. This is immediately recognizable in both children and adolescents. In this study, we aimed to determine the effects of tailored education on lifestyle modification in elementary school students in Isfahan. Methods In a quasi-experimental study, two elementary schools in Isfahan District 3, Iran, were randomly selected to determine the intervention and comparison groups. Subsequently, 32 students from each school, 64 in total, were chosen arbitrarily and included in the study. They filled out the standardized questionnaire of physical activity and dietary behaviors before the intervention. Following one and four months’ educational intervention, they were asked to complete the questionnaires once more. Results The average general lifestyle score, one and four months after education, was significantly different between the groups (p < 0.001). However, this difference was not significant before the intervention 
(p = 0.660). Furthermore, the average lifestyle scores related to nutrition and physical activity one and four months after education showed a significant difference between the groups (p < 0.001). Conclusions Providing overweight elementary school students with education about a healthy lifestyle improves their general lifestyle and reduces weight. Therefore, it is recommended that such interventions are applied to prevent complications associated with being overweight in children. PMID:28439385

How do educational attainment and gender relate to fluid intelligence, crystallized intelligence, and academic skills at ages 22-90 years?

PubMed

Kaufman, Alan S; Kaufman, James C; Liu, Xin; Johnson, Cheryl K

2009-03-01

Educational attainment and gender differences on fluid intelligence (Gf), crystallized intelligence (Gc), and academic skills in reading, math, and writing were analyzed for stratified adult samples ranging in age from 22 to 90 years. The data sources were the adult portions of the standardization samples of the second editions of Kaufman Brief Intelligence Test (N = 570) and the Kaufman Test of Educational Achievement-Brief Form (N = 555). Five univariate analysis of covariance were conducted with age as the covariate. Correlational analysis supplemented the covariate analyses to better understand the relationship of the five variables to education. All variables related significantly and substantially to years of formal schooling, an important finding in view of the key nature of this background variable for conducting neuropsychological assessments, as elaborated by Heaton and his colleagues. Surprisingly, Gf related just as strongly to education as did the school-related Gc. Among academic skill areas, math correlated higher with years of formal schooling than did either reading or writing. Women significantly outperformed men on the writing test and the reverse was true for the math test; other gender differences were not significant. These analyses fill a gap in the literature regarding the nature of gender and education differences in academic skills for heterogeneous samples of normal adults between young adulthood and old age and have practical implications for neuropsychological assessment.

Effect of self - care education on quality of life in patients with primary hypertension: comparing lecture and educational package.

PubMed

Aghajani, Mohamad; Mirbagher Ajorpaz, Neda; Kafaei Atrian, Mahbube; Raofi, Zahra; Abedi, Fatemeh; Naeimi Vartoni, Sajad; Soleimani, Akbar

2013-12-01

Hypertension is a dangerous risk factor for public health. It profoundly affects the patients' quality of life. However, there is lack of agreement on the best method for self-care management in patients with hypertension. This study was conducted to compare the effect of lecture and educational pamphlets on quality of life (QOL) in patients with primary hypertension. A quasi-experimental study was performed on 90 patients with chronic primary hypertension referred to two outpatient clinics in Kashan city. Patients were randomly divided into three groups including lecture group, educational package group, and control group. The participants' quality of life was measured using the SF-36 questionnaire at the beginning of the study, and two months later. Data was analyzed using ANOVA and Chi-Square tests. No significant differences were observed between the three groups for demographics characteristics and QOL before the intervention except for marital status. Mean scores of QOL dimensions of the intervention groups were increased at the end of the study, except for the dimension of bodily pain. Tukey post-Hoc test showed that except for general health, the two intervention groups were not significantly different in other dimensions, and significant differences were observed between the control group and the two intervention groups (P < 0.05). At start and the end of the study, the mean differences in the general health dimension in three groups were 2.25 ± 0.1, 0.07 ± 0.01, and -1.70 ± 0.01 respectively. There were significant differences among groups (P = 0.04). Lecture and educational package can both improve some dimensions of the QOL in patients with hypertension. However, as pamphlets are cheap and easy to use, this method may be used as an effective method for self-care education in health care settings in Iran, where the system is faced with nursing shortage.

Educational Attainment in the United States: 2003. Population Characteristics

ERIC Educational Resources Information Center

Stoops, Nicole

2004-01-01

The population in the United States is becoming more educated, but significant differences in educational attainment remain with regard to age, sex, race, and origin. Nevertheless, the educational attainment of young adults (25 to 29 years), which provides a glimpse of our country's future, indicates dramatic improvement by groups who have…

Peer Group, Educational Distinction and Educational Biographies

ERIC Educational Resources Information Center

Kruger, Heinz-Hermann; Kohler, Sina-Mareen; Pfaff, Nicolle; Zschach, Maren

2011-01-01

The article presents selected results of a reconstructive study on the significance of the peer group for children's educational biography. Based on the analysis of qualitative interviews and group discussions with c. 11-year-old children from different educational milieus in Germany it is first shown how, in general, groups of friends in…

Access to Higher Education in China: Differences in Opportunity

ERIC Educational Resources Information Center

Wang, Houxiong

2011-01-01

Access to higher education in China has opened up significantly in the move towards a mass higher education system. However, aggregate growth does not necessarily imply fair or reasonable distribution of opportunity. In fact, the expansion of higher education has a rather more complex influence on opportunity when admissions statistics are viewed…

Emotional Intelligence in Secondary Education Students in Multicultural Contexts

ERIC Educational Resources Information Center

Pegalajar-Palomino, Ma. del Carmen; Colmenero-Ruiz, Ma. Jesus

2014-01-01

Introduction: The study analyzes the level of development in emotional intelligence of Secondary Education students. It also checks for statistically significant differences in educational level between Spanish and immigrant students, under the integration program "Intercultural Open Classrooms". Method: 94 students of Secondary…

Effects of physical education, extracurricular sports activities, and leisure satisfaction on adolescent aggressive behavior: A latent growth modeling approach

PubMed Central

Park, Sanghyun; Chiu, Weisheng

2017-01-01

The present study aimed to investigate the longitudinal influence of physical education classes, extracurricular sports activities, and leisure satisfaction on aggressive behavior among South Korean adolescents. Data were drawn from the Korea Youth Panel Survey. We used latent growth curve modeling to explain the growth trajectory of adolescent aggressive behaviors and a multi-group analysis to investigate gender differences in aggressive behavior. The results indicated that adolescents’ aggressive behavior significantly changed with age. There were significant gender-based differences in the level of and changes in aggressive behavior over time. Both extracurricular sports activities and leisure satisfaction had significant influences on the changes in adolescents’ aggressive behavior with age, whereas physical education classes did not. PMID:28410365

The role of education in explaining racial/ethnic allostatic load differentials in the United States.

PubMed

Howard, Jeffrey T; Sparks, P Johnelle

2015-01-01

This study expands on earlier findings of racial/ethnic and education-allostatic load associations by assessing whether racial/ethnic differences in allostatic load persist across all levels of educational attainment. This study used data from four recent waves of the National Health and Nutrition Survey (NHANES). Results from this study suggest that allostatic load differs significantly by race/ethnicity and educational attainment overall, but that the race/ethnicity association is not consistent across education level. Analysis of interactions and education-stratified models suggest that allostatic load levels do not differ by race/ethnicity for individuals with low education; rather, the largest allostatic load differentials for Mexican Americans (p < .01) and non-Hispanic blacks (p < .001) are observed for individuals with a college degree or more. These findings add to the growing evidence that differences in socioeconomic opportunities by race/ethnicity are likely a consequence of differential returns to education, which contribute to higher stress burdens among minorities compared to non-Hispanic whites.

Comparison between videotape and personalized patient education for anticoagulant therapy.

PubMed

Stone, S; Holden, A; Knapic, N; Ansell, J

1989-07-01

To assess the effectiveness of videotape patient education, 22 patients were randomized to receive either videotape or personalized teaching for oral anticoagulant (warfarin) therapy. Both groups scored significantly higher on a questionnaire designed to assess knowledge gained after instruction, with no significant difference between the two groups. Videotape instruction required substantially less nursing time. A second questionnaire assessed patient satisfaction with respect to both methods, which were rated equally effective and worthwhile. Videotape teaching is an effective and well-accepted alternative form of patient education requiring significantly less personnel time.

Quality, and not just quantity, of education accounts for differences in psychometric performance between African Americans and White Non-Hispanics with Alzheimer’s disease

PubMed Central

Chin, Alexander L.; Negash, Selam; Xie, Sharon; Arnold, Steven E.; Hamilton, Roy

2013-01-01

The effect of race on cognitive test performance in the evaluation of Alzheimer’s disease (AD) remains controversial. One factor that may contribute substantially to differences in cognitive test performance in diverse populations is education. The current study examined the extent to which quality of education, even after controlling for formal years of education, accounts for differences in cognitive performance between African Americans and White Non-Hispanics (WNHs). The retrospective cohort included 244 patients diagnosed with AD who self-identified as African Americans (n=51) or WNHs (n=193). The Wechsler Test of Adult Reading (WTAR) was used as an estimate of quality of education. In an analysis that controlled for traditional demographics, including age, sex, and years of formal education, African Americans scored significantly lower than WNHs on the Mini-Mental State Examination, as well as on neuropsychological tests of memory, attention, and language. However, after also adjusting for reading level, all previously observed differences were significantly attenuated. The attenuating effect remained even after controlling for disease severity, indicating that reading scores are not confounded by severity of dementia. These findings suggest that quality, and not just quantity, of education needs to be taken into account when assessing cognitive performance in African Americans with AD. PMID:22300593

Life in Special Schools in South Africa: Voices of Former Students

ERIC Educational Resources Information Center

McKinney, Emma Louise; Swartz, Leslie

2016-01-01

We describe educational experiences of people with disabilities who attended special schools in South Africa. We found significant differences in education between White and Black participants in terms of teaching quality, access to therapy and assistive devices, class sizes, subjects, and grades offered. Additional differences were noted between…

Towards a Conceptualization of Dialogic Leadership

ERIC Educational Resources Information Center

Padrós, Maria; Flecha, Ramón

2014-01-01

In 1968, Freire included in his work the need of dialogue for those acting as leaders. Since then, leadership has been widely addressed by authors around the world and different conceptual frameworks have been developed. Different social and educational movements have granted dialogue a significant role for leading change. Educational research has…

Ethnic Group Differences in Educational Achievement in Fiji.

ERIC Educational Resources Information Center

Basow, Susan A.

1984-01-01

No significant relationship was found between ethnic Fijian 10th graders' scores on tests of Competitiveness, Mastery, Work Orientation, Personal Unconcern, and Self Esteem and educational achievement. It is concluded that factors relating to the meaning of achievement are more important in understanding ethnic group achievement differences in…

The Challenges of Intersectionality: Researching Difference in Physical Education

ERIC Educational Resources Information Center

Flintoff, A.; Fitzgerald, H.; Scraton, S.

2008-01-01

Researching the intersection of class, race, gender, sexuality and disability raises many issues for educational research. Indeed, Maynard (2002, 33) has recently argued that "difference is one of the most significant, yet unresolved, issues for feminist and social thinking at the beginning of the twentieth century". This paper reviews…

Recognising Value Tensions That Underlie Problems in Inclusive Education

ERIC Educational Resources Information Center

Norwich, Brahm

2014-01-01

This paper aims to examine some tensions that underlie inclusive education as regards pupils with disabilities and difficulties. Two key tensions are analysed: difference as enabling-stigmatising (dilemmas of difference) and participation-protection, both of which can lead to significant dilemmas. Berlin's hedgehog-fox distinction about the unity…

Health Literacy and Education as Mediators of Racial Disparities in Patient Activation Within an Elderly Patient Cohort.

PubMed

Eneanya, Nwamaka D; Winter, Michael; Cabral, Howard; Waite, Katherine; Henault, Lori; Bickmore, Timothy; Hanchate, Amresh; Wolf, Michael; Paasche-Orlow, Michael K

2016-01-01

The Patient Activation Measure (PAM) assesses facets of patient engagement to identify proactive health behaviors and is an important predictor of health outcomes. Health literacy and education are also important for patient participation and successful navigation of the health care system. Because health literacy, education, and patient activation are associated with racial disparities, we sought to investigate whether health literacy and education would mediate racial differences in patient activation. Participants were 265 older adults who participated in a computer-based exercise interventional study. Health literacy was assessed using the Test of Functional Health Literacy in Adults (TOFHLA). Of 210 eligible participants, 72% self-identified as Black and 28% as White. In adjusted analyses, education and health literacy each significantly reduced racial differences in patient activation. These findings are especially important when considering emerging data on the significance of patient activation and new strategies to increase patient engagement.

Pathways of equality through education: impact of gender (in)equality and maternal education on exclusive breastfeeding among natives and migrants in Belgium.

PubMed

Vanderlinden, Karen; Van de Putte, Bart

2017-04-01

Even though breastfeeding is typically considered the preferred feeding method for infants worldwide, in Belgium, breastfeeding rates remain low across native and migrant groups while the underlying determinants are unclear. Furthermore, research examining contextual effects, especially regarding gender (in)equality and ideology, has not been conducted. We hypothesized that greater gender equality scores in the country of origin will result in higher breastfeeding chances. Because gender equality does not operate only at the contextual level but can be mediated through individual level resources, we hypothesized the following for maternal education: higher maternal education will be an important positive predictor for exclusive breastfeeding chances in Belgium, but its effects will differ over subsequent origin countries. Based on IKAROS data (GeÏntegreerd Kind Activiteiten en Regio Ondersteunings Systeem), we perform multilevel analyses on 27 936 newborns. Feeding method is indicated by exclusive breastfeeding 3 months after childbirth. We measure gender (in)equality using Global Gender Gap scores from the mother's origin country. Maternal education is a metric variable based on International Standard Classification of Education indicators. Results show that 3.6% of the variation in breastfeeding can be explained by differences between the migrant mother's country of origin. However, the effect of gender (in)equality appears to be non-significant. After adding maternal education, the effect for origin countries scoring low on gender equality turns significant. Maternal education on its own shows strong positive association with exclusive breastfeeding and, furthermore, has different effects for different origin countries. Possible explanations are discussed in-depth setting direction for further research regarding the different pathways gender (in)equality and maternal education affect breastfeeding. © 2016 John Wiley & Sons Ltd. © 2016 John Wiley & Sons Ltd.

Multiculturalism and inconsistency in the perception of sex education in Australian society.

PubMed

Almahbobi, Ghanim

2012-01-01

A group of individuals who share common beliefs form a culture in which they communicate their values and attributes about certain aspects of society. Sex education remains one of the early teachings that humans experience irrespective of the race or level of development of a given society. However, different cultures perceive sex education differently due to differences in attitudes and beliefs, leading to significant diversity in the management of sex education among different societies across the globe. Many studies have found that in a traditional society with a homogeneous culture, the foremost reason for the different approaches to sex education is related to traditional values, in addition to other factors such as religion and political belief. In order to improve sex education, and consequently, sexual health in a modern multicultural society such as Australia, it becomes imperative to identify the inconsistency in beliefs about sex education among individuals with different cultural backgrounds in the Australian population. In this report, the author highlights similarities and differences in the methods employed by certain cultures of the Australian population. The report considers the different cultural environments of specific societies, the prevalence of sex education in these societies and how culture influences the prevalence. The concluding thoughts reflect on the success of the education programs in Australia, based on the idea that resolving the problems of sex education needs support from a number of bodies within Australian society.

Effect of attending childbirth education classes on psychological distress in pregnant women measured by means of the General Health Questionnaire.

PubMed

Jakubiec, Dorota; Jagielska, Katarzyna; Karmowski, Mikołaj; Kubicka, Katarzyna; Karmowski, Andrzej; Sobiech, Krzysztof A

2014-01-01

Pregnancy brings about many changes in a woman's life in somatic, psychological and social spheres. Therefore, many women decide to participate in childbirth education classes. The aim of study was to determine the differences in emotional distress between women who participated in childbirth education classes and these who did not. Seventy first-time mothers after labor were examined. Based on a survey carried out, the women were divided into two equal groups. Group I consisted of women who had participated in childbirth education classes and Group II of women who had not. The data was gathered by means of the General Health Questionnaire (GHQ-12) adapted to Polish conditions. There were no differences either in age or in BMI rates among the examined women. The level of education and knowledge about labor was significantly higher among the participants of childbirth classes. The results of the GHQ-12 revealed that women from Group I had a better mental status than women from Group II. Significant differences were observed in terms of sleep deprivation, overcoming difficulties and in the ability to enjoy daily activities. Participation in childbirth classes has a significant influence on psychological well-being in pregnant women as measured by the GHQ-12.

Assessment of Knowledge of Diabetes Mellitus in the Urban Areas of Klang District, Malaysia.

PubMed

Chinnappan, Sasikala; Sivanandy, Palanisamy; Sagaran, Rajenthina; Molugulu, Nagashekhara

2017-02-23

Diabetes is the most common cause of non-traumatic lower limb amputations and cardiovascular diseases. However, only a negligible percentage of the patients and subjects knew that the feet are affected in diabetes and diabetes affects the heart. Hence, a cross-sectional study was carried out to evaluate the knowledge of diabetes mellitus among the public of different age group, gender, ethnicity, and education level. A sample of 400 participants was randomly selected and data was collected using a structured questionnaire under non-contrived setting. The results showed that there is a statistically significant difference in knowledge on diabetes mellitus among different age groups and different ethnic origin but there is no significant difference in the knowledge among different gender and education level. Out of 400 respondents, 284 respondents (71%) knew that diabetes mellitus is actually a condition characterized by raised blood sugar. Age and education level of respondents were found to be the predominant predictive factors on diabetes knowledge, whereas the gender of respondents did not affect the findings of this study. An improved and well-structured educational programme that tackles the areas of weaknesses should be recommended to increase the level of knowledge on diabetes among Malaysians.

Mental Health Problems and Educational Attainment in Adolescence: 9-Year Follow-Up of the TRAILS Study

PubMed Central

Veldman, Karin; Bültmann, Ute; Stewart, Roy E.; Ormel, Johan; Verhulst, Frank C.; Reijneveld, Sijmen A.

2014-01-01

Background This study examines if mental health problems at age 11 and changes in mental health problems between age 11 and 16 predict educational attainment of adolescents at age 19, overall and stratified by gender. Methods Data from 1711 adolescents (76.8% from initial cohort) of the Tracking Adolescents' Individual Lives Survey (TRAILS), a Dutch prospective cohort study with 9year follow-up, were used. Mental health problems (externalizing, internalizing and attention problems) were measured by the Youth Self Report and the Child Behavior Checklist at ages 11 and 16. Difference scores for mental health problems between age 11 and 16 were calculated. Educational attainment was assessed at age 19. Results Externalizing, internalizing and attention problems at age 11 were significantly associated with low educational attainment at age 19 (crude model). When adjusted for demographic variables and the other mental health problems, only the association for attention problems remained significant (odds ratio (OR), 95% confidence interval: 3.19, 2.11–4.83). Increasing externalizing problems between age 11 and 16 also predicted low educational attainment at age 19 (OR 3.12, 1.83–5.32). Among girls, increasing internalizing problems between age 11 and 16 predicted low educational attainment (OR 2.21, 1.25–3.94). For boys, no significant association was found for increasing internalizing problems and low educational attainment. For increasing attention problems between age 11 and 16 no significant association with low educational attainment was found. Conclusions Externalizing, internalizing and attention problems at age 11 and an increase of these problems during adolescence predicted low educational attainment at age 19. Early treatment of these mental health problems may improve educational attainment, and reduce socioeconomic health differences in adulthood. PMID:25047692

Improving education: just-in-time splinting video.

PubMed

Wang, Vincent; Cheng, Yu-Tsun; Liu, Deborah

2016-06-01

Just-in-time training (JITT) is an emerging concept in medical procedural education, but with few studies to support its routine use. Providing a brief educational intervention in the form of a digital video immediately prior to patient care may be an effective method to reteach knowledge for procedural techniques learned previously. Paediatric resident physicians were taught to perform a volar splint in a small workshop setting. Subsequently, they were asked to demonstrate their splinting proficiency by performing a splint on another doctor. Proficiency was scored on a five-point assessment tool. After 2-12 months, participants were asked to demonstrate their splinting proficiency on one of the investigators, and were divided into the control group (no further instruction) and the intervention group, which viewed a 3-minute JITT digital video demonstrating the splinting technique prior to performing the procedure. Thirty subjects were enrolled between August 2012 and July 2013, and 29 of 30 completed the study. The retest splinting time was not significantly different, but if the JITT group included watching the video, the total time difference was statistically significant: 3.86 minutes (control) versus 7.07 minutes (JITT) (95% confidence interval: 2.20-3.90 minutes). The average assessment score difference was 1.87 points higher for the JITT group, which was a statistically significant difference (95% confidence interval: 1.00-3.00). Just-in-time training is an emerging concept in medical procedural education JITT seems to be an effective tool in medical education for reinforcing previously learned skills. JITT may offer other possibilities for enhancing medical education. © 2015 John Wiley & Sons Ltd.

Intergenerational transfers in Philippine rice villages. Gender differences in traditional inheritance customs.

PubMed

Quisumbing, A R

1994-04-01

The author presents findings from a study of education, land, and nonland asset transfers from parents to children in 344 households in five rice villages in the Philippines. A model with family fixed effects is developed which explains transfers better than either individual heterogeneity or observed parent and child characteristics without family fixed effects. Analysis revealed that families facing different land constraints exhibit significantly different patterns of educational investment in children. In a subsample with completed inheritance, daughters receive less education, land, and total inheritance, but are compensated with nonland assets. Parents also exhibit preferential behavior toward children of the same gender such that daughters of better educated mothers receive more land, nonland assets, and total inheritance. Better educated fathers, however, give land preferentially to sons, but favor daughters in education.

Choices and changes: Eccles' Expectancy-Value model and upper-secondary school students' longitudinal reflections about their choice of a STEM education

NASA Astrophysics Data System (ADS)

Lykkegaard, Eva; Ulriksen, Lars

2016-03-01

During the past 30 years, Eccles' comprehensive social-psychological Expectancy-Value Model of Motivated Behavioural Choices (EV-MBC model) has been proven suitable for studying educational choices related to Science, Technology, Engineering and/or Mathematics (STEM). The reflections of 15 students in their last year in upper-secondary school concerning their choice of tertiary education were examined using quantitative EV-MBC surveys and repeated qualitative interviews. This article presents the analyses of three cases in detail. The analytical focus was whether the factors indicated in the EV-MBC model could be used to detect significant changes in the students' educational choice processes. An important finding was that the quantitative EV-MBC surveys and the qualitative interviews gave quite different results concerning the students' considerations about the choice of tertiary education, and that significant changes in the students' reflections were not captured by the factors of the EV-MBC model. This questions the validity of the EV-MBC surveys. Moreover, the quantitative factors from the EV-MBC model did not sufficiently explain students' dynamical educational choice processes where students in parallel considered several different potential educational trajectories. We therefore call for further studies of the EV-MBC model's use in describing longitudinal choice processes and especially in investigating significant changes.

Role Rehearsal and Efficacy: Two 15-Month Evaluations of a Ninth-Grade Alcohol Education Program.

ERIC Educational Resources Information Center

Newman, Ian M.; And Others

1992-01-01

Evaluated ninth grade alcohol education program aimed at reducing drinking, drinking and driving, and riding with drinking driver. Results indicated significant increases in knowledge and perceived ability to resist pressures to drink among experimental students. Found no significant differences for drinking or drinking and driving practices of…

Preparing Site Supervisors of Counselor Education Students

ERIC Educational Resources Information Center

Bjornestad, Andrea; Johnson, Veronica; Hittner, Jo; Paulson, Kristine

2014-01-01

Counselor educators maintain a responsibility for providing site supervisors with professional development opportunities (Council for Accreditation of Counseling and Related Educational Programs. [2009]). The goal of this study was to evaluate a model for providing preparation to site supervisors. Significant differences were observed from pretest…

[The effects of different interventions on 12-year-old children's permanent teeth caries and filling rate in Shanghai Jiading district].

PubMed

Zhang, Shu-yu; Dong, Hua; Yu, Ming

2015-06-01

To evaluate the effects of different interventions on 12-year-old children's permanent teeth caries and filling rates in Shanghai Jiading District. Six hundred and ninety-one 12-year-old children from 3 middle schools were randomly divided into 3 groups. The filling intervention group received filling of the permanent teeth free of charge for 3 years; The health education group received oral health education for 3 years; The control group only accepted oral examination for 3 years. The data was analyzed with SPSS 20.0 software package for X2 test. On the baseline, the permanent teeth caries rates of 3 groups were 32.10%, 35.56% and 36.84%, and the filling rates were 17.07%, 16.24% and 17.04%, respectively. After 1 year, permanent teeth caries rates of 3 groups were 35.92%, 42.26% and 44.50%, respectively. There was no significant difference among the 3 groups (P>0.05). The filling rates were 93.28%, 61.41%, and 16.67%, respectively. There was significant difference among the 3 groups (P<0.05). After 3 years, permanent teeth caries rates of 3 groups were 37.04%, 48.12% and 58.85%, and the filling rates were 93.66%, 61.51% and 17.28%, respectively. There were significant differences among the 3 groups (P<0.05). Filling intervention and health education can significantly reduce the permanent teeth caries prevalence rate and improve permanent teeth caries filling rate of 12-year-old children. Furthermore, the effects of filling intervention were more significant than the health education intervention. Supported by Medical Research Project of Science and Technology Committee of Shanghai Jiading District (2014-KW-04).

Education in the Field Influences Children's Ideas and Interest toward Science

NASA Astrophysics Data System (ADS)

Zoldosova, Kristina; Prokop, Pavol

2006-10-01

This paper explores the idea of informal science education in scientific field laboratory (The Science Field Centre). The experimental group of pupils ( N = 153) was experienced with approximately 5-day lasting field trips and experiments in the Field Centre in Slovakia. After finishing the course, two different research methods were used to discover their interest and ideas toward science. Pupils from the experimental group showed significant differences from those that did not experience education in the Field Centre (control group, N = 365). In comparison to the control group, pupils of the experimental group highly preferred book titles that were related to their program in the Field Centre. There were differences between the drawings of ideal school environment from both pupils groups. In the drawings of the experimental group, we found significantly more items connected with the educational environment of the Field Centre (e.g. laboratory equipment, live animals). We suppose field science education would be one of the most effective ways to increase interest of pupils to study science and to invaluable intrinsic motivation at the expense extrinsic motivation.

The influence of education on performance of adults on the Clock Drawing Test.

PubMed

de Noronha, Ísis Franci Cavalcanti; Barreto, Simone Dos Santos; Ortiz, Karin Zazo

2018-01-01

The Clock Drawing Test (CDT) is an important instrument for screening individuals suspected of having cognitive impairment. To determine the influence of education on the performance of healthy adults on the CDT. A total of 121 drawings by healthy adults without neurological complaints or impairments were analysed. Participants were stratified by educational level into 4 subgroups: 27 illiterate adults, 34 individuals with 1-4 years of formal education, 30 with 5-11 years, and 30 adults with >11 years' formal education. Scores on the CDT were analyzed based on a scale of 1-10 points according to the criteria of Sunderland et al. (1989).¹ The Kruskal-Wallis test was applied to compare the different education groups. Tukey's multiple comparisons test was used when a significant factor was found. Although scores were higher with greater education, statistically significant differences on the CDT were found only between the illiterate and other educated groups. The CDT proved especially difficult for illiterate individuals, who had lower scores. These results suggest that this screening test is suitable for assessing mainly visuoconstructional praxis and providing an overall impression of cognitive function among individuals, independently of years of education.

The influence of education on performance of adults on the Clock Drawing Test

PubMed Central

de Noronha, Ísis Franci Cavalcanti; Barreto, Simone dos Santos; Ortiz, Karin Zazo

2018-01-01

ABSTRACT The Clock Drawing Test (CDT) is an important instrument for screening individuals suspected of having cognitive impairment. Objective: To determine the influence of education on the performance of healthy adults on the CDT. Methods: A total of 121 drawings by healthy adults without neurological complaints or impairments were analysed. Participants were stratified by educational level into 4 subgroups: 27 illiterate adults, 34 individuals with 1-4 years of formal education, 30 with 5-11 years, and 30 adults with >11 years' formal education. Scores on the CDT were analyzed based on a scale of 1-10 points according to the criteria of Sunderland et al. (1989).¹ The Kruskal-Wallis test was applied to compare the different education groups. Tukey's multiple comparisons test was used when a significant factor was found. Results: Although scores were higher with greater education, statistically significant differences on the CDT were found only between the illiterate and other educated groups. Conclusion: The CDT proved especially difficult for illiterate individuals, who had lower scores. These results suggest that this screening test is suitable for assessing mainly visuoconstructional praxis and providing an overall impression of cognitive function among individuals, independently of years of education. PMID:29682235

Bringing Educational Fundraising Back to Great Britain: A Comparison with the United States

ERIC Educational Resources Information Center

Proper, Eve

2009-01-01

As a solution to dwindling government revenue, higher education in Great Britain has recently begun to increase fundraising. While it looks to the United States' higher education sector as a model, there are significant legal, historical and cultural differences between the two nations that could limit the British higher education sector's…

Online vs. On-Campus: An Analysis of Course Prices of U.S. Educational Institutions

ERIC Educational Resources Information Center

Wang, Shouhong

2015-01-01

Pricing online courses is an important issue for managing online education. This research note reports a statistical analysis of price differences between online courses and on-campus courses at 103 US educational institutions based on the data available on the Internet. The finding indicates that educational institutions set significantly lower…

The Philosophy and Politics of Multicultural Education and Anti-Racist Education: An Analysis of Current Literature.

ERIC Educational Resources Information Center

Vincent, Nelson C.

Multicultural education emerged as a curriculum and pedagogical movement in the late 1960s but it has yet to be clearly understood. Several distinct approaches to multicultural education constitute a range of curricular, pedagogical, and social justice perspectives each with significantly different political, social, and economic goals. A healthy…

Philosophy with Children, the Stingray and the Educative Value of Disequilibrium

ERIC Educational Resources Information Center

Murris, Karin Saskia

2008-01-01

Philosophy with children (P4C) presents significant positive challenges for educators. Its "community of enquiry" pedagogy assumes not only an epistemological shift in the role of the educator, but also a different ontology of "child" and balance of power between educator and learner. After a brief historical sketch and an outline of the diversity…

Inclusion and Student Learning: A Quantitative Comparison of Special and General Education Student Performance Using Team and Solo-Teaching

ERIC Educational Resources Information Center

Jamison, Joseph A.

2013-01-01

This quantitative study sought to determine whether there were significant statistical differences between the performance scores of special education and general education students' scores when in team or solo-teaching environments as may occur in inclusively taught classrooms. The investigated problem occurs because despite education's stated…

Intelligence or years of education: which is better correlated with memory function in normal elderly Japanese subjects?

PubMed

Murayama, Norio; Iseki, Eizo; Tagaya, Hirokuni; Ota, Kazumi; Kasanuki, Koji; Fujishiro, Hiroshige; Arai, Heii; Sato, Kiyoshi

2013-03-01

We compared differences in intelligence and memory function between normal elderly Japanese subjects with more years of education and those with fewer years of education. We also investigated clinical and neuropsychological factors that are strongly correlated with memory function. There were 118 normal elderly subjects who underwent the Mini-Mental State Examination, Wechsler Adult Intelligence Scale, 3rd edition (WAIS-III), and Wechsler Memory Scale Revised. Subjects with at least 13 years of education were categorized as the H group, and those with 12 years of education or less were categorized as the L group. Age and Mini-Mental State Examination scores were not significantly different between the two groups. On the WAIS-III, there were significant differences between the two groups in Verbal IQ and Full Scale IQ. On the Wechsler Memory Scale Revised, there were significant differences between the two groups in Visual Memory, General Memory, and Delayed Recall. Correlation coefficients between memory function and the other factors demonstrated significant but weak correlations between years of education and General Memory (R = 0.22) and between years of education and Delayed Recall (R = 0.20). Strong correlations were found between Verbal IQ and Verbal Memory (R = 0.45), between Verbal IQ and General Memory (R = 0.49), between Full Scale IQ and General Memory (R = 0.50) and between Full Scale IQ and Delayed Recall (R = 0.48). In normal elderly Japanese subjects, years of education weakly correlated with memory function while Verbal IQ, Full Scale IQ and Verbal Comprehension on WAIS-III had stronger correlations with memory function. Verbal IQ and Verbal Comprehension on WAIS-III were found to be insusceptible to the cognitive decline characteristic of Alzheimer's disease or amnestic mild cognitive impairment. Therefore, verbal intelligence, as measured by Verbal IQ and Verbal Comprehension, may be the most useful factor for inferring premorbid memory function in Alzheimer's disease or amnestic mild cognitive impairment patients. © 2013 The Authors. Psychogeriatrics © 2013 Japanese Psychogeriatric Society.

Condom provision and education in Minnesota public schools: a telephone survey of parents.

PubMed

Eisenberg, Marla E; Bernat, Debra H; Bearinger, Linda H; Resnick, Michael D

2009-09-01

Increasing correct and consistent condom use among sexually active adolescents continues to be a critical public health goal, with schools serving as key agents for achieving this goal through sexuality education and condom use provision. This research aims to describe the views of parents regarding school-based condom distribution and education programs, and examines how these views differ across demographic groups. Parents of school-age children in Minnesota were surveyed in telephone interviews (N = 1605; 63% participation) regarding their beliefs about condom availability and education. Chi-square tests of significance were used to detect differences in agreement with each statement for 10 demographic and personal characteristics. A majority of respondents held supportive views about condom availability and education programs. Strongest support centered on statements in the survey about teenagers needing information about condoms (86%) and showing actual condoms during classroom lessons (77%). Approximately two thirds of the parents agreed that school-based instruction about condoms should be "allowed" at the high school level (65%), and one fifth (21%) believed that this type of education should be "required." Support for condom availability and education programs differed significantly according to certain personal characteristics, with less supportive views from self-identified Born Again Christians and politically conservative parents. Public discourse regarding school-based sexuality education should include the viewpoints of parents of school-aged children as key stakeholders. Parents' perspectives provide unique and critical insights that school administrators and educators should consider as they develop educational and programmatic offerings regarding condoms.

Parental education and family status--association with children's cigarette smoking.

PubMed

Zaloudíková, Iva; Hrubá, Drahoslava; Samara, Ibrahim

2012-03-01

Social influences are among the most important factors associated with children's and adolescents' smoking. Social norms in families, peer groups, professional and municipal communities influence the individuals ones by the process of socialization obtained mainly by interactions and observations. Especially social context of the home environment expressed by household smoking restriction serves as a socialization mechanism that dissuades from the using of tobacco. Parental anti-smoking socialization practices (their attitudes and knowledge about children smoking, discussion about smoking in appropriate quality and frequency, smoking environment in homes) are influenced by their education and family status. Markers of social environment (the level of mothers' and fathers' education, family status) were investigated during interview with 5th graders included in the cohort participating in the programme "Non-smoking Is Normal". Data about the self-reported exposure to passive smoking at homes and cars were taken into consideration. Information about discussions with parents about smoking, opinions about adults smoking, experimentation with smoking, and concurrent decision about smoking in the future were obtained from 766 children aged 11 years. Those who did not know parental education or family status were excluded from the evaluation. Differences were evaluated using the chi-square, Mantel-Haenszel, Fisher and Yates corrected tests in the statistic software Epi Info, version 6. The level of mothers' and fathers' education significantly influenced the exposure of children to passive smoking. Compared to families of higher educated parents, children living in families with middle and low levels of parents' education were significantly more exposed to environmental tobacco smoke at home and in car (RR 1.38; 95% CI 1.04-1.83) and fewer of them live in non-smoking environments. In the whole cohort, 67.5% children have not smoked even one puff yet, 17.2% reported one single attempt, and 15.4% smoked repeatedly. The level of parents' education had no influence on children's concurrent smoking experimentation or on their concurrent decision about smoking in the future. There was also no difference in number of children who obtained cigarettes from their parents and parents' level of education (about 6%). When the level of maternal education was combined with the family status, significant differences were found. Compared to children living with two biological parents (highly educated mother), children from other groups more often reported current experimentating with smoking and lower number of those decided not to smoke in the future. No significant differences were found in other markers of knowledge and attitudes between children from analysed social family groups. In our study, the parental education has significantly influenced exposure of children to passive smoking at homes and in cars, but had no effect on children's opinions and attitudes about smoking. Higher education of mothers and family status significantly lowered the frequency of current experimentation and decision about future smoking among children living in families with two biological parents of whom mother attained higher education. It is necessary to seek ways for improving parental concern about smoking prevention.

Yoghurt in the Spanish diet: nutritional implications and socio-cultural aspects of its consumption.

PubMed

Capdevila, Francesca; Martí-Henneberg, Carles; Closa, Ricardo; Subías, Joaquín Escribano; Fernández-Ballart, Joan

2003-06-01

This study aims to analyse the differences, with regard to socio-cultural characteristics and dietary habits, between low and high consumers of yoghurt and other fermented dairy product desserts, and the nutritional significance of these differences. We analysed the diet of a healthy population (4-65 years), using the 24-hour recall method, on three non-consecutive days. The participants were grouped by age and sex and were also divided into tertiles on the basis of yoghurt consumption. We compared energy and nutrient intakes, educational level and socio-economic status in the low consumption (LC) group and the high consumption (HC) group. In general there were no significant differences in energy intake or nutritional profile between LC and HC groups. The only significant difference was in the percentage of energy provided by lipids, which was significantly lower in HC women, possibly due to the high number of women in this group who consumed low-fat yoghurt. There were significant differences in the distribution of HC and LC subjects according to the three educational levels but not according to socio-economic status. The fact of being a high consumer of fermented dairy products took place in the framework of other dietary changes that compensated for this high consumption, resulting in the absence of significant differences in energy intake and nutritional profile between HC and LC subjects. The only exception was found in women who consumed low-fat dairy products. There was a relationship between high consumption of fermented dairy products and educational level.

The care and course of diabetes: differences according to level of education.

PubMed

van der Meer, J B; Mackenbach, J P

1999-01-01

The objective of this study was to describe socioeconomic differences in the utilisation of health services among persons with diabetes and to link these differences with socioeconomic differences in the course of diabetes. A 2-year follow-up study (1991-1993) was done with data from a population-based survey in The Netherlands (city of Eindhoven and surroundings). Those reporting diabetes who also reported treatment with a diet, oral antidiabetics or insulin and who completed questionnaires in the years 1991 and 1993 (n = 173) were included in the analysis. Main outcome measures were: (1) the odds ratios according to level of education of utilisation of 11 types of service or medical checks in 1991, relevant for diabetes; and (2) odds ratios according to level of education of the difference between 1991 and 1993 in the prevalence of symptoms of diabetic complications. Controlling for severity of diabetes, contact rates with the general practitioner were significantly (P < 0.05) higher among those with primary education, compared to those with an educational level of intermediate vocational training or higher. Rates of checks by a specialist, influenza vaccination and many other checks were statistically significantly lower among those with a low educational level, although the group with the lowest educational level did not always show the lowest rates. Of symptoms indicating diabetes complications, the prevalence of pain in the legs and visual impairments developed more unfavourably among those with primary education. The prevalence of all symptoms together developed more unfavourably among those with primary education. A direct contribution of uptake of checks and services to the differential course of diabetes by education could not be demonstrated. People with diabetes with a low level of education have lower utilisation rates of checks and services relevant for diabetes care, and a worse outcome in terms of complications.

Evaluating Three Dimensions of Environmental Knowledge and Their Impact on Behaviour

NASA Astrophysics Data System (ADS)

Braun, Tina; Dierkes, Paul

2017-09-01

This research evaluates the development of three environmental knowledge dimensions of secondary school students after participation in a singular 1-day outdoor education programme. Applying a cross-national approach, system, action-related and effectiveness knowledge levels of students educated in Germany and Singapore were assessed before and after intervention participation. Correlations between single knowledge dimensions and behaviour changes due to the environmental education intervention were examined. The authors applied a pre-, post- and retention test design and developed a unique multiple-choice instrument. Results indicate significant baseline differences in the prevalence of the different knowledge dimensions between subgroups. Both intervention subsamples showed a low presence of all baseline knowledge dimensions. Action-related knowledge levels were higher than those of system and effectiveness knowledge. Subsample-specific differences in performed pro-environmental behaviour were also significant. Both experimental groups showed significant immediate and sustained knowledge increases in the three dimensions after programme participation. Neither of the two control cohorts showed any significant increase in any knowledge dimension. Effectiveness knowledge improved most. The amount of demonstrated environmental actions increased significantly in both intervention groups. Both control cohorts did not show shifts in environmental behaviour. Yet, only weak correlations between any knowledge dimension and behaviour could be found.

Factors Influencing Perception of Facial Attractiveness: Gender and Dental Education.

PubMed

Jung, Ga-Hee; Jung, Seunggon; Park, Hong-Ju; Oh, Hee-Kyun; Kook, Min-Suk

2018-03-01

This study was conducted to investigate the gender- and dental education-specific differences in perception of facial attractiveness for varying ratio of lower face contour. Two hundred eleven students (110 male respondents and 110 female respondents; aged between 20-38 years old) were requested to rate facial figures with alterations to the bigonial width and the vertical length of the lower face. We produced a standard figure which is based on the "golden ratio" and 4 additional series of figures with either horizontal or vertical alterations to the contour of lower face. The preference for each figure was evaluated using a Visual Analog Scale. The Kruskal Wallis test was used for differences in the preferences for each figure and the Mann-Whitney U test was used to evaluate gender-specific differences and differences by dental education. In general, the highest preference score was indicated for the standard figure, whereas facial figure with large bigonial width and chin length had the lowest score.Male respondents showed significantly higher preference score for facial contour that had a 0.1 proportional increase in the facial height-bigonial width ratio over that of the standard figure.For horizontal alterations to the facial profiles, there were no significant differences in the preferences by the level of dental education. For vertically altered images, the average Visual Analog Scale was significantly lower among the dentally-educated for facial image that had a proportional 0.22 and 0.42 increase in the ratio between the vertical length of the chin and the lip. Generally, the standard image based on the golden ratio was the most. Slender face was appealed more to males than to females, and facial image with an increased lower facial height were perceived to be much less attractive to the dentally-educated respondents, which suggests that the dental education might have some influence in sensitivity to vertical changes in lower face.

Internationalization and Culture in Higher Education

ERIC Educational Resources Information Center

Lumby, Jacky; Foskett, Nick

2016-01-01

Internationalization has attained great significance in Higher Education, driven by both educational philosophy and commercial imperatives. Cultural change is implied as both a related process and as a goal. The article considers the multifaceted ways in which culture might be conceived and linked to different orientations to internationalization.…

Social patterning of cardiovascular and metabolic risk in Colombian adults.

PubMed

Lucumi, Diego I; LeBrón, Alana M W; Schulz, Amy J; Mentz, Graciela

2017-08-01

To test for differences in cardiovascular and metabolic risk (CMR) by educational attainment and physical capital. To compare CMR among black, indigenous, and mixed populations, accounting for socioeconomic status (SES). We conducted multivariate analyses using cross-sectional data from a national survey of Colombian adults (n = 10,814) to examine the social patterning of CMR. In sex/gender-stratified models, a CMR index was regressed on educational attainment, physical capital, ethnicity/race, and age. Women with a primary education (OR = 1.64, 95% CI: 1.25, 2.15) had higher age- and ethnicity/race-adjusted odds of CMR than women with more than secondary education. Men with a primary education (OR = 0.67, 95% CI: 0.48, 0.92) had significantly lower adjusted odds of CMR than men with more than secondary education; these associations did not remain significant after adjustments for physical capital. Men in the first (OR = 0.45, 95% CI: 0.36, 0.57) and second (OR = 0.72, 95% CI: 0.57, 0.91) physical capital tertiles had significantly lower adjusted odds of CMR than those in the highest tertile. There was not a significant patterning of CMR by ethnicity/race for women or men, or by physical capital for women. Findings suggest that for Colombian adults CMR is patterned by SES; these associations differ by sex/gender.

Same Challenges, Different Processes: Perceptions on Governance Changes in Portuguese and Finnish Higher Education

ERIC Educational Resources Information Center

Diogo, Sara

2015-01-01

This article compares recent governance reforms in Finnish and Portuguese higher education (HE) systems and institutions (HEIs). Although Portugal and Finland differ significantly, both the countries have recently undertaken similar HE legislative reforms. This article analyses the contexts and implementation processes of these legal frameworks:…

The Effectiveness of Health Education on Maternal Anxiety, Circumcision Knowledge, and Nursing Hours: A Quasi-Experimental Study.

PubMed

Chang, Shu-Fang; Hung, Chich-Hsiu; Hsu, Yu-Yun; Liu, Yi; Wang, Tsu-Nai

2017-08-01

Many studies have shown that providing health education before surgery may significantly increase health knowledge and decrease anxiety in both patients and their family members. However, few studies have compared the effects on pediatric outpatient surgery outcomes of different health education instruction modes. This study compares the effects of two health education delivery modes on maternal knowledge and anxiety, the number of unexpected early hospital follow-up visits, and the time spent by nurses on health education. A quasi-experimental design with pretest and posttest was used to compare the effect on the outcomes of pediatric circumcision of a multimedia compact disc (CD) and a printed material.Seventy mothers of children who underwent Plastibell circumcision participated in this study. Both the printed material and the multimedia CD significantly increased the knowledge and reduced the anxiety levels of the participants. However, no significant differences in unscheduled early hospital follow-up visits postsurgery were found between the two modes of instruction. Furthermore, we found that significantly fewer hours were spent by nurses on health education for the multimedia CD group in comparison with the printed material group. In the current clinical environment of common staffing shortages, information tools may be used to cost-effectively assist and simplify nursing work. The findings of this study may provide a reference to medical centers that are working to reduce the time spent by nurses on health education for outpatient surgery patients. Furthermore, audiovisual health education tools are recommended to increase nursing effectiveness and save nursing time.

A Pilot Study to Determine the Effect of an Educational DVD in Philippine Languages on Cancer Clinical Trial Participation among Filipinos in Hawai'i.

PubMed

Felicitas-Perkins, Jamie Q; Palalay, Melvin Paul; Cuaresma, Charlene; Ho, Reginald Cs; Chen, Moon S; Dang, Julie; Loui, William S

2017-07-01

We conducted an experimental pilot study in an oncology clinic in Honolulu, Hawai'i to determine the effect of a culturally-tailored educational DVD on cancer clinical trial participation among Filipino cancer patients. Thirty-seven patients participated in the study, with 17 randomized into the control group (ie, usual education) and 20 into the intervention group (ie, usual education plus educational DVD). Participants completed pre- and post-educational questionnaires with items asking about understanding of several cancer topics, behavioral outcomes, and attitudes regarding several treatment and physician related topics. A Fisher's exact test was conducted to explore the association between enrollment into a clinical trial and group assignment. General linear models were created to determine significant differences between study groups in post-education response scores for each questionnaire item after controlling for age, gender, education, and pre-education response scores. Two participants from the control group and three participants from the intervention group enrolled into clinical trials. Results showed no significant association between clinical trial enrollment and study group assignment ( P > .99). A significant difference was found between study groups on surety of joining the clinical trial suggested to them ( P = .013). A multilingual educational DVD to supplement clinical trial education may positively influence Filipino cancer patients to move forward with the decision to join a cancer clinical trial. However, health literacy may serve as a major barrier to actual enrollment into the particular clinical trial available to a patient.

Evaluation of a Statewide HIV-HCV-STD Online Clinical Education Program by Healthcare Providers - A Comparison of Nursing and Other Disciplines.

PubMed

Wang, Dongwen; Luque, Amneris E

2016-01-01

The New York State HIV-HCV-STD Clinical Education Initiative (CEI) has developed a large repository of online resources and disseminated them to a wide range of healthcare providers. To evaluate the CEI online education program and in particular to compare the self-reported measures by clinicians from different disciplines, we analyzed the data from 1,558 course completions in a study period of three months. The results have shown that the overall evaluations by the clinicians were very positive. Meanwhile, there were significant differences across the clinical disciplines. In particular, physicians and nurse practitioners were the most satisfied. In contrast, pharmacists and case/care managers recorded lower than average responses. Nurses and counselors had mixed results. Nurse practitioners' responses were very similar to physicians on most measures, but significantly different from nurses in many aspects. For more effective knowledge dissemination, online education programs should consider the unique needs by clinicians from specific disciplines.

The effects of educational background on Montreal Cognitive Assessment screening for vascular cognitive impairment, no dementia, caused by ischemic stroke.

PubMed

Wu, Yuanbo; Wang, Muqiu; Ren, Mingshan; Xu, Wenhua

2013-10-01

It is possible that a patient's educational background has an effect on their Montreal Cognitive Assessment (MoCA) score, which is used to evaluate patients for vascular cognitive impairment, no dementia (VCIND) after ischemic stroke. Cognitive impairment was evaluated in patients with no cognitive impairment (NCI) or VCIND using the MoCA. The receiver operating characteristic curve and maximal Youden index were used to determine the optimal cut-off values to distinguish between NCI and VCIND. The sensitivity and specificity of MoCA were calculated for patients with primary, secondary and tertiary educational levels. Patients with NCI (n=111) and VCIND (n=95) were tested. In patients with a primary education, a significant difference was found between the two groups in each of the MoCA factors, except for naming. Likewise, a significant difference was found in all factors, except for naming, attention and calculation, for patients with a secondary education. For the patients with a tertiary education, a significant difference was found only in visuospatial/executive abilities, abstraction and memory (p<0.05). The optimal cut-off value for MoCA in order to identify VCIND was 22-23. MoCA showed an overall sensitivity of 65.26% and specificity of 78.73%. The sensitivity in the primary, secondary and tertiary educated groups was 97.06%, 56.10% and 40%, respectively, with the specificity being 47.22%, 87.80% and 100%, respectively. We suggest that the MoCA score needs to be amended according to the patient's educational levels in order to improve the effectiveness of the screening. Copyright © 2013 Elsevier Ltd. All rights reserved.

A cross-cultural investigation of multiple intelligences in university-level nutrition students

NASA Astrophysics Data System (ADS)

Short, Joy E.

Effective strategies for the recruitment and retention of a diverse student body in undergraduate nutrition and dietetics programs are needed in order for graduates to effectively meet the health and nutrition needs of a diverse clientele. One way to promote diversity and improve teaching methods in dietetics education is through a framework based on Howard Gardner's Theory of Multiple Intelligences (MI). The theory suggests that individuals possess varying degrees of eight different intelligences which are shaped by genetics and cultural context. Relatively little research has been conducted to investigate MI approaches in the areas of higher education, cross-cultural education, or dietetics education. Therefore, this study investigated the MI profiles of students within undergraduate nutrition programs at Universidad Iberoamericana in Mexico City, Mexico and Saint Louis University in St. Louis, Missouri, United States. Data were collected through the Multiple Intelligences Developmental Assessment Scales (MIDAS). The findings provide a profile of the intellectual dispositions for the study population and suggest that dietetics students in this cross-cultural study population score highest for the MIDAS scale measuring interpersonal intelligence, with significant differences occurring between scores for the eight intelligences measured by the MIDAS. Not only were there significant differences between scale scores when analyzing the population as a whole, there were also significant differences in scale scores when comparing American and Mexican students. This phenomenon was also true when scores were grouped into five ordinal categories. In addition, the findings suggest that differences exist among the particular skills associated with the intelligences for the students at each university. Results indicate that skills related to social sensitivity and persuasion are significantly higher than many other skills for dietetics students. Further, when comparing the American and Mexican students, significant differences were found between the two populations with regard to skills associated with the eight intelligences. With the exception of the Instrumental subscale, findings for the subscale scores were similar to those for the main scales, in that Mexican students' averaged higher scores. Recommendations related to dietetics education and suggestions for future research are provided.

The turn of the gradient? Educational differences in breast cancer mortality in 18 European populations during the 2000s.

PubMed

Gadeyne, S; Menvielle, G; Kulhanova, I; Bopp, M; Deboosere, P; Eikemo, T A; Hoffmann, R; Kovács, K; Leinsalu, M; Martikainen, P; Regidor, E; Rychtarikova, J; Spadea, T; Strand, B H; Trewin, C; Wojtyniak, B; Mackenbach, J P

2017-07-01

This study aims to investigate the association between educational level and breast cancer mortality in Europe in the 2000s. Unlike most other causes of death, breast cancer mortality tends to be positively related to education, with higher educated women showing higher mortality rates. Research has however shown that the association is changing from being positive over non-existent to negative in some countries. To investigate these patterns, data from national mortality registers and censuses were collected and harmonized for 18 European populations. The study population included all women aged 30-74. Age-standardized mortality rates, mortality rate ratios, and slope and relative indexes of inequality were computed by education. The population was stratified according to age (women aged 30-49 and women aged 50-74). The relation between educational level and breast cancer mortality was predominantly negative in women aged 30-49, mortality rates being lower among highly educated women and higher among low educated women, although few outcomes were statistically significant. Among women aged 50-74, the association was mostly positive and statistically significant in some populations. A comparison with earlier research in the 1990s revealed a changing pattern of breast cancer mortality. Positive educational differences that used to be significant in the 1990s were no longer significant in the 2000s, indicating that inequalities have decreased or disappeared. This evolution is in line with the "fundamental causes" theory which stipulates that whenever medical insights and treatment become available to combat a disease, a negative association with socio-economic position will arise, independently of the underlying risk factors. © 2017 UICC.

Impact of health education on drug adherence and self-care in people with epilepsy with low education.

PubMed

Dash, Deepa; Sebastian, Teenu Mary; Aggarwal, Meena; Tripathi, Manjari

2015-03-01

This study was conducted to observe the effect of a structured educational program on drug adherence and self-care management in people with epilepsy in a developing country. A total of 180 consecutive people with epilepsy were enrolled from the epilepsy clinic of a tertiary care hospital in North India. Out of these, 90 were randomized to the epilepsy health education group and received the educational program and 90 were in the control group and received the standard of care but did not receive any structured educational program. The modified Morisky Medication Adherence Scale (MMAS) and Epilepsy Self-Efficacy Scale (ESES) were administered to assess drug adherence and self-care, respectively, on the day of enrollment. The patients enrolled in the epilepsy health education group received 4 sessions of the structured educational program. The MMAS and ESES questionnaires were again administered to both groups after 6months. Continuous and categorical variables were compared between control and epilepsy health education groups using a chi-square test, with p value less than 0.05 considered significant. A comparison between pretest and posttest MMAS scores and ESES scores was done using a paired t-test. In the epilepsy health education group, the pretest mean MMAS score was 6.58 whereas the posttest mean MMAS score was 7.53; the difference was significant (p=0.001). The mean MMAS scores for the control group's pretest and posttest were 6.46 and 6.58, respectively, which were not significantly different (p=0.224). On comparing the ESES scores at the beginning of the study and after 6months, there was no significant change in both groups. The present study proves the efficacy of a structured educational program in improving drug adherence in a cohort of people with epilepsy with low educational background. Copyright © 2014 Elsevier Inc. All rights reserved.

Understanding the bullying dynamic among students in special and general education.

PubMed

Swearer, Susan M; Wang, Cixin; Maag, John W; Siebecker, Amanda B; Frerichs, Lynae J

2012-08-01

Students in general and special education experience bullying. However, few empirical investigations have examined involvement in bullying along the bully/victim continuum (i.e., as a bully, victim, or bully-victim) among students with disabilities. A total of 816 students, ages 9 to 16, participated in the present study. From this total sample 686 were not receiving special education services (categorized as "no disability"), and 130 were receiving special education services (categorized as "observable disability," "non-observable disability," and "behavioral disability"). Data on students' involvement in bullying, office referrals, and prosocial behavior were collected. Results indicated that students with behavioral disorders and those with observable disabilities reported bullying others more and being victimized more than their general education counterparts. Students with behavioral disorders also had significantly more office referrals than students in general education. Seventh graders in general education reported more bullying behavior than sixth graders and ninth grades in general education. Fifth graders in general education reported more victimization than students in all other grades in general education. However, the grade differences were not significant for students in special education. No gender differences on bullying and victimization were found. Students with disabilities reported less engagement in prosocial behaviors than their general education peers. Implications for bullying prevention and intervention across both general and special education are discussed. Copyright © 2012. Published by Elsevier Ltd.

Patient education in rheumatoid arthritis: the effectiveness of the ARC booklet and the mind map.

PubMed

Walker, D; Adebajo, A; Heslop, P; Hill, J; Firth, J; Bishop, P; Helliwell, P S

2007-10-01

To determine the effectiveness of a pictorial 'mind map' together with the Arthritis Research Campaign (ARC) booklet for imparting knowledge to participants with rheumatoid arthritis (RA). Also, we wished to relate this to their reading ability. We studied 363 participants with RA. Reading ability was assessed using the REALM, and knowledge was assessed using the Knowledge Scale Questionnaire (KSQ). Information on educational attainment, disease state and levels of anxiety and depression was also collected. Participants were randomly assigned to receive either the ARC booklet alone or the booklet and the mind map together. A significant minority (15%) of participants were functionally illiterate. There was a statistically significant increase in knowledge across both groups from baseline to reassessment after they were given the literature, but there was no difference in attainment between the groups. The more literate participants gained more knowledge regardless of the information they were given. They were also significantly less anxious and less depressed. The ARC booklet with or without the mind map was associated with a significant increase in knowledge. Poor readers had poor educational attainment and poor knowledge acquisition. The information on the mind map was not more accessible to them. Different educational strategies will be necessary to educate these patients.

Educational and Ecological Correlates of IQ: A Cross-National Investigation

ERIC Educational Resources Information Center

Barber, N.

2005-01-01

The new paradigm of evolutionary social science suggests that humans adjust rapidly to changing economic conditions, including cognitive changes in response to the economic significance of education. This research tested the predictions that cross-national differences in IQ scores would be positively correlated with education and negatively…

Educational Reform in England and the United States: The Significance of Contextual Differences.

ERIC Educational Resources Information Center

Swanson, Austin D.

1995-01-01

Explores British and American policy analysts' disparate perceptions about utility of major educational reforms (school-based management, school choice, and national standards). The Tories got carried away with their ideological agenda and have alienated teachers and the public. American educators are debating centralization/decentralization, but…

IDRA Newsletter. Volume 44, No. 5

ERIC Educational Resources Information Center

Goodman, Christie L., Ed.

2017-01-01

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Family Leadership in Education and includes (1) IDRA Education CAFE--A Structure for Families Transforming Schools in their…

Higher-Education Policies and Welfare Regimes: International Comparative Perspectives

ERIC Educational Resources Information Center

Pechar, Hans; Andres, Lesley

2011-01-01

All Organisation for Economic Cooperation and Development (OECD) countries have experienced an unprecedented expansion in higher education during the second half of the twentieth century. This was only possible because higher education became part of national welfare policies. OECD countries differ, however, with respect to the significance of…

Teaching Economics. Second Edition.

ERIC Educational Resources Information Center

Lee, Norman, Ed.

The purpose of this book is to review the place of economics education in the curriculum and to investigate the significance of developments in educational theory and practice for the teaching of economics. It consists of a collection of studies on different aspects of economics education, prepared by 24 contributors from British and North…

Developing an Educational Performance Indicator for New Millennium Learners

ERIC Educational Resources Information Center

Kang, Myunghee; Heo, Heeok; Jo, Il-Hyun; Shin, Jongho; Seo, Jeonghee

2012-01-01

Educational performance based on the learning outcomes of formal schooling in a future knowledge society could be significantly different from that of today. This study investigates the possibilities of developing an educational performance indicator for new-millennium learners (NMLs). The researchers conducted literature reviews, a meeting of…

Sex Education and Premarital Sexual Behavior among American College Students.

ERIC Educational Resources Information Center

Spanier, Graham B.

1978-01-01

Interviews with 1177 male and female college students revealed no significant differences in sexual behavior between those who took public school sex education courses and those who did not, nor between those taught about birth control or about coitus. Implications for successful sex education programs are discussed. (SJL)

Improving Education in Confucian Countries through Analysis of Organizational Challenges, Leadership, and Responsibilities

ERIC Educational Resources Information Center

Schenck, Andrew D.

2015-01-01

While common philosophical foundations influence instruction and leadership in East Asian nations, variable historical factors also significantly impact education within these countries. The current study was designed to holistically examine educational systems in different Confucian contexts, so that contemporary issues and necessary reforms may…

Racial and ethnic differences in cognitive function among older adults in the USA

PubMed Central

Díaz-Venegas, Carlos; Downer, Brian; Langa, Kenneth M.; Wong, Rebeca

2016-01-01

Objective Examine differences in cognition between Hispanic, non-Hispanic black (NHB), and non-Hispanic white (NHW) older adults in the United States. Data/Methods The final sample includes 18 982 participants aged 51 or older who received a modified version of the Telephone Interview for Cognitive Status during the 2010 Health and Retirement Study follow-up. Ordinary least squares will be used to examine differences in overall cognition according to race/ethnicity. Results Hispanics and NHB had lower cognition than NHW for all age groups (51–59, 60–69, 70–79, 80+). Hispanics had higher cognition than NHB for all age groups but these differences were all within one point. The lower cognition among NHB compared to NHW remained significant after controlling for age, gender, and education, whereas the differences in cognition between Hispanics and NHW were no longer significant after controlling for these covariates. Cognitive scores increased with greater educational attainment for all race/ethnic groups, but Hispanics exhibited the least benefit. Discussion Our results highlight the role of education in race/ethnic differences in cognitive function during old age. Education seems beneficial for cognition in old age for all race/ethnic groups, but Hispanics appear to receive a lower benefit compared to other race/ethnic groups. Further research is needed on the racial and ethnic differences in the pathways of the benefits of educational attainment for late-life cognitive function. PMID:26766788

Does the Flipped Classroom Improve Learning in Graduate Medical Education?

PubMed

Riddell, Jeff; Jhun, Paul; Fung, Cha-Chi; Comes, James; Sawtelle, Stacy; Tabatabai, Ramin; Joseph, Daniel; Shoenberger, Jan; Chen, Esther; Fee, Christopher; Swadron, Stuart P

2017-08-01

The flipped classroom model for didactic education has recently gained popularity in medical education; however, there is a paucity of performance data showing its effectiveness for knowledge gain in graduate medical education. We assessed whether a flipped classroom module improves knowledge gain compared with a standard lecture. We conducted a randomized crossover study in 3 emergency medicine residency programs. Participants were randomized to receive a 50-minute lecture from an expert educator on one subject and a flipped classroom module on the other. The flipped classroom included a 20-minute at-home video and 30 minutes of in-class case discussion. The 2 subjects addressed were headache and acute low back pain. A pretest, immediate posttest, and 90-day retention test were given for each subject. Of 82 eligible residents, 73 completed both modules. For the low back pain module, mean test scores were not significantly different between the lecture and flipped classroom formats. For the headache module, there were significant differences in performance for a given test date between the flipped classroom and the lecture format. However, differences between groups were less than 1 of 10 examination items, making it difficult to assign educational importance to the differences. In this crossover study comparing a single flipped classroom module with a standard lecture, we found mixed statistical results for performance measured by multiple-choice questions. As the differences were small, the flipped classroom and lecture were essentially equivalent.

Creating an educationally minded schedule: one approach to minimize the impact of duty hour standards on intern continuity clinic experience.

PubMed

DeBlasio, Dominick; Kerrey, M Kathleen; Sucharew, Heidi; Klein, Melissa

2014-11-01

To determine if implementing an educationally minded schedule utilizing consecutive night shifts can moderate the impact of the 2011 duty hour standards on education and patient continuity of care in longitudinal primary care experience (continuity clinic). A 14-month pre-post study was performed in continuity clinic with one supervising physician group and two intern groups. Surveys to assess attitudes and education were distributed to the supervising physicians and interns before and after the changes in duty hour standards. Intern groups' schedules were reviewed for the number of regular and alternative day clinic (i.e. primary care experience on a different weekday) sessions and patient continuity of care. Fifteen supervising physicians and 51 interns participated (25 in 2011, 26 in 2012). Intern groups' comfort when discussing patient issues, educational needs and teamwork perception did not differ. Supervising physicians' understanding of learning needs and provision of feedback did not differ between groups. Supervising physicians indicated a greater ability to provide feedback and understand learning needs during regular continuity clinic sessions compared with alternative day clinics (all p < 0.05). No significant difference was detected between intern groups in the number of regularly scheduled continuity clinics, alternative day clinics or patient continuity of care. The 2011 duty hour standards required significant alterations to intern schedules, but educationally minded scheduling limited impact on education and patient continuity in care.

Effect of health education on knowledge, attitude and practices of personal hygiene among secondary school students in rural Sokoto, North West, Nigeria.

PubMed

Abiola, A O; Nwogu, E E; Ibrahim, M T O; Hassan, R

2012-01-01

Personal hygiene related diseases are serious public health problems in developing countries. To assess the effect of health education on knowledge, attitude, and practices of personal hygiene among rural secondary school students in Sokoto state, north western Nigeria. A quasi-experimental controlled study with pretest and post-test design was carried out. A total 120 subjects per group were selected by multistage sampling technique. Two pre-tested instruments, structured interviewer-administered questionnaire and observer's checklist for personal hygiene practices were used for data collection. Health education intervention was carried out one week after baseline data collection and repeated after four weeks for the intervention group only. Postintervention data collection was carried out in both intervention and control groups three months after the 2nd intervention. However, for ethical consideration, the control group was also provided with the health education intervention similar to that provided to the intervention group. A total of 120 and 116 subjects in the intervention and control groups respectively participated in all phases of the study. The mean knowledge score (%) of the study subjects was high and similar (73.18 +/- 25.82; 77.06 +/- 21.79; p = 0.21) in both the intervention and control groups at baseline, but differed very significantly (91.16 +/- 11.03; 81.74 +/- 21.78; p < 0.0001) at post-intervention. The mean attitude score (%) was high but differ significantly (82.6 +/- 12.73; 86.38 +/- 10.74; p = 0.01) between the intervention and control groups at baseline, and further differed very significantly (95.5 +/- 3.66; 86.90 +/- 10.44; p < 0.0001) at post intervention. The mean reported practice score (%) was high but differ significantly (94.86 +/- 3.00; 93.25 +/- 6.31; p = 0.01) between the intervention and control groups at baseline, and further differed very significantly (96.68 +/- 4.08; 93.7 +/- 6.28; p < 0.0001) at post-intervention. The mean observed practice score (%) was high and similar (57.50 +/- 29.65; 61.35 +/- 28.49; p = 0.31) in both the intervention and control groups at baseline, but differed very significantly (88.20 +/- 9.99; 62.10 +/- 26.94; p < 0.0001) at post-intervention. Health education intervention had impact on knowledge base, attitude and practice of study subjects in intervention group compared to control group. Personal hygiene health education is therefore recommended to be taught in secondary schools.

Medical education: Changes and perspectives

PubMed Central

Zhang, Qin; Lee, Liming; Gruppen, Larry D.; Ba, Denian

2013-01-01

As medical education undergoes significant internationalization, it is important for the medical education community to understand how different countries structure and provide medical education. This article highlights the current landscape of medical education in China, particularly the changes that have taken place in recent years. It also examines policies and offers suggestions about future strategies for medical education in China. Although many of these changes reflect international trends, Chinese medical education has seen unique transformations that reflect its particular culture and history. PMID:23631405

The Influence of Education and Family Background on Women's Earnings in Midlife: Evidence from a British National Birth Cohort Study.

ERIC Educational Resources Information Center

Kuh, Diana; Head, Fenny; Hardy, Rebecca; Wadsworth, Michael

1997-01-01

Observes that research on the influence of education on adult earnings hasn't focused on differences between women. Looks at British women born immediately after World War Two. Shows that women who were able to take advantage of expanded educational opportunities and achieve high educational qualifications earned significantly more than less…

Mediation in Local Educational Governance: The Educating Cities Movement in a Portuguese Town

ERIC Educational Resources Information Center

Lucio, Joana; Neves, Tiago

2010-01-01

Educational processes have had to deal with the significant changes that have been occurring throughout the world, at different levels, in the last few decades. The Educating Cities movement, which has been followed by cities from all over the world--from Rwanda to Denmark, through Mexico, Canada, Australia, South Korea and Italy--is an attempt to…

Research-Based Teacher Education? Exploring the Meaning Potentials of Swedish Teacher Education

ERIC Educational Resources Information Center

Alvunger, Daniel; Wahlström, Ninni

2018-01-01

In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study's aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of…

The Achievement Impact of the Inclusion Model on the Standardized Test Scores of General Education Students

ERIC Educational Resources Information Center

Garrett-Rainey, Syrena

2014-01-01

The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model…

Obesity explains gender differences in the association between education level and metabolic syndrome in South Korea: the results from the Korean National Health and Nutrition Examination Survey 2010.

PubMed

Ko, Ki Dong; Cho, BeLong; Lee, Won Chul; Lee, Hae Won; Lee, Hyun Ki; Oh, Bum Jo

2015-03-01

This study aimed to examine the association of educational level with metabolic syndrome (MS) and its risk factors by gender in South Korea. A total of 6178 participants aged 20 years or older from The Fifth Korean National Health and Nutrition Examination Survey were included in this study. A generalized linear model and adjusted proportion were used to identify educational disparities in MS, its components, and its risk factors (smoking, high-risk alcohol consumption, obesity, and stress). In women, a clearly inverse association between education level and MS were observed with significant trend, and the decreasing trends of all risk factors across education quartiles were in line with the inverse association. However, the association between education level and MS was not observed with a significant trend among men. An opposite trend of risk factors across education levels was shown in men, with an increasing trend for obesity and decreasing trends for smoking and high-risk alcohol consumption. These findings demonstrate that obesity can explain gender differences in the association between education level and MS in South Korea. © 2013 APJPH.

Measuring post-secondary stem majors' engagement in sustainability: The creation, assessment, and validation of an instrument for sustainability curricula evaluation

NASA Astrophysics Data System (ADS)

Little, David L., II

Ongoing changes in values, pedagogy, and curriculum concerning sustainability education necessitate that strong curricular elements are identified in sustainability education. However, quantitative research in sustainability education is largely undeveloped or relies on outdated instruments. In part, this is because no widespread quantitative instrument for measuring related educational outcomes has been developed for the field, though their development is pivotal for future efforts in sustainability education related to STEM majors. This research study details the creation, evaluation, and validation of an instrument -- the STEM Sustainability Engagement Instrument (STEMSEI) -- designed to measure sustainability engagement in post-secondary STEM majors. The study was conducted in three phases, using qualitative methods in phase 1, a concurrent mixed methods design in phase 2, and a sequential mixed methods design in phase 3. The STEMSEI was able to successfully predict statistically significant differences in the sample (n= 1017) that were predicted by prior research in environmental education. The STEMSEI also revealed statistically significant differences between STEM majors' sustainability engagement with a large effect size (.203 ≤ eta2 ≤ .211). As hypothesized, statistically significant differences were found on the environmental scales across gender and present religion. With respect to gender, self-perceived measures of emotional engagement with environmental sustainability was higher with females while males had higher measures in cognitive engagement with respect to knowing information related to environmental sustainability. With respect to present religion, self-perceived measures of general engagement and emotional engagement in environmental sustainability were higher for non-Christians as compared to Christians. On the economic scales, statistically significant differences were found across gender. Specifically, measures of males' self-perceived cognitive engagement in knowing information related to economic sustainability were greater than those of females. Future research should establish the generalizability of these results and further test the validity of the STEMSEI.

Individual moral philosophies and ethical decision making of undergraduate athletic training students and educators.

PubMed

Caswell, Shane V; Gould, Trenton E

2008-01-01

Ethics research in athletic training is lacking. Teaching students technical skills is important, but teaching them how to reason and to behave in a manner that befits responsible health care professionals is equally important. To expand ethics research in athletic training by (1) describing undergraduate athletic training students' and educators' individual moral philosophies and ethical decision-making abilities and (2) investigating the effects of sex and level of education on mean composite individual moral philosophies and ethical decision-making scores. Stratified, multistage, cluster-sample correlational study. Mailed survey instruments were distributed in classroom settings at 30 institutions having Commission on Accreditation of Allied Health Education Programs (CAAHEP)-accredited athletic training programs. Undergraduate students and educators (n = 598: 373 women, 225 men; mean age = 23.5 +/- 6.3 years) from 25 CAAHEP-accredited athletic training programs. We used the Ethics Position Questionnaire and the Dilemmas in Athletic Training Questionnaire to compute participants' mean composite individual moral philosophies (idealism and relativism) and ethical decision-making scores, respectively. Three separate 2 (sex: male, female) x 3 (education level: underclass, upper class, educator) between-subjects factorial analyses of variance using idealism, relativism, and ethical decision-making scores as dependent measures were performed. Respondents reported higher idealism scores (37.57 +/- 4.91) than relativism scores (31.70 +/- 4.80) (response rate = 83%). The mean ethical decision-making score for all respondents was 80.76 +/- 7.88. No significant interactions were revealed. The main effect for sex illustrated that men reported significantly higher relativism scores ( P = .0014, eta (2) = .015) than did women. The main effect for education level revealed significant differences between students' and educators' idealism ( P = .0190, eta (2) = .013), relativism ( P < .001, eta (2) = .050), and ethical decision-making scores ( P < .001, eta (2) = .027). Tukey honestly significant difference post hoc analysis indicated that educators possessed lower idealism scores (36.90 +/- 5.70) and relativism scores (29.92 +/- 4.86) and higher ethical decision-making scores (82.98 +/- 7.62) than did students. Our findings do not support changes in athletic training ethics education practices to address sex-specific needs. However, when opportunities occur for students to reason using different ethical perspectives, educators should be aware of their students' and their own moral philosophies in order to optimally facilitate professional growth.

Comparison of Two Different Educational Methods for Teachers' Mammography Based on the Health Belief Model.

PubMed

Heydari, Esmat; Noroozi, Azita

2015-01-01

Breast cancer is the most common cancer in women. One way to decrease the burden of this cancer is early detection through mammography. This study compared the effectiveness of two different educational methods for teachers' uptake of mammography based on the Health Belief Model. The current study was a randomised trial of 120 teachers over 40 years old in two groups receiving multimedia or group education, both based on the Health Belief Model. Participants completed questionnaires before, immediately and three months after educational intervention. Mammography was evaluated before and after educational intervention. The participants in the two groups were demographically similar. Comparison showed no difference noted in the scores of knowledge, perceived barriers, susceptibility, and severity constructs between two groups (p > 0.05). Health motivation and benefit were perceived to be higher in the group education compared to the multimedia group. There was a significant difference in mammography between two groups after the intervention (p= 0.003). Planning and implementation of educational program based on the Health Belief Model can raise knowledge and increase participation in mammography especially with group education.

Comparison of the effectiveness of hands-on versus online education in child passenger safety.

PubMed

Mantha, Anita; Beckworth, Kristen L; Ansiaux, John A; Chen, Carol C; Hoffman, Benjamin; Shenoi, Rohit P

2017-08-28

Community paediatricians' knowledge of appropriate child safety seat (CSS) use in vehicles may be inadequate. We compared the effectiveness of hands-on and online education in improving and retaining child passenger safety (CPS) knowledge and skills among paediatric trainees. Paediatric trainees were randomised to receive hands-on skills training versus a 1-hour online module in CPS. CSS knowledge and installation skills were assessed using a validated 10-item/point questionnaire and an assessment tool respectively at baseline and after 6 months. Preintervention and postintervention knowledge improvement and CSS installation skills between groups were assessed using paired t-tests and effect size ( d ). Forty-eight students agreed to participate and were randomised. Thirty-nine completed training (hands-on: 23 and online: 15). At entry, no significant differences in learners' demographics and prior CPS education existed. Baseline CPS knowledge scores did not differ significantly between groups (p=0.26). Postintervention, both groups demonstrated a significant increase in knowledge scores (hands-on=3.1 (95% CI 2.4 to 3.7), p<0.0001; online=2.6 (95% CI 1.9 to 3.3), p<0.0001), though the pre-post gain in knowledge scores were not significantly different between groups (p=0.35). At follow-up, both groups demonstrated a significant increase in knowledge scores (hands-on=1.8 (95% CI 1.2 to 2.4), p<0.0001; online=1.1 (95% CI 0.7 to 1.6), p<0.0001) with the hands-on group scores significantly better than the online group (p<0.02). The long-term gain in knowledge scores was not significantly different between groups (p=0.12).Baseline CSS installation skill scores did not significantly differ between groups for forward-facing seats (p=0.16) and rear-facing seats (p=0.51). At follow-up, mean CSS installation skill scores significantly increased for the hands-on group (forward-facing seat: 0.8 (95% CI 0.16 to 1.44), p<0.02; rear-facing seat: 1.2 (95% CI 0.6 to 1.7), p<0.001) but not for the online group (forward-facing seat: 0.9 (95% CI -0.08 to 1.9), p=0.07); rear-facing seat: -0.2 (95% CI -1.1 to 0.7), p=0.6). Among paediatric trainees, hands-on and online CPS education are both effective in improving long-term CPS knowledge. Long-term installation skills for forward-facing and rear-facing CSS persist for hands-on education but are inconclusive for online education. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Survey on the use of the Internet as a source of oral health information among dental patients in Bangalore City, India.

PubMed

Naganandini, S; Rao, Rekha; Kulkarni, Smitha B

2014-01-01

Widespread internet usage worldwide allows increased access to medical and dental information and can be used for patient self-education. However, because there is little evidence about how the internet is impacting dentistry, this survey was conducted to determine how dental patients in Bangalore, India, use it as a source of information on oral health and to discover how it affects oral hygiene practices of patients. The data was collected from 572 patients attending the outpatient departments of public and private hospitals by administering a specially designed proforma questionnaire. The chi-square test (P < 0.05) was used to determine differences between different groups i.e. based on age, health care delivery and educational status of study participants. Out of 572 respondents using the internet, 150 (26.2%) used it for information on oral health. A higher number of males than females and a significantly higher percentage of people aged 18 to 40 years used the internet. A significantly higher number of respondents utilising dental health care from private providers used the internet as a source of information on oral health. The difference in the usage of internet for information on oral health by gender and age groups was due to higher internet access at the work place and through cybercafés. A significantly higher number of patients from the private sector and with higher educational background used the internet. Low socioeconomic status and a low educational level act as barriers to using the internet, which may explain the results of this study. Creating awareness amongst people of different educational backgrounds through appropriate means (following an individualised approach based on educational qualification) would increase internet use for acquiring information on oral health.

Awareness, Use, and Perceived Impact of Selected Stakeholders toward the Implementation of Skills Standards in the State of Illinois

ERIC Educational Resources Information Center

Bragg, Debra D.; Marvel, Matthew R.

2008-01-01

This study examined differences in the awareness, use, and perceived impact of educators, employers, and workforce training providers toward skills standards implementation in the State of Illinois. Group differences were revealed on the use of skills standards, with educators displaying significantly higher levels of use than employers or…

Education and Competitive Economy: How Do Cultural Dimensions Fit In?

ERIC Educational Resources Information Center

Cheung, Hoi Yan; Chan, Alex Wing Ho

2010-01-01

Globalization has changed the way people behave in different aspects of life. One of the significant differences is that people are now competing with everyone around the world, not just people within or near their own regions. A good way of remaining competitive is to provide quality education that can help students meet the needs of the…

Gender Differences in Perceptions of Ethics among Teacher Education Students at San Diego State University

ERIC Educational Resources Information Center

Kegler, Dorothy E.

2011-01-01

The Problem: The purpose of this study was to determine if there were significant differences between male and female college students' perceptions on a survey of ethics. Method: A quasi-experimental research design was administered with gender as the primary independent variable. Approximately 100 students from the School of Education Program…

Effect of a parenting education program on girls’ life satisfaction in governmental guidance schools of Shiraz

PubMed Central

KAVEH, MOHAMMAD HOSSIEN; MORADI, LEILA; GHAHREMANI, LEILA; TABATABAEE, HAMID REZA

2014-01-01

Introduction: One of the main determinants of adolescents’ life satisfaction is parenting skills. Due to the lack of educational trials in this field, this research was done to evaluate the effect of a parenting education program on girls’ life satisfaction in governmental guidance schools of Shiraz.  Methods: This study is an educational randomized controlled trial. At first, 152 female students in 2nd grade of governmental guidance schools and 304 parents (152 mother and 152 father) were selected by multistage random cluster sampling method. Then, they were categorized into experimental and control groups. Before and after the intervention, data were collected from two groups using multidimensional students’ life satisfaction scale with stability (Cronbach's alpha=0.89), test–retest and correlation coefficient (r=0.70). Educational intervention for parents was performed in the experimental group through presentations with question and answer, discussion in small groups and distribution of educational booklets in 5 volumes. Finally, the data were analyzed using SPSS 14 and through Mann-Whitney test, Chi-square test, Fisher’s Exact test, Wilcoxon test. Results: Before the intervention, the experimental and control groups did not show a statistically significant difference based on the demographic variables. Thetotal of life satisfaction scores and also its subscales in the experimental and controlgroup, before and six weeks afterthe educational interventiondid showstatisticallysignificant difference (p<0.001). The scores of differences (pre-test/post-test) in total life satisfaction between the experimental and control groups were statistically significant difference (p<0.001). Conclusion: According to low scores of the students in the pre-test, especially in the control group which didn’t undergo any educational program, holding scheduled educational intervention is necessary. This study not only supports the effectiveness of educational intervention but also recommends further educational research to develop knowledge regarding patterns of parenting education. PMID:25512913

Long-term effects of nurse-led individualized education on middle-aged patients with acute coronary synrome: a quasi-experimental study.

PubMed

Shim, Jae Lan; Hwang, Seon Young

2017-01-01

This study examined the long-term effects of nurse-led, individualized education on self-efficacy, self-care compliance, and health-related quality of life (HRQoL) in middle-aged patients with new-onset acute coronary syndrome . A quasi-experimental pretest-posttest design was used in the study. A cardiovascular nurse provided individualized education to the intervention group ( n  = 32), and self-efficacy, self-care compliance, and HRQoL at baseline and 3 and 12 months after discharge were compared to those of a control group ( n  = 30). Patients were recruited from a cardiovascular care unit at a university hospital between 2012 and 2013. Repeated measures analysis of variance was used to compare time-related changes. There was no significant difference in self-efficacy between the 2 groups over a fixed period ( F  = 3.47, p  = 0.067) and showed no interaction between the 2 groups ( F  = 0.45, p  = 0.636). However, significant differences were found in the main and interaction effects between the 2 groups and changes in self-care compliance over the follow-up period differed significantly between the 2 groups ( F  = 28.72, p  < 0.001). Changes in mental HRQoL over the follow-up period differed significantly between the 2 groups ( F  = 33.34, p  < 0.001) and significant interaction effect ( F  = 4.40, p  = 0.040). Structured nurse-led education should be provided to middle-aged patients with new-onset acute coronary syndrome, as part of routine predischarge education, to increase self-care compliance and mental HRQoL and prevent secondary adverse events. Trial registration number (TRN) is KCT0002454. The study was registered retrospectively with registration date July 9, 2017.

Which Form of Medical Training is the Best in Improving Interns’ knowledge Related to Advanced Cardiac Life Support Drugs Pharmacology? An Educational Analytical Intervention Study Between Electronic Learning and Lecture-Based Education

PubMed Central

Khoshbaten, Manouchehr; Soleimanpour, Hassan; Ala, Alireza; Shams Vahdati, Samad; Ebrahimian, Kimia; Safari, Saeid; Golzari, Samad EJ; Salek Ranjbarzadeh, Fariba; Mehdizadeh Esfanjani, Robab

2014-01-01

Background: Conventional educational systems seem to be improper throughout the cardiopulmonary resuscitation (CPR) teaching process. The most common causes of failed resuscitation are unfamiliarity with cardiopulmonary resuscitation algorithms, poor performance of leader of the CPR team and lack of skilled personnel, coordination among members during resuscitation, and responsibility of staff. Objectives: Electronic learning, as a new educational method is controversial issue in medical education for improving physicians’ practical knowledge and it is inevitable that further research on its effectiveness should be done. Materials and Methods: The present study is a prospective, pre- and post-educational, cross-sectional research, in which 84 interns were randomly divided into two groups. pre- and post- educational interventions that took place in the Department of Emergency Medicine, interns were evaluated by 21 multiple choice questions related to American Heart Association guidelineson cardiopulmonary resuscitation drugs. Questions were assessed in terms of routes for CPR drugs administration, CPR drug dosage forms, clinical judgment and appropriate CPR drug administration, and the alternative drugs in emergency situations. Data were analyzed by generalized estimating equations regression models and P < 0.05 was considered statistically significant. Results: Evaluating the effectiveness of both educational methods revealed that the mean answering score for 21 questions before education was 7.5 ± 2.6 and no significant difference was observed in groups (P = 0.55). However, after education, the average scores significantly increased to 11.0 ± 3.9 (P < 0.001). Electronic learning method was not associated with considerable increase in the knowledge of interns in this group compared with the lecture-based group (P = 0.49). Conclusions: No significant differences were observed between electronic learning and lecture-based education in improving interns’ knowledge of CPR drugs. PMID:24719802

Attitudes to Wetland Restoration in Oxfordshire and Cambridgeshire, UK.

ERIC Educational Resources Information Center

Rispoli, Donna; Hambler, Clive

1999-01-01

Examines adult attitudes toward wetlands in order to assess perceptions and thus educational failings as a barrier to wetland restoration. Finds relatively positive attitudes with significant differences between social groups and near-significant differences between genders. Contains 32 references. (Author/WRM)

A depression training session with consumer educators to reduce stigmatizing views and improve pharmacists' depression care attitudes and practices.

PubMed

Liekens, Sophie; Smits, Tim; Laekeman, Gert; Foulon, Veerle

2013-08-12

To measure the impact of a depression training day for pharmacists that included a 75-minute session with a consumer educator. The training day included interactive lectures on depression; the effects and side effects of and indications for the use of antidepressants; adherence issues; non-drug treatment options for depression; and basic skills in communication. Pharmacists also participated in a session with a consumer educator and in counseling exercises that included role playing. The study used a randomized, clustered, comparative design to measure pharmacists' stigma, attitudes, and current practice related to the provision of pharmaceutical care to people with depression. Mean scores for depression-care practice after the training session were significantly higher in the intervention group than in the control group. Analysis of the changes between baseline and postintervention measures in both the control and intervention groups confirmed a significant difference in the change in both social distance and practice but no significant difference in the change in attitude between the 2 groups of pharmacists. A continuing-education depression training day for pharmacists that involve consumer educators may improve the care delivered in the community pharmacy to people with depression.

Sex differences in moral reasoning: response to Walker's (1984) conclusion that there are none.

PubMed

Baumrind, D

1986-04-01

Data from the Family Socialization and Developmental Competence Project are used to probe Walker's conclusion that there are no sex differences in moral reasoning. Ordinal and nominal nonparametric statistics result in a complex but theoretically meaningful network of relationships among sex, educational level, and Kohlberg stage score level, with the presence and direction of sex differences in stage score level dependent on educational level. The effects on stage score level of educational level and working status are also shown to differ for men and women. Reasons are considered for not accepting Walker's dismissal of studies that use (a) a pre-1983 scoring manual, or (b) fail to control for education. The problems presented to Kohlberg's theory by the significant relationship between educational and stage score levels in the general population are discussed, particularly as these apply to the postconventional level of moral reasoning.

Age and education influence the performance of elderly women on the dual-task Timed Up and Go test.

PubMed

Gomes, Gisele de Cássia; Teixeira-Salmela, Luci Fuscaldi; Fonseca, Bruna Espeschit; Freitas, Flávia Alexandra Silveira de; Fonseca, Maria Luísa Morais; Pacheco, Bruna Débora; Gonçalves, Marisa Rocha; Caramelli, Paulo

2015-03-01

Gait variability is related to functional decline in the elderly. The dual-task Timed Up and Go Test (TUG-DT) reflects the performance in daily activities. Objective To evaluate the differences in time to perform the TUG with and without DT in elderly women with different ages and levels of education and physical activity. Method Ninety-two elderly women perfomed the TUG at usual and fast speeds, with and without motor and cognitive DT. Results Increases in the time to perform the TUG-DT were observed at older ages and lower educational levels, but not at different levels of physical activity. More educated women performed the test faster with and without DT at both speeds. When age was considered, significant differences were found only for the TUG-DT at both speeds. Conclusion Younger women with higher education levels demonstrated better performances on the TUG-DT.

Education, Genetic Ancestry, and Blood Pressure in African Americans and Whites

PubMed Central

Gravlee, Clarence C.; Mulligan, Connie J.

2012-01-01

Objectives. We assessed the relative roles of education and genetic ancestry in predicting blood pressure (BP) within African Americans and explored the association between education and BP across racial groups. Methods. We used t tests and linear regressions to examine the associations of genetic ancestry, estimated from a genomewide set of autosomal markers, and education with BP variation among African Americans in the Family Blood Pressure Program. We also performed linear regressions in self-identified African Americans and Whites to explore the association of education with BP across racial groups. Results. Education, but not genetic ancestry, significantly predicted BP variation in the African American subsample (b = −0.51 mm Hg per year additional education; P = .001). Although education was inversely associated with BP in the total population, within-group analyses showed that education remained a significant predictor of BP only among the African Americans. We found a significant interaction (b = 3.20; P = .006) between education and self-identified race in predicting BP. Conclusions. Racial disparities in BP may be better explained by differences in education than by genetic ancestry. Future studies of ancestry and disease should include measures of the social environment. PMID:22698014

Education, genetic ancestry, and blood pressure in African Americans and Whites.

PubMed

Non, Amy L; Gravlee, Clarence C; Mulligan, Connie J

2012-08-01

We assessed the relative roles of education and genetic ancestry in predicting blood pressure (BP) within African Americans and explored the association between education and BP across racial groups. We used t tests and linear regressions to examine the associations of genetic ancestry, estimated from a genomewide set of autosomal markers, and education with BP variation among African Americans in the Family Blood Pressure Program. We also performed linear regressions in self-identified African Americans and Whites to explore the association of education with BP across racial groups. Education, but not genetic ancestry, significantly predicted BP variation in the African American subsample (b=-0.51 mm Hg per year additional education; P=.001). Although education was inversely associated with BP in the total population, within-group analyses showed that education remained a significant predictor of BP only among the African Americans. We found a significant interaction (b=3.20; P=.006) between education and self-identified race in predicting BP. Racial disparities in BP may be better explained by differences in education than by genetic ancestry. Future studies of ancestry and disease should include measures of the social environment.

Impact of the new 16-hour duty period on pediatric interns' neonatal education.

PubMed

DeLaroche, Amy; Riggs, Thomas; Maisels, M Jeffrey

2014-01-01

To assess the impact of the 16-duty hour restriction on pediatric interns' neonatal education. Survey of interns clinical and educational experiences during their neonatal rotations. A total of 316 respondents in 2011, who worked >16 hours, were compared with 509 respondents in 2012, who worked ≤16 hours. The average work week decreased from 67.3 ± 9.6 to 59.3 ± 8.1 hours (P < .0001). The 2012 cohort attended fewer didactic lectures (-16%, P < .0001), grand rounds (-27%, P < .0001), and mock resuscitations (-16%, P < .005). There were no significant differences in the number of (1) patients on service, (2) deliveries attended, or (3) procedures. There was no significant difference in the median number of correct responses (4) on 10 knowledge-based multiple-choice questions. The decrease in duty hours was achieved without significantly affecting interns' knowledge or clinical experience.

[The mobile application of patient management in education and follow-up for patients following total knee arthroplasty].

PubMed

Huang, P; He, J; Zhang, Y M

2017-05-30

Objective: To apply themobile application of patient management in education and follow-up for patients following total knee arthroplasty, and evaluate the clinical outcomes. Methods: A total of 150 patients following total knee arthroplasty were chosen from May to October 2016 in orthopaedics department of our hospital, and they were randomly divided into two groups. On the basis of the traditional education, the observation group combined with the APP education, guidance of functional exercise and follow-up. While traditional face-to-face and telephone education were combined to control group. The activity, compliance and satisfaction score of the two groups were observed. Results: Finally, 132 patients were included in the study. The postoperative range of motion of the two groups in February were respectively (110.83±6.83)°and (105.45±7.53)°, the difference was statistically significant ( P <0.05); the range of motion in March were respectively (110±6.33)°and (103.26±7.57)°, the difference was statistically significant too ( P <0.05); Patients's compliance and satisfaction score in observation group were significantly better than control group( P <0.05). Conclusion: Combination of traditional face-to-face education with mobile application will improve effects of functional training, compliance, and hospital-discharge satisfaction, it will also both shorten the education time and increase the education efficiency. To sum up, it's worth being widely applied clinically.

Does Education Have Any Influence on Symptom Score of IBS Patients: A Randomized Controlled Study.

PubMed

Sarkar, S K; Tarafder, A J; Chowdhury, M; Alam, M S; Mohsin, M

2016-04-01

Despite much research, the pathophysiology of IBS remains poorly understood. So it is very difficult to treat. There is no standard treatment for IBS. Because IBS symptoms can be elicited or exacerbated by diet and stress, this suggests that patient education regarding his or her illness might be beneficial to patients in managing their symptoms. This study was done to see the short term effects of outpatient education in relation to change of symptom score in IBS patients. This is a prospective randomized comparative study. In this study a total of 80 patients were included. Forty patients were given only pharmacological management with Mebevarine hydrochloride 135mg thrice daily half an hour before meal and Amitryptline 10mg at night for six months and another forty were given education in addition to the same pharmacological treatment. In both the study group [medical management only versus medical management with education] changes of symptoms and quality of life of patients of IBS were assessed by using previously used, specially designed symptoms scoring system and a validated IBS-QOL instrument. There was no significant difference in severity of symptoms between only drug treatment group (118.973) and education plus drug treatment group (119.57) before treatment. The difference of improvement between the education group and without education group was not statistically significant (P>0.05), though the subsidence of pain in both the group before and after treatment was statistically significant (P<0.01).

Longitudinal relationships between college education and patterns of heavy drinking: a comparison between Caucasians and African-Americans.

PubMed

Chen, Pan; Jacobson, Kristen C

2013-09-01

The current study compared longitudinal relationships between college education and patterns of heavy drinking from early adolescence to adulthood for Caucasians and African-Americans. We analyzed data from 9,988 non-Hispanic Caucasian and African-American participants from all four waves of the National Longitudinal Study of Adolescent Health. Growth curve modeling tested differences in rates of change and levels of heavy drinking from ages 13 to 31 years among non-college youth, college withdrawers, 2-year college graduates, and 4-year college graduates, and compared these differences for Caucasians and African-Americans. There were significant racial differences in relationships between college education with both changes in and levels of heavy drinking. Rates of change of heavy drinking differed significantly across the college education groups examined for Caucasians but not for African-Americans. In addition, Caucasians who graduated from 4-year colleges showed the highest levels of heavy drinking after age 20 years, although differences among the four groups diminished by the early 30s. In contrast, for African-Americans, graduates from 2- or 4-year colleges did not show higher levels of heavy drinking from ages 20 to 31 years than the non-college group. Instead, African-American participants who withdrew from college without an associate's, bachelor's, or professional degree consistently exhibited the highest levels of heavy drinking from ages 26 to 31 years. The relationship between college education and increased levels of heavy drinking in young adulthood is significant for Caucasians but not African-Americans. Conversely, African-Americans are likely to be more adversely affected than are Caucasians by college withdrawal. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Longitudinal relationships between college education and patterns of heavy drinking: A comparison between Caucasians and African Americans

PubMed Central

Chen, Pan; Jacobson, Kristen C.

2013-01-01

Purpose The current study compared longitudinal relationships between college education and patterns of heavy drinking from early adolescence to adulthood for Caucasians and African Americans. Methods Data were collected from N=9,988 non-Hispanic Caucasian and African American participants from all four waves of the National Longitudinal Study of Adolescent Health. Growth curve modeling tested differences in rates of change and levels of heavy drinking from ages 13–31 among non-college youth, college withdrawers, 2-year-college graduates, and 4-year-college graduates, and compared these differences for Caucasians and African Americans. Results There were significant racial differences in relationships between college education with both changes in and levels of heavy drinking. Rates of change of heavy drinking differed significantly across the college education groups examined for Caucasians but not for African Americans. In addition, Caucasians who graduated from 4-year colleges showed the highest levels of heavy drinking after age 20, although differences between the four groups diminished by the early 30s. In contrast, for African Americans, graduates from 2- or 4-year colleges did not show higher levels of heavy drinking from ages 20–31 than the non-college group. Instead, African American participants who withdrew from college without an associate’s, bachelor’s, or professional degree consistently exhibited the highest levels of heavy drinking from ages 26–31. Conclusions The relationship between college education and increased levels of heavy drinking in young adulthood is significant for Caucasians but not African Americans. Conversely, African Americans are likely to be more adversely affected than Caucasians by college withdrawal. PMID:23707401

A school-based sleep education program for adolescents: a cluster randomized trial.

PubMed

Wing, Yun Kwok; Chan, Ngan Yin; Man Yu, Mandy Wai; Lam, Siu Ping; Zhang, Jihui; Li, Shirley Xin; Kong, Alice Pik Shan; Li, Albert Martin

2015-03-01

To evaluate the effectiveness of a multilevel and multimodal school-based education program. A cluster randomized controlled trial with 14 secondary schools in Hong Kong and a total of 3713 students (intervention: 1545 vs control: 2168; 40.2% boys; mean age ± SD: 14.72 ± 1.53 years) were included in the final analysis. The intervention included a town hall seminar, small class workshops, a slogan competition, a brochure, and an educational Web site. Their parents and teachers were offered sleep education seminars. The control schools did not receive any sleep program. Data were collected before and 5 weeks after the intervention. The students in the intervention group had significantly improved sleep knowledge compared with the control group (mean difference: 3.64 [95% confidence interval (CI): 3.21 to 4.07]; Cohen's d = 0.51) as measured by using a sleep knowledge questionnaire. Weekday sleep duration was reduced in both groups, and the significant difference in weekday sleep duration was lost in the intention-to-treat analysis (mean difference: 0:01 [95% CI: -0:00 to 0:04]). In addition, the intervention group had a lower incidence of consuming caffeine-containing energy drinks (adjusted odds ratio: 0.46 [95% CI: 0.22 to 0.99]) and had better behavioral (mean difference: -0.56 [95% CI: -1.02 to -0.10]; Cohen's d = 0.13) and mental health (mean difference: -0.30 [95% CI: -0.15 to -0.46]; Cohen's d = 0.11) outcomes. A school-based sleep education program was effective in enhancing sleep knowledge and improving behavioral and mental health, but it had no significant impact on sleep duration or pattern among adolescents. Copyright © 2015 by the American Academy of Pediatrics.

One State, Two State, Red State, Blue State: Education Funding Accounts for Outcome Differences

ERIC Educational Resources Information Center

Meece, Darrell

2008-01-01

Using publically available data, states coded as "blue" based upon results from the 2004 presidential election were significantly higher in education funding than were states coded as "red." Students in blue states scored significantly higher on outcome measures of math and reading in grades four and eight in 2004 and 2007 than did students in red…

Coping with the Sluggish Economy: State Responses to Revenue Shortfalls and Their Significance for Public Schools and Higher Education.

ERIC Educational Resources Information Center

Gaines, Gale

Responses of southern states to revenue shortfalls and their significance for public schools and higher education are examined in this report. Many different actions have been take to address state fiscal problems: most strategies require changes in revenue polices that increase taxes and fees or reallocate funds, and many have mandated spending…

Clinical, metabolic and psychological outcomes and treatment costs of a prospective randomized trial based on different educational strategies to improve diabetes care (PRODIACOR).

PubMed

Gagliardino, J J; Lapertosa, S; Pfirter, G; Villagra, M; Caporale, J E; Gonzalez, C D; Elgart, J; González, L; Cernadas, C; Rucci, E; Clark, C

2013-09-01

To evaluate the effect of system interventions (formalized data collection and 100% coverage of medications and supplies) combined with physician and/or patient education on therapeutic indicators and costs in Type 2 diabetes. This was a randomized 2 × 2 design in public health, social security or private prepaid primary care clinics in Corrientes, Argentina. Thirty-six general practitioners and 468 adults with Type 2 diabetes participated. Patients of nine participating physicians were selected randomly and assigned to one of four structured group education programmes (117 patients each): control (group 1), physician education (group 2), patient education (group 3), and both physician education and patient education (group 4), with identical system interventions in all four groups. Outcome measures included HbA(1c), BMI, blood pressure, fasting glucose, lipid profile, drug consumption, resource use and patient well-being at baseline and every 6 months up to 42 months. HbA(1c) decreased significantly from 4 mmol/mol to 10 mmol/mol by 42 months (P < 0.05); the largest and more consistent decrease was in the groups where patients and physicians were educated. Blood pressure and triglycerides decreased significantly in all groups; the largest changes were recorded in the combined education group. The World Health Organization-5 Lowe score showed significant improvements, without differences among groups. The lowest treatment cost was seen in the combined education group. In a primary care setting, educational interventions combined with comprehensive care coverage resulted in long-term improvement in clinical, metabolic and psychological outcomes at the best cost-effectiveness ratio. © 2013 The Authors. Diabetic Medicine © 2013 Diabetes UK.

Educational and sex differentials in life expectancies and disability-free life expectancies in São Paulo, Brazil, and urban areas in Mexico.

PubMed

Beltrán-Sánchez, Hiram; Andrade, Flávia Cristina Drumond

2013-08-01

To estimate transition probabilities between disability states, total life expectancy, and the latter's decomposition into years spent disabled and disability-free by age, sex, and education among older adults in São Paulo, Brazil, and urban areas in Mexico. Applied a micro-simulation method (Interpolative Markov Chains) using longitudinal data. We found large between-country educational differences in incidence of and recovery from disability with higher rates in Mexico than in São Paulo, but no differences in mortality. Older adults in Mexico spent longer time being disability-free than in São Paulo for both levels of education. Males and females in São Paulo spent a larger fraction of their remaining life disabled at every age than their counterparts in urban areas in Mexico. There were educational differences in the prevalence of disability in São Paulo and urban areas in Mexico, and significant educational differences in disability incidence and recovery across sites.

Gender and Social Class Differences in Japanese Mothers' Beliefs about Children's Education and Socialisation

ERIC Educational Resources Information Center

Yamamoto, Yoko

2016-01-01

Despite increasing rates of university attendance among women, a significant gender gap remains in socialisation and educational processes in Japan. To understand why and how gender-distinctive socialisation processes persist, this study aimed to examine both middle-class and working-class mothers' beliefs about gender, education, and children's…

Interpreting the Circulation of Educational Discourse across Space: Searching for New Vocabularies

ERIC Educational Resources Information Center

Beech, Jason; Artopoulos, Alejandro

2016-01-01

This article argues that certain established vocabularies that are used to interpret the circulation of educational discourse and its transformation in different settings have significant limitations to capture the complexity inherent to new geographies of power/knowledge in education and that, consequently, we need to develop new concepts to…

"Everything Is Different Here...": Mobilizing Capabilities through Inclusive Education Practices and Relationships

ERIC Educational Resources Information Center

McGrath, Brian

2006-01-01

There is some ambiguity and contention surrounding the role and potential of education and training measures beyond formal schooling. While labour market integration is generally the assumption underlining such projects and programmes, there is clearly another significant side to those measures that target educationally excluded youth; namely, its…

Rachel's Challenge: A Moral Compass for Character Education

ERIC Educational Resources Information Center

Hollingshead, Barbara; Crump, Christi; Eddy, Rochelle; Rowe, Dina

2009-01-01

Though American life in 1923 was significantly different than the present day, authors John Dewey and Diana Brannon share similar concerns about character. Historically, educators as far back as the 1800s have felt an obligation to the community to transcend the primary purpose for schooling by including character education in their curricula.…

How Sustainable Is Pupil Self-Esteem as an Educational Objective for Religious Minorities?

ERIC Educational Resources Information Center

Thanissaro, Phra Nicholas

2016-01-01

Although the importance of self-esteem in educational achievement is contested, it remains a significant touchstone of multicultural religious education. This study set out to establish differences in demographics and attitudes between high self-esteem and low self-esteem Buddhist teenagers who are a small religious minority in Britain. Low…

Researching the Educational Benefits of Diversity. Research Report No. 2005-4

ERIC Educational Resources Information Center

Shaw, Emily J.

2005-01-01

There are many different ways to research the educational benefits of diversity. Most of the findings from the research in this field suggest that experiences with diversity in higher education result in significant benefits on learning and democracy outcomes. This paper offers several examples of previous studies, as well as recommendations and…

The Effect of Children's Gender and Parental Education on Toddler Language Development

ERIC Educational Resources Information Center

Umek, Ljubica Marjanovic; Fekonja, Urska; Kranjc, Simona; Bajc, Katja

2008-01-01

Several studies have demonstrated that children's gender and parental education exert a significant, but not equal, effect on toddler language development at different ages. This study determined the effect of children's gender and parental education on the verbal competence of toddlers between 16 and 30 months. The sample included 953 Slovenian…

A Place-Based Process for Reimagining Learning in the Hawaiian Context

ERIC Educational Resources Information Center

Sang, Kau'i; Worchel, Jessica

2017-01-01

What would an educational system centered on core Hawaiian values look like? The Office of Hawaiian Education, established by the Hawai'i Department of Education (HIDOE) in 2015, has been exploring this question through a community-based process that differs significantly from typical Western approaches to policymaking. Often, policymakers use a…

Democracy, Social Justice and Education: Feminist Strategies in a Globalising World

ERIC Educational Resources Information Center

Enslin, Penny

2006-01-01

Recognising the relevance of Iris Marion Young's work to education, this article poses the question: given Iris Young's commitment to both social justice and to recognition of the political and ethical significance of difference, to what extent does her position allow for transnational interventions in education to foster democracy? First, it…

Higher Education Globalization in the Context of American Guidelines

ERIC Educational Resources Information Center

Bidyuk, Natalya

2016-01-01

The article deals with the problem of globalization impact on higher education system in the United Stated of America. It has been concluded that globalization as a phenomenon has been acquiring much significance in all the spheres, especially in higher education. Different views on the essence of globalization, especially in the context of higher…

Future Challenges in Higher Education--Bologna Experts' Community Case Study

ERIC Educational Resources Information Center

Yemini, Miri

2012-01-01

This work presents results from systematic analysis of the challenges for the future of higher education in European and neighboring countries as it was extracted from the Bologna experts and Higher Education Reform experts' opinions. Opinions of more than 100 experts from 35 countries were documented and analyzed. Significant differences in the…

Strategies for the Marketing of Higher Education with Comparative Contextual References between Australia and Turkey

ERIC Educational Resources Information Center

Demiray, Ugur; Nagy, Judy; Yilmaz, R. Ayhan

2007-01-01

Education is now a global product with institutions worldwide competing for students and finding ever more creative ways to satisfy student needs and preferences. With the continuing rise in the preference for flexible distance learning, educational institutions are finding that when students and faculty have significantly different cultural…

Vocational Education Offerings in Rural High Schools. Issue Brief.

ERIC Educational Resources Information Center

Hudson, Lisa; Shafer, Linda

A study examined the types of vocational education programs offered in rural, suburban, and urban schools. Data from the 1999 Survey on Vocational Programs in Secondary Schools indicate no significant differences in the distribution of vocational education offerings in urban and suburban schools, so they were combined into a single category of…

The education of scientists: Gender differences during the early life course

NASA Astrophysics Data System (ADS)

Shauman, Kimberlee Akin

In this dissertation, I examine gender differences in the science and engineering (S/E) educational trajectory--the pre-college and college experiences that lead to specialized education and qualification for an S/E occupation. This research makes important contributions by providing detailed and updated information about gender differences in the timing and causal mechanisms for flows into and out of the S/E educational trajectory. By using longitudinal data to model the linkages between past and future science experiences, I measure the dynamic process underlying the S/E educational trajectory and challenge the predominant "science pipeline" conceptualization of this process. I use the life course perspective as a guide to conceptualizing the S/E trajectory and to analyzing the social forces that shape the educational and career goals of individual women and men. I develop a conceptual model that specifies how the effects of a set of social influences gradually shift in measurable and predictable ways over the educational "life histories" of individuals. The causal factors in the model are (1) individual influences such as ability and attitudes, (2) familial influences, and (3) the influence of significant others in the social structure. To uncover gender differences in the process of becoming a scientist, I use four nationally representative longitudinal studies: the National Education Longitudinal Study of 1988, the Longitudinal Study of American Youth, the High School and Beyond, and the National Longitudinal Study of the Class of 1972. The empirical analyses of this dissertation focus on the individual and familial influences on participation in the S/E educational trajectory. Past experience in S/E education increases the likelihood of future participation, but persistence in the S/E trajectory is not the only viable route to S/E degree attainment. Entry into S/E majors during college is common, and it is a prevalent path to an S/E bachelor's degree, especially for women. The transition from high school to college is the point where the educational paths of males and females diverge significantly. Expectations about future family roles have the greatest influence on the gender differences in the patterns of participation in the S/E educational trajectory.

Former poliomyelitis as a health and socioeconomic factor. A paired sibling study.

PubMed

Farbu, Elisabeth; Gilhus, Nils Erik

2002-04-01

Eighty former poliomyelitis patients and the sibling nearest in age and of same sex were examined with matched-pair analysis to evaluate the effect of previous poliomyelitis (polio) on social factors and general health. Fifty-four pairs with women (68 %), and 26 pairs with men (32 %) with a mean age 60.4 years were included. Data were collected by questionnaire. There was no significant difference in length of education between patients and siblings (categories < 8 years, 8-12 years, and > 12 years). Employment rate at age 40 years was 78 % for patients and 88 % for siblings (full-time or part-time); this difference was not significant. Educational options were considered to have been excellent by 38 % of the patients and 26 % of the siblings (not significant), with a fair agreement within the pairs (kappa=0.31). There was no significant difference regarding professional options; rated as excellent by 33 % of patients, and 28 % of siblings, with a fair agreement (kappa=0.25) also for this issue. Perception of general health today expressed on a horizontal VAS-scale (0-10) was significantly lower among the patients than the siblings, mean values of 5.8 and 6.8 (P < 0.001) respectively. Patients also reported a lower quality of life (P=0.03), and less energy for leisure activities (P=0.008). Post polio symptoms like muscular and articular pain, and abnormal tiredness were more common among patients than siblings, whereas there was no difference regarding coexisting illness. In conclusion, polio patients and their siblings reckoned their educational and professional options to have been at the same level. The patients were well educated and employed to the same degree up to the age of 40 years, but now at a higher age reported reduced general health.

Nutrition and educational achievement of urban primary schoolchildren in Malaysia.

PubMed

Shariff, Z M; Bond, J T; Johnson, N E

2000-12-01

The relationship between nutrition, health and educational achievement of school-age population in less developed countries has been of interest to many researchers due to the frequent observation that many children did not complete primary school and those who completed, did not do as well as children in the developed countries. Nevertheless, nutritional and health status by itself is not the only variable affecting educational achievement, since biological, psychological, socioeconomic and cultural factors could directly or indirectly affect both nutrition, health status and educational achievement. The mechanism by which health and nutrition influence educational achievement is not well established, but poor health and malnutrition in early childhood may affect cognitive abilities, necessary for learning process and consequently educational achievement. A study was conducted in Kuala Lumpur, Malaysia, to investigate the relationship between nutritional status and educational achievement among primary schoolchildren from low income households (n = 399). A high percentage of them were mild-significantly underweight (52%), stunted (47%) and wasted (36%) and increasingly overweight (6%). In general, more boys than girls were found to experience some form of malnutrition. While weight-for-height did not differ significantly according to family, child and school factors, weight-for-age and height-for-age differed significantly by gender. Also, height-for-age was significantly related to household income. This indicates that stunting may be a consequence of prolonged socioeconomic deprivation. Educational achievement was measured based on test scores for Malay language (ML), English language (EL) and mathematics (MT). While a majority of the schoolchildren obtained optimum scores (>75) for ML and MT, the majority of them had insufficient scores (<50) for EL. Children's total score (TS) for the three subjects was significantly associated with household socioeconomic status, gender, birth order and heightfor- age. Even after controlling for household socioeconomic status, significant association between TS and height-for-age persisted. In this sample of schoolchildren, household income, gender, birth order and height-forage were significant predictors of TS. The finding that height-for-age is related to educational achievement agrees with other studies, which have reported that height-for-age, compared to weight-for-height or weight-forage is linked to educational achievement. Height-for-age reflects the accumulation of nutritional deprivation throughout the years, which may consequently affect the cognitive development of the children.

Attrition/Retention of Urban Special Education Teachers: Multi-Faceted Research and Strategic Action Planning. Final Performance Report, Volume 1. [Chapter Three and Chapter Four].

ERIC Educational Resources Information Center

Morvant, Martha; Gersten, Russell

This paper reports on a study investigating the issues that most significantly influence urban special education teachers' decisions to leave the field voluntarily or transfer to a different type of educational position. First, it presents the results of post-attrition interviews with 17 special educators who left their positions during or…

Can Educators Make a Difference? Experimenting with, and Experiencing, Democracy in Education. Critical Constructions: Studies on Education and Society

ERIC Educational Resources Information Center

Carr, Paul R., Ed.; Zyngier, David, Ed.; Pruyn, Marc, Ed.

2012-01-01

As the title of this book suggests, how one understands, perceives and experiences democracy may have a significant effect on how he/she actually engages in, and with, democracy. Within the educational context, this is a key concern, and forms the basis of the research presented in this volume within a critical, comparative analysis. The Global…

Prospective elementary teachers' conceptions of multidigit number: exemplifying a replication framework for mathematics education

NASA Astrophysics Data System (ADS)

Jacobson, Erik; Simpson, Amber

2018-04-01

Replication studies play a critical role in scientific accumulation of knowledge, yet replication studies in mathematics education are rare. In this study, the authors replicated Thanheiser's (Educational Studies in Mathematics 75:241-251, 2010) study of prospective elementary teachers' conceptions of multidigit number and examined the main claim that most elementary pre-service teachers think about digits incorrectly at least some of the time. Results indicated no statistically significant difference in the distribution of conceptions between the original and replication samples and, moreover, no statistically significant differences in the distribution of sub-conceptions among prospective teachers with the most common conception. These results suggest confidence is warranted both in the generality of the main claim and in the utility of the conceptions framework for describing prospective elementary teachers' conceptions of multidigit number. The report further contributes a framework for replication of mathematics education research adapted from the field of psychology.

Effectiveness of online education in teaching breast self- examination.

PubMed

Tuna, Arzu; Avdal, Elif Unsal; Yucel, Sebnem Cinar; Dal, Nursel Alp; Dicle, Aklime; Ozkan, Arife; Sezgin, Handan; Gumus, Aysun Babacan; Turgay, Ayse San; Degirmenci, Mustafa

2014-01-01

This research evaluated the effectiveness of an online education model in teaching breast self- examination to university staff and students. 1,679 women participated in a breast self-examination online training program. Breast self-examination knowledge evaluation forms developed by Maurer (1997) were used in the research and were evaluated on a 100 point scale. Paired t-test and McNemar's Test statistics were employed. The participants scored an average of 46.5 (14.0%) on knowledge on breast self-examination before training, but 77.4 (11.0%) one month after education and 76.7 (9.52%) after six months. There was a clear significant difference between these knowledge levels (p<0.05). Similarly, while the rate for systematic practice of breast self-examination among women was 30.8% before training it increased to 47.8% afterwards. Again the difference was significant (p<0.05). Online education is an effective method for teaching breast self-examination to women.

Socioeconomic status, physical fitness, self-concept, attitude toward physical education, and academic achievement of children.

PubMed

Aktop, Abdurrahman

2010-04-01

The goal was to analyze the physical fitness, self-concept, attitudes toward physical education, and academic achievement of Turkish elementary school children by socioeconomic status. 198 (101 boys, 97 girls) students from Grades 7 and 8 completed the Children's Attitude Inventory towards Physical Education, the Piers-Harris Children's Self-concept Scale, and Eurofit Physical Fitness Test Battery. Significant differences were found between the groups of Low and High socioeconomic status (SES) in terms of physical fitness and academic achievement. While the Low SES group had higher mean scores on physical fitness, mean academic achievements of the High SES group were higher. Mean differences in height, self-concept, and children's attitudes toward physical education by socioeconomic status were not statistically significant. Particular attention should be paid to physical fitness in children of high socioeconomic status and the academic achievement of children with low socioeconomic status.

Sibling dilution hypothesis: a regression surface analysis.

PubMed

Marjoribanks, K

2001-08-01

This study examined relationships between sibship size (the number of children in a family), birth order, and measures of academic performance, academic self-concept, and educational aspirations at different levels of family educational resources. As part of a national longitudinal study of Australian secondary school students data were collected from 2,530 boys and 2,450 girls in Years 9 and 10. Regression surfaces were constructed from models that included terms to account for linear, interaction, and curvilinear associations among the variables. Analysis suggests the general propositions (a) family educational resources have significant associations with children's school-related outcomes at different levels of sibling variables, the relationships for girls being curvilinear, and (b) sibling variables continue to have small significant associations with affective and cognitive outcomes, after taking into account variations in family educational resources. That is, the investigation provides only partial support for the sibling dilution hypothesis.

RELATIONSHIP OF PSYCHOTICISM WITH CERTAIN SOCIO-ECONOMIC VARIABLES1

PubMed Central

Arora, Manju Mehta (nee); Varma, V.K.

1982-01-01

SUMMARY A psychoticism questionnaire developed by the authors (Arora & Varma, 1980 a, b) was administered to 100 psychotics, 100 neurotics, 100 relatives of psychotics, and 100 normals. Relationship of P-score with six socioeconomic variables, i.e., age, sex, education, occupation, religion and urban, rural background was studied. P-score was found to be higher in younger age group (15-24 years) in each of the four clinical groups but was significantly low in psychoitics and their relatives. No sex differences were observed regarding P-score. Significant inverse relationship between P-score and education and occupational status was found only for the normal groups. No significant difference was seen in psychoticism score between the two religious groups—Hindus and Sikhs. Those from rural background had higher P-score as compared to those from urban background, but the differences did not reach statistical significance. PMID:21965906

Differences in Spontaneous Intracerebral Hemorrhage Cases between Urban and Rural Regions of Taiwan: Big Data Analytics of Government Open Data.

PubMed

Ting, Hsien-Wei; Chien, Ting-Ying; Lai, K Robert; Pan, Ren-Hao; Wu, Kuan-Hsien; Chen, Jun-Min; Chan, Chien-Lung

2017-12-10

This study evaluated the differences in spontaneous intracerebral hemorrhage (sICH) between rural and urban areas of Taiwan with big data analysis. We used big data analytics and visualization tools to examine government open data, which included the residents' health medical administrative data, economic status, educational status, and relevant information. The study subjects included sICH patients of Taipei region (29,741 cases) and Eastern Taiwan (4565 cases). The incidence of sICH per 100,000 population per year in Eastern Taiwan (71.3 cases) was significantly higher than that of the Taipei region (42.3 cases). The mean coverage area per hospital in Eastern Taiwan (452.4 km²) was significantly larger than the Taipei region (24 km²). The residents educational level in the Taipei region was significantly higher than that in Eastern Taiwan. The mean hospital length of stay in the Taipei region (17.9 days) was significantly greater than that in Eastern Taiwan (16.3 days) ( p < 0.001). There were no significant differences in other medical profiles between two areas. Distance and educational barriers were two possible reasons for the higher incidence of sICH in the rural area of Eastern Taiwan. Further studies are necessary in order to understand these phenomena in greater depth.

Body size of newborns in relation to mother's ethnicity and education: a pilot study from Vilnius City (Lithuania), 2005-2010.

PubMed

Tutkuviene, Janina; Morkuniene, Ruta; Bartkute, Karolina; Drazdiene, Nijole

2011-01-01

The purpose of this study was to analyse body size indices of newborns in Vilnius city (Lithuania) during 2005-2010 in relation with mother's education and ethnicity, and in parallel with the changes of socio-economic situation during the recent years. The present results were based on data (N = 18,084) from the Vilnius University Clinic of Obstetrics and Gynaecology. Comparison of the present Lithuanian data with other newborn studies was made. The analysis of socio-economic and demographic indicators of Lithuania, and the comparison of Gross Domestic Product of various countries was performed. The comparison of body size of newborns' data from the different countries showed that Lithuanian newborns were among the biggest babies. Some statistically significant differences in body size of newborns from different ethnic groups were established. Body length of Lithuanian newborns (M = 52.6 cm, SD = 2.5) was higher than length of Russian, Ukrainian and Romanian newborns. Body weight of Lithuanian newborns (M = 3511 g, SD = 485) was bigger than birth weight of Russian, Polish, Ukrainian and Romanian newborns. The analysis of newborns size by mother's education showed that body weight of neonates from mothers with the university education and from each other education group was bigger in comparison with the babies from respectively lower education group. The comparison of newborns weight by mother's ethnicity in relation to education level revealed nearly no discrepancies between size of newborns from mothers with the same education level at different ethnic group. The analysis of birth parameters by year has not established a statistically significant difference between the mean values for the body weight and body length of the whole investigated contingent of the full-term, single-birth newborns from Vilnius city during the 2005-2010. However, the tendency has been revealed that newborns from mothers with lower education were the most susceptible to negative economic changes after the 2008.

Illness intrusiveness explains race-related quality-of-life differences among women with systemic lupus erythematosus.

PubMed

Devins, G M; Edworthy, S M

2000-01-01

Our objective was to investigate whether quality of life in systemic lupus erythematosus (SLE) differs across ethnoracial groups and to identify factors that may explain race-related differences. Self-administered questionnaire data from 335 White, 40 Black, and 30 Asian women with SLE were obtained from a multi-center database. Measures assessed illness intrusiveness, psychological well-being, depressive symptoms, musculoskeletal pain, and learned helplessness. Extent of SLE disease activity was indexed by self-reported functional-system involvement. Educational attainment was indicated by number of years in school. Principal-components analysis reduced the four psychosocial measures to a single factor score. This represented psychosocial well-being In path analysis. Psychosocial well-being differed significantly across the three groups, with Whites reporting the highest, and Blacks the lowest, levels. Path analysis indicated that illness intrusiveness accounted for this race-related difference. Although disease activity was significantly associated with psychosocial well-being, it did not differ across ethnoracial groups. Illness intrusiveness and educational attainment emerged as independent mediators of the race-related difference in psychosocial well-being. We conclude that race-related quality-of-life differences exist among women with SLE and are mediated independently by illness intrusiveness and educational attainment.

A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems.

PubMed

Yardimci, Figen; Bektaş, Murat; Özkütük, Nilay; Muslu, Gonca Karayağız; Gerçeker, Gülçin Özalp; Başbakkal, Zümrüt

2017-01-01

The study process is related to students' learning approaches and styles. Motivation resources and problems determine students' internal, external, and negative motivation. Analyzing the study process and motivation of students yields important indications about the nature of educational systems in higher education. This study aims to analyze the relationship between the study process, and motivation resources and problems with regard to nursing students in different educational systems in Turkey and to reveal their effects according to a set of variables. This is a descriptive, cross-sectional and correlational study. Traditional, integrated and problem-based learning (PBL) educational programs for nurses involving students from three nursing schools in Turkey. Nursing students (n=330). The data were collected using the Study Process Questionnaire (R-SPQ-2F) and the Motivation Resources and Problems (MRP) Scale. A statistically significant difference was found between the scores on the study process scale, and motivation resources and problems scale among the educational systems. This study determined that the mean scores of students in the PBL system on learning approaches, intrinsic motivation and negative motivation were higher. A positive significant correlation was found between the scales. The study process, and motivation resources and problems were found to be affected by the educational system. This study determined that the PBL educational system more effectively increases students' intrinsic motivation and helps them to acquire learning skills. Copyright © 2016 Elsevier Ltd. All rights reserved.

Benchmarking the Physical Therapist Academic Environment to Understand the Student Experience.

PubMed

Shields, Richard K; Dudley-Javoroski, Shauna; Sass, Kelly J; Becker, Marcie

2018-04-19

Identifying excellence in physical therapist academic environments is complicated by the lack of nationally available benchmarking data. The objective of this study was to compare a physical therapist academic environment to another health care profession (medicine) academic environment using the Association of American Medical Colleges Graduation Questionnaire (GQ) survey. The design consisted of longitudinal benchmarking. Between 2009 and 2017, the GQ was administered to graduates of a physical therapist education program (Department of Physical Therapy and Rehabilitation Science, Carver College of Medicine, The University of Iowa [PTRS]). Their ratings of the educational environment were compared to nationwide data for a peer health care profession (medicine) educational environment. Benchmarking to the GQ capitalizes on a large, psychometrically validated database of academic domains that may be broadly applicable to health care education. The GQ captures critical information about the student experience (eg, faculty professionalism, burnout, student mistreatment) that can be used to characterize the educational environment. This study hypothesized that the ratings provided by 9 consecutive cohorts of PTRS students (n = 316) would reveal educational environment differences from academic medical education. PTRS students reported significantly higher ratings of the educational emotional climate and student-faculty interactions than medical students. PTRS and medical students did not differ on ratings of empathy and tolerance for ambiguity. PTRS students reported significantly lower ratings of burnout than medical students. PTRS students descriptively reported observing greater faculty professionalism and experiencing less mistreatment than medical students. The generalizability of these findings to other physical therapist education environments has not been established. Selected elements of the GQ survey revealed differences in the educational environments experienced by physical therapist students and medical students. All physical therapist academic programs should adopt a universal method to benchmark the educational environment to understand the student experience.

Comparing perceived self-management practices of adult type 2 diabetic patients after completion of a structured ADA certified diabetes self-management education program with unstructured individualized nurse practitioner led diabetes self-management education.

PubMed

Wooley, Dennis S; Kinner, Tracy J

2016-11-01

The purpose was to compare perceived self-management practices of adult type 2 diabetic patients after completing an American Diabetes Association (ADA) certified diabetes self-management education (DSME) program with unstructured individualized nurse practitioner led DSME. Demographic questions and the Self-Care Inventory-Revised (SCIR) were given to two convenience sample patient groups comprising a formal DSME program group and a group within a clinical setting who received informal and unstructured individual education during patient encounters. A t-test was executed between the formal ADA certified education sample and the informal sample's SCI-R individual scores. A second t-test was performed between the two samples' SCI-R mean scores. A t-test determined no statistically significant difference between the formal ADA structured education and informal education samples' SCI-R individual scores. There was not a statistically significant difference between the samples' SCI-R mean scores. The study results suggest that there are not superior DSME settings and instructional approaches. Copyright © 2016 Elsevier Inc. All rights reserved.

Receptive language and educational attainment for sexually abused females.

PubMed

Noll, Jennie G; Shenk, Chad E; Yeh, Michele T; Ji, Juye; Putnam, Frank W; Trickett, Penelope K

2010-09-01

The objective of this study was to test whether the experience of childhood sexual abuse is associated with long-term receptive language acquisition and educational attainment deficits for females. Females with substantiated familial childhood sexual abuse (n=84) and a nonabused comparison group (n=102) were followed prospectively for 18 years. Receptive language ability was assessed at 6 time points across distinct stages of development, including childhood, adolescence, and young adulthood. Rates of high school graduation and total educational attainment were assessed during young adulthood. Hierarchical linear modeling revealed that receptive language did not differ between the groups at the initial assessment point in childhood; however, a significant group by time interaction was observed across development with abused females (1) acquiring receptive language at a significantly slower rate throughout development and (2) achieving a lower overall maximum level of proficiency. Significant differences in receptive language scores emerged as early as midadolescence. In addition, abused females reported significantly lower rates of high school graduation and lower overall educational attainment when compared with their nonabused peers. Exposure to childhood sexual abuse may be a significant risk factor for cognitive performance and achievement deficits for victims. These findings have particular public health relevance given the high prevalence of sexual abuse and that poor cognitive functioning and low levels of educational attainment can contribute to continued adversity throughout the life course. Early intervention may assist victims in improving cognitive functioning, altering deleterious trajectories, and promoting greater life successes.

EXPLANATIONS FOR EDUCATION GRADIENTS IN DEPRESSION—THE CASE OF KOREA

PubMed Central

2013-01-01

Objectives We examine gender differences in educational gradients in depressive symptoms of married couples and identify what accounts for education gradients for husbands and wives. Methods We use a nationally representative sample of married couples from the 2006 Korean Longitudinal Study of Aging, which collected information about depressive symptoms and risk factors for both spouses. Results For married couples, we find significant education gradients in depressive symptoms for both husbands and wives. Economic resources, physical health, children, and the relationship of spouse explain educational gradients of both husbands and wives. On the other hand, work and organized social activities are important pathways for husbands, but not for wives. In contrast, spouse’s educational attainment accounts for wives’ educational gradient, but not husbands’. Conclusions Education is a strong predictor of depressive symptoms, but the pathways linking education to depressive symptoms differ between men and women. PMID:23645947

Effect of nutrition education and diet modification in iron depleted preschool children in nurseries in Tehran: a pilot study.

PubMed

Khoshnevisan, Farnaz; Kimiagar, Masood; Kalantaree, Nasser; Valaee, Nasser; Shaheedee, Nooshin

2004-07-01

In view of the high prevalence of iron deficiency in preschool children and its consequences, this study was carried out to examine the effect of nutrition education and dietary modification on 438 two- to six-year-old nursery school children in Tehran in 1999. Sixty-two children who were judged anemic, iron-depleted, or having low iron stores were randomly allocated to "control," "dietary modification" (consuming one additional citrus fruit after lunch), and "nutrition education" (teaching the mothers proper eating patterns based on the food pyramid) groups. Food habits were surveyed, including 24-hour dietary recall and food frequency, as well as timing of consumption of special items; this survey was carried out for each child before and after intervention. After three months, blood samples were taken from the subjects. The prevalence of anemia, iron depletion, and low iron stores was 11.4, 62.8, and 15.1% respectively, with no significant differences observed in hemoglobin and percent transferrin saturation (%TS) between the groups. Mean+/-SD serum ferritin concentrations in "control," "diet modification," and "nutrition education" groups were 8.9+/-3.1, 9.5+/-3.7, and 6.9+/-2.3 microg/dL. The same figures at the end of intervention were 6.9+/-3.5, 11.2+/-5, and 10.7+/-5.9 microg/dL, respectively. Analysis of variance showed ferritin concentrations to be significantly different, in that there was a reduction in the control and elevation in the nutrition education groups. There was no significant difference in %TS before and after the intervention. During three months of intervention, changes in frequency of fruit and fruit juice intake after the meals in nutrition education and diet modification groups were significantly correlated to serum ferritin alteration. Frequency of fruit juice intake (rich in vitamin C) after meals (at least five times a week) can significantly increase serum ferritin within three months. Therefore, educating mothers of iron-deficient children while increasing the iron stores in children can prevent the recurrence of iron deficiency and result in general child well-being.

School Career of One-Sided Talented Students in Secondary Education in the Netherlands

ERIC Educational Resources Information Center

Wisse, Pieter A. C.; Roelse, Mirjam; Admiraal, Wilfried F.

2014-01-01

Dutch mainstream education is a selective school system. Students are selected for different ability tracks at the age of 12. They are grouped to perform at the same level in all subjects, even though the students differ significantly in proficiency in mathematics and languages. Analysis of the streaming of 598 students in the first years of…

Pretest Differences in Drug-Related Variables among Intact College Classes: Implications for Outcome Evaluation in Drug Education.

ERIC Educational Resources Information Center

Gonzalez, Gerardo M.; Haney, Michael L.

1992-01-01

Identified significant pretest differences in drug-related variables in college students from alcohol and drug education class (n=99), stress management class (n=44), and social problems class (n=80). Higher levels of alcohol and drug abuse among students in drug abuse course suggests student users are possibly being attracted to course as means…

Factors Influencing Medical Student Attrition and Their Implications in a Large Multi-Center Randomized Education Trial

ERIC Educational Resources Information Center

Kalet, A.; Ellaway, R. H.; Song, H. S.; Nick, M.; Sarpel, U.; Hopkins, M. A.; Hill, J.; Plass, J. L.; Pusic, M. V.

2013-01-01

Participant attrition may be a significant threat to the generalizability of the results of educational research studies if participants who do not persist in a study differ from those who do in ways that can affect the experimental outcomes. A multi-center trial of the efficacy of different computer-based instructional strategies gave us the…

A Comparative Analysis of Spatial Visualization Ability and Drafting Models for Industrial and Technology Education Students

ERIC Educational Resources Information Center

Katsioloudis, Petros; Jovanovic, Vukica; Jones, Mildred

2014-01-01

The main purpose of this study was to determine significant positive effects among the use of three different types of drafting models, and to identify whether any differences exist towards promotion of spatial visualization ability for students in Industrial Technology and Technology Education courses. In particular, the study compared the use of…

Measuring medical students' motivation to learning anatomy by cadaveric dissection.

PubMed

Abdel Meguid, Eiman M; Khalil, Mohammed K

2017-07-01

Motivation and learning are inter-related. It is well known that motivating learners is clearly a complex endeavor, which can be influenced by the educational program and the learning environment. Limited research has been conducted to examine students' motivation as a method to assess the effectiveness of dissection in medical education. This study aimed to assess and analyze students' motivation following their dissection experience. A 29-item survey was developed based on the Attention, Relevance, Confidence, and Satisfaction model of motivation. Descriptive statistics were undertaken to describe students' motivation to the dissection experience. T-test and ANOVA were used to compare differences in motivational scores between gender and educational characteristics of students. Dissection activities appear to promote students' motivation. Gender difference was statistically significant as males were more motivated by the dissection experience than females. Comparison between students with different knowledge of anatomy was also significantly different. The study is an important step in the motivational design to improve students' motivation to learn. The outcome of this study provides guidance to the selection of specific strategies to increase motivation by generating motivational strategies/tactics to facilitate learning. Anat Sci Educ 10: 363-371. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Assessing the effectiveness of problem-based learning in physical diagnostics education in China: a meta-analysis

PubMed Central

Wang, Jianmiao; Xu, Yongjian; Liu, Xiansheng; Xiong, Weining; Xie, Jungang; Zhao, Jianping

2016-01-01

Problem-based learning (PBL) has been extensively applied as an experimental educational method in Chinese medical schools over the past decade. A meta-analysis was performed to assess the effectiveness of PBL on students’ learning outcomes in physical diagnostics education. Related databases were searched for eligible studies evaluating the effects of PBL compared to traditional teaching on students’ knowledge and/or skill scores of physical diagnostics. Standardized mean difference (SMD) with 95% confidence interval (CI) was estimated. Thirteen studies with a total of 2086 medical students were included in this meta-analysis. All of these studies provided usable data on knowledge scores, and the pooled analysis showed a significant difference in favor of PBL compared to the traditional teaching (SMD = 0.76, 95%CI = 0.33–1.19). Ten studies provided usable data on skill scores, and a significant difference in favor of PBL was also observed (SMD = 1.46, 95%CI = 0.89–2.02). Statistically similar results were obtained in the sensitivity analysis, and there was no significant evidence of publication bias. These results suggested that PBL in physical diagnostics education in China appeared to be more effective than traditional teaching method in improving knowledge and skills. PMID:27808158

Assessing the effectiveness of problem-based learning in physical diagnostics education in China: a meta-analysis.

PubMed

Wang, Jianmiao; Xu, Yongjian; Liu, Xiansheng; Xiong, Weining; Xie, Jungang; Zhao, Jianping

2016-11-03

Problem-based learning (PBL) has been extensively applied as an experimental educational method in Chinese medical schools over the past decade. A meta-analysis was performed to assess the effectiveness of PBL on students' learning outcomes in physical diagnostics education. Related databases were searched for eligible studies evaluating the effects of PBL compared to traditional teaching on students' knowledge and/or skill scores of physical diagnostics. Standardized mean difference (SMD) with 95% confidence interval (CI) was estimated. Thirteen studies with a total of 2086 medical students were included in this meta-analysis. All of these studies provided usable data on knowledge scores, and the pooled analysis showed a significant difference in favor of PBL compared to the traditional teaching (SMD = 0.76, 95%CI = 0.33-1.19). Ten studies provided usable data on skill scores, and a significant difference in favor of PBL was also observed (SMD = 1.46, 95%CI = 0.89-2.02). Statistically similar results were obtained in the sensitivity analysis, and there was no significant evidence of publication bias. These results suggested that PBL in physical diagnostics education in China appeared to be more effective than traditional teaching method in improving knowledge and skills.

Gender-specific interactions between education and income in relation to obesity: a cross-sectional analysis of the Fifth Korea National Health and Nutrition Examination Survey (KNHANES V)

PubMed Central

Chung, Woojin; Lim, Seung-ji; Lee, Sunmi; Kim, Roeul; Kim, Jaeyeun

2017-01-01

Objectives To identify gender-specific associations between education and income in relation to obesity in developed countries by considering both the interaction-effect terms of the independent variables and their main-effect terms. Design A cross-sectional study. Education and income levels were chosen as socioeconomic status indicators. Sociodemographics, lifestyles and medical conditions were used as covariates in multivariable logistic regression models. Adjusted ORs and predicted probabilities of being obese were computed and adjusted for a complex survey design. Setting Data were obtained from the Fifth Korea National Health and Nutrition Examination Survey (2010–2012). Participants The sample included 7337 male and 9908 female participants aged ≥19 years. Outcome measure Obesity was defined as body mass index of ≥25, according to a guideline for Asians. Results In models with no interaction-effect terms of independent variables, education was significantly associated with obesity in both men and women, but income was significant only in women. However, in models with the interaction-effect terms, education was significant only in women, but income was significant only in men. The interaction effect between income and education was significant in men but not in women. Participants having the highest predicted probability of being obese over educational and income levels differed between the two types of models, and between men and women. A prediction using the models with the interaction-effect terms demonstrated that for all men, the highest level of formal education was associated with an increase in their probability of being obese by as much as 26%. Conclusions The well-known, negative association between socioeconomic status and obesity in developed countries may not be valid when interaction effects are included. Ignoring these effects and their gender differences may result in the targeting of wrong populations for reducing obesity prevalence and its resultant socioeconomic gradients. PMID:29288171

The Implementation of Internationalisation in Israeli Teacher Training Colleges

ERIC Educational Resources Information Center

Yemini, Miri; Hermoni, Julie; Holzmann, Vered; Shokty, Liron; Jayusi, Wurud; Natur, Nazeh

2017-01-01

Higher education institutions worldwide are increasingly investing in "internationalisation," although its meanings and measures differ significantly between contexts, countries, and institutions. This article analyses the implementation of internationalisation in three second-tier higher education institutions specialising in teacher…

Antenatal breastfeeding education for increasing breastfeeding duration

PubMed Central

Lumbiganon, Pisake; Martis, Ruth; Laopaiboon, Malinee; Festin, Mario R; Ho, Jacqueline J; Hakimi, Mohammad

2014-01-01

Background Breastfeeding (BF) is well recognised as the best food for infants. The impact of antenatal BF education on the duration of BF has not been evaluated. Objectives To evaluate the effectiveness of antenatal BF education for increasing BF initiation and duration. Search methods We searched the Cochrane Pregnancy and Childbirth Group’s Trials Register (21 April 2010), CENTRAL (The Cochrane Library 2010, Issue 2), MEDLINE (1966 to April 2010) and SCOPUS (January 1985 to April 2010). We contacted experts and searched reference lists of retrieved articles. We updated the search of the Pregnancy and Childbirth Group’s Trials Register on 28 September 2011 and added the results to the awaiting classification section of the review. Selection criteria All identified published, unpublished and ongoing randomised controlled trials (RCTs) assessing the effect of formal antenatal BF education or comparing two different methods of formal antenatal BF education, on duration of BF. We excluded RCTs that also included intrapartum or postpartum BF education. Data collection and analysis We assessed all potential studies identified as a result of the search strategy. Two review authors extracted data from each included study using the agreed form and assessed risk of bias. We resolved discrepancies through discussion. Main results We included 17 studies with 7131 women in the review and 14 studies involving 6932 women contributed data to the analyses. We did not do any meta-analysis because there was only one study for each comparison. Five studies compared a single method of BF education with routine care. Peer counselling significantly increased BF initiation. Three studies compared one form of BF education versus another. No intervention was significantly more effective than another intervention in increasing initiation or duration of BF. Seven studies compared multiple methods versus a single method of BF education. Combined BF educational interventions were not significantly better than a single intervention in initiating or increasing BF duration. However, in one trial a combined BF education significantly reduced nipple pain and trauma. One study compared different combinations of interventions. There was a marginally significant increase in exclusive BF at six months in women receiving a booklet plus video plus lactation consultation (LC) compared with the booklet plus video only. Two studies compared multiple methods of BF education versus routine care. The combination of BF booklet plus video plus LC was significantly better than routine care for exclusive BF at three months. Authors’ conclusions Because there were significant methodological limitations and the observed effect sizes were small, it is not appropriate to recommend any antenatal BF education. There is an urgent need to conduct RCTs study with adequate power to evaluate the effectiveness of antenatal BF education. PMID:22071830

Self-verification as a mediator of mothers' self-fulfilling effects on adolescents' educational attainment.

PubMed

Scherr, Kyle C; Madon, Stephanie; Guyll, Max; Willard, Jennifer; Spoth, Richard

2011-05-01

This research examined whether self-verification acts as a general mediational process of self-fulfilling prophecies. The authors tested this hypothesis by examining whether self-verification processes mediated self-fulfilling prophecy effects within a different context and with a different belief and a different outcome than has been used in prior research. Results of longitudinal data obtained from mothers and their adolescents (N=332) indicated that mothers' beliefs about their adolescents' educational outcomes had a significant indirect effect on adolescents' academic attainment through adolescents' educational aspirations. This effect, observed over a 6-year span, provided evidence that mothers' self-fulfilling effects occurred, in part, because mothers' false beliefs influenced their adolescents' own educational aspirations, which adolescents then self-verified through their educational attainment. The theoretical and applied implications of these findings are discussed.

Self-Verification as a Mediator of Mothers’ Self-Fulfilling Effects on Adolescents’ Educational Attainment

PubMed Central

Scherr, Kyle C.; Madon, Stephanie; Guyll, Max; Willard, Jennifer; Spoth, Richard

2013-01-01

This research examined whether self-verification acts as a general mediational process of self-fulfilling prophecies. The authors tested this hypothesis by examining whether self-verification processes mediated self-fulfilling prophecy effects within a different context and with a different belief and a different outcome than has been used in prior research. Results of longitudinal data obtained from mothers and their adolescents (N = 332) indicated that mothers’ beliefs about their adolescents’ educational outcomes had a significant indirect effect on adolescents’ academic attainment through adolescents’ educational aspirations. This effect, observed over a six year span, provided evidence that mothers’ self-fulfilling effects occurred, in part, because mothers’ false beliefs influenced their adolescents’ own educational aspirations which adolescents then self-verified through their educational attainment. The theoretical and applied implications of these findings are discussed. PMID:21357755

Exploring perceptions of the educational environment among undergraduate physiotherapy students

PubMed Central

Lindquist, Ingrid; Sundberg, Tobias; Nilsson, Gunnar H.; Laksov, Klara B.

2014-01-01

Objectives The aim of this study was to explore areas of strength and weakness in the educational environment as perceived by undergraduate physiotherapy students and to investigate these areas in relation to the respondents’ demographic characteristics. Methods This study utilized a cross-sectional study design and employed the Dundee Ready Education Environment Measure, a 50-item, self-administered inventory relating to a variety of topics directly pertinent to educational environments. Convenience sampling was used, and the scores were compared across demographic variables. All undergraduate physiotherapy students in their first five terms of the programme in a major Swedish university were invited to participate in the study. Results A total of 222 students (80%) completed the inventory. With an overall score of 150/200 (75%), the students rated the educational environment in this institution as “more positive than negative”. Two items consistently received deprived scores - authoritarian teachers and teaching with an overemphasis on factual learning. Students in term 4 differed significantly from others, and students with earlier university education experience perceived the atmosphere more negatively than their counterparts. There were no significant differences with regards to other demographic variables. Conclusions This study provides valuable insight into how undergraduate physiotherapy students perceive their educational environment. In general, students perceived that their educational programme fostered a sound educational environment. However, some areas require remedial measures in order to enhance the educational experience. PMID:25341223

Racial Differences in the Association of Education With Physical and Cognitive Function in Older Blacks and Whites

PubMed Central

Wilson, Robert S.; Hebert, Liesi E.; Scherr, Paul A.; Evans, Denis A.; Mendes de Leon, Carlos F.

2011-01-01

Objectives. Few studies have explicitly tested whether the health disadvantage among older Blacks is consistent across the entire range of education. We examined racial differences in the cross-sectional association of education with physical and cognitive function performance in older adults. Methods. Participants included over 9,500 Blacks and Whites, aged ≥65 years, from the Chicago Health and Aging Project {64% Black, 60% women, mean age = 73.0 (standard deviation [SD] = 6.9), mean education = 12.2 (SD = 3.5)}. Physical function was assessed using 3 physical performance tests, and cognitive function was assessed with 4 performance-based tests; composite measures were created and used in analyses. Results. In multiple regression models that controlled for age, age-squared, sex, and race, and their interactions, Whites and those with higher education (>12 years) performed significantly better on both functional health measures. The association of education with each indicator of functional health was similar in older Blacks and Whites with low levels (≤12 years) of education. However, at higher levels of education, there was a significantly more positive association between years of education and these functional health outcomes among Blacks than Whites. Discussion. Results from this biracial population-based sample in the Midwest suggest that Blacks may enjoy greater returns in functional health for additional education beyond high school. PMID:21402644

Young adult educational and vocational outcomes of children diagnosed with ADHD.

PubMed

Kuriyan, Aparajita B; Pelham, William E; Molina, Brooke S G; Waschbusch, Daniel A; Gnagy, Elizabeth M; Sibley, Margaret H; Babinski, Dara E; Walther, Christine; Cheong, Jeewon; Yu, Jihnhee; Kent, Kristine M

2013-01-01

Decreased success at work and educational attainment by adulthood are of concern for children with ADHD given their widely documented academic difficulties; however there are few studies that have examined this empirically and even fewer that have studied predictors and individual variability of these outcomes. The current study compares young adults with and without a childhood diagnosis of ADHD on educational and occupational outcomes and the predictors of these outcomes. Participants were from the Pittsburgh ADHD Longitudinal Study (PALS), a prospective study with yearly data collection. Significant group differences were found for nearly all variables such that educational and occupational attainment was lower for adults with compared to adults without histories of childhood ADHD. Despite the mean difference, educational functioning was wide-ranging. High school academic achievement significantly predicted enrollment in post-high school education and academic and disciplinary problems mediated the relationship between childhood ADHD and post-high school education. Interestingly, ADHD diagnosis and disciplinary problems negatively predicted occupational status while enrollment in post-high school education was a positive predictor. Job loss was positively predicted by a higher rate of academic problems and diagnosis of ADHD. This study supports the need for interventions that target the child and adolescent predictors of later educational and occupational outcomes in addition to continuing treatment of ADHD in young adulthood targeting developmentally appropriate milestones, such as completing post-high school education and gaining and maintaining stable employment.

Exploring perceptions of the educational environment among undergraduate physiotherapy students.

PubMed

Palmgren, Per J; Lindquist, Ingrid; Sundberg, Tobias; Nilsson, Gunnar H; Laksov, Klara B

2014-07-19

The aim of this study was to explore areas of strength and weakness in the educational environment as perceived by undergraduate physiotherapy students and to investigate these areas in relation to the respondents' demographic characteristics. This study utilized a cross-sectional study design and employed the Dundee Ready Education Environment Measure, a 50-item, self-administered inventory relating to a variety of topics directly pertinent to educational environments. Convenience sampling was used, and the scores were compared across demographic variables. All undergraduate physiotherapy students in their first five terms of the programme in a major Swedish university were invited to participate in the study. A total of 222 students (80%) completed the inventory. With an overall score of 150/200 (75%), the students rated the educational environment in this institution as "more positive than negative". Two items consistently received deprived scores - authoritarian teachers and teaching with an overemphasis on factual learning. Students in term 4 differed significantly from others, and students with earlier university education experience perceived the atmosphere more negatively than their counterparts. There were no significant differences with regards to other demographic variables. This study provides valuable insight into how undergraduate physiotherapy students perceive their educational environment. In general, students perceived that their educational programme fostered a sound educational environment. However, some areas require remedial measures in order to enhance the educational experience.

The association between perceived social support, socio-economic status and mental health in young Malaysian adults.

PubMed

Tam, C L; Foo, Y C; Lee, T H

2011-06-01

To examine gender differences in mental health and perceived social support, relationship between parents' income and mental health, and differences in mental health across education levels. A total of 303 students aged 16 to 26 years were recruited from Selangor, Malaysia. The Multidimensional Scale of Perceived Social Support and General Health Questionnaire were used to measure the level of perceived social support and the mental health status. Demographic data, including education level and parents' income, were also obtained. Females perceived significantly higher levels of overall social support than males (t = -2.7; p < 0.05). However, there were no significant differences in mental health status between males and females (t = -1.8; p > 0.05), as well as mental health status among different parental income groups (chi2 = 5.0; p > 0.05) and the education levels of the subjects (chi2 = 0.7; p > 0.05). A more favourable mental health status of the subjects was associated with higher parental incomes (r = -0.1; p < 0.05). There were gender differences for perceived social support, but not for mental health status in older adolescents and young adults. There was also a relationship between parental income and an individual's mental health status, but mental health was not related to their education level.

The 'Parent Circle' Peace Education Program: Does it Make Any Change?

PubMed

Braun-Lewensohn, Orna; Kitain, Boaz

2016-02-01

This study evaluated a peace education program facilitated by the 'parents circle family forum.' The program aims to expose Jewish and Palestinian-Arab adolescents to personal stories of bereavement as a result of the Israeli-Palestinian conflict. One hundred and sixty-four Jewish twelfth-grade adolescents from schools throughout Israel filled out questionnaires before the start of the educational program, and 135 Jewish adolescents filled out the same questionnaire up to a week after it ended. Questionnaires included empathy, anger, and legitimacy toward 'self' and 'others' narratives. Results indicate that, overall, there were not any significant differences before and after the educational program with regard to adolescents' attitudes toward 'self' and 'others' narratives. However, when examining differences between subgroups in Israeli society, significant differences between 'secular' and 'traditional' adolescents emerged. The attitudes of secular adolescents favored narratives of the 'others,' while the attitudes of the traditional adolescents favored the 'self' narratives. After the program, these differences diminished, meaning that the program had a different impact on each subgroup. The traditional adolescents became more favorable to the 'others' narratives, while the secular adolescents became more favorable to their own narratives. Results are discussed on the basis of the theoretical foundation of psychological impacts of intractable conflicts.

Impact of Family Planning Health Education on the Knowledge and Attitude among Yasoujian Women

PubMed Central

Mahamed, Fariba; Parhizkar, Saadat; Shirazi, Alireza Raygan

2012-01-01

The aim of this study was to determine the effect of health education on the knowledge and attitude regarding family planning and contraception’s method among the women who obligatory attended the Premarital Counseling Center in Yasouj city, Iran. An experimental study was carried out and a total of 200 women were selected for the study using convenience sampling method among women who attended in the health centre in order to utilize the necessary premarital actions. Respondents were divided by two experimental and control groups randomly. A pre-evaluation was done on the knowledge and attitude on family planning using a structured questionnaire. After which, the health education for experimental group was done within four educational sessions during 4 consecutive weeks and control group underwent traditional education method. Post evaluation was utilized for any changes regarding their knowledge and attitude among the respondents immediately after the intervention. Independent and paired t-test was used to evaluate the mean knowledge and attitude scores differences among both groups. Results showed that there was a significant improvement in respondents’ knowledge and attitude after educational program in experimental group (p<0.001), while no significant difference was observed in knowledge and attitude of control group. The finding also indicated that age was significantly associated with the level of respondents’ knowledge. These results deal the effectiveness of the educational method. In conclusion, the educational method is effective in increasing the knowledge and improving the attitude of women regarding family planning in Yasouj compared to current used educational method. Future educational programs need to incorporate the features that have been associated with successful interventions in the past, as well as including their own evaluation procedures. PMID:22980158

[Comparison of participative educative strategy versus traditional educative strategy in health personnel].

PubMed

Barrera de León, Juan Carlos; Barajas-Serrano, Tanya Lizbeth; Jiménez-Hernández, Jacive Elizabeth; Barrera-López, Efrén; González-Bernal, Cesáreo; Higareda-Almaraz, Martha Alicia

2015-01-01

To compare the clinical aptitude in neonatal resuscitation with participative educative strategy versus traditional educative strategy in health personnel. Quasi-experimental study design including physicians and nurses distributed in two groups: (i) participative educative strategies n=156, and (ii) traditional n=158, were imparted in 12 sessions. Evaluation of clinical aptitude evaluated with validated questionnaire. Descriptive and interferential statistical inter- and intragroup. Clinical aptitude median score before/after: participative educative strategy 25.0/36.5 (p=0.000) and traditional 24.5/31.0 (p=0.000); differences between intergroup p=0.040. Changes to higher category according to the score before/after in participative 114 (73%) vs. traditional 65 (41%); p=0.010. There were no significant differences in the intergroup results in the category of evaluation of clinical aptitude, but there were differences in the intragroup when we evaluated median before and after with both strategies. Increase of clinical aptitude in neonatal resuscitation in health personnel,with both educative strategies being higher with participative strategy.

A quantitative analysis of factors influencing the professional longevity of high school science teachers in Florida

NASA Astrophysics Data System (ADS)

Ridgley, James Alexander, Jr.

This dissertation is an exploratory quantitative analysis of various independent variables to determine their effect on the professional longevity (years of service) of high school science teachers in the state of Florida for the academic years 2011-2012 to 2013-2014. Data are collected from the Florida Department of Education, National Center for Education Statistics, and the National Assessment of Educational Progress databases. The following research hypotheses are examined: H1 - There are statistically significant differences in Level 1 (teacher variables) that influence the professional longevity of a high school science teacher in Florida. H2 - There are statistically significant differences in Level 2 (school variables) that influence the professional longevity of a high school science teacher in Florida. H3 - There are statistically significant differences in Level 3 (district variables) that influence the professional longevity of a high school science teacher in Florida. H4 - When tested in a hierarchical multiple regression, there are statistically significant differences in Level 1, Level 2, or Level 3 that influence the professional longevity of a high school science teacher in Florida. The professional longevity of a Floridian high school science teacher is the dependent variable. The independent variables are: (Level 1) a teacher's sex, age, ethnicity, earned degree, salary, number of schools taught in, migration count, and various years of service in different areas of education; (Level 2) a school's geographic location, residential population density, average class size, charter status, and SES; and (Level 3) a school district's average SES and average spending per pupil. Statistical analyses of exploratory MLRs and a HMR are used to support the research hypotheses. The final results of the HMR analysis show a teacher's age, salary, earned degree (unknown, associate, and doctorate), and ethnicity (Hispanic and Native Hawaiian/Pacific Islander); a school's charter status; and a school district's average SES are all significant predictors of a Florida high school science teacher's professional longevity. Although statistically significant in the initial exploratory MLR analyses, a teacher's ethnicity (Asian and Black), a school's geographic location (city and rural), and a school's SES are not statistically significant in the final HMR model.

Comparing the effects of education using telephone follow-up and smartphone-based social networking follow-up on self-management behaviors among patients with hypertension.

PubMed

Najafi Ghezeljeh, Tahereh; Sharifian, Sanaz; Nasr Isfahani, Mehdi; Haghani, Hamid

2018-03-05

Little is known about the benefits of social networks in the management of patients. The aim of this study was to compare the effects of self-management (SM) education using telephone follow-up and mobile phone-based social networking on SM behaviors among patients with hypertension. This randomized clinical trial was conducted with 100 patients. They were randomly allocated to four groups: (i) control, (ii) SM training without follow-up, (iii) telephone follow-up and (iv) smartphone-based social networking follow-up. The hypertension SM behavior questionnaire was used for data collection before and six weeks after the study. Those patients who underwent SM education training (with and without follow-up) had statistically significant differences from those in the control group in terms of SM behaviors (p < .001). There was no statistically significant difference between different types of follow-up. SM education using telephone follow-up and/or smartphone-based social networking follow-up influenced SM behaviors among patients with hypertension.

Racial and/or Ethnic Differences in Formal Sex Education and Sex Education by Parents among Young Women in the United States.

PubMed

Vanderberg, Rachel H; Farkas, Amy H; Miller, Elizabeth; Sucato, Gina S; Akers, Aletha Y; Borrero, Sonya B

2016-02-01

We sought to investigate the associations between race and/or ethnicity and young women's formal sex education and sex education by parents. Cross-sectional analysis of a nationally representative sample of 1768 women aged 15-24 years who participated in the 2011-2013 National Survey of Family Growth. We assessed 6 main outcomes: participants' report of: (1) any formal sex education; (2) formal contraceptive education; (3) formal sexually transmitted infection (STI) education; (4) any sex education by parents; (5) contraceptive education by parents; and (6) STI education by parents. The primary independent variable was self-reported race and/or ethnicity. Nearly all of participants (95%) reported any formal sex education, 68% reported formal contraceptive education, and 92% reported formal STI education. Seventy-five percent of participants reported not having any sex education by parents and only 61% and 56% reported contraceptive and STI education by parents, respectively. US-born Hispanic women were more likely than white women to report STI education by parents (adjusted odds ratio = 1.87; 95% confidence interval, 1.17-2.99). No other significant racial and/or ethnic differences in sex education were found. There are few racial and/or ethnic differences in formal sex education and sex education by parents among young women. Copyright © 2016 North American Society for Pediatric and Adolescent Gynecology. All rights reserved.

The use of supportive-educative and mutual goal-setting strategies to improve self-management for patients with heart failure.

PubMed

Kline, Kay Setter; Scott, Linda D; Britton, Agnes S

2007-09-01

This study examined the effects of 2 home healthcare nursing approaches--supportive-educative and mutual goal setting--on self-management for patients with heart failure. Both approaches are specifically related to participants' understanding of heart failure and self-efficacy in managing the condition. An experimental, longitudinal, repeated-measures design was used with a sample of 88 participants. Although no significant difference was demonstrated in participants' understanding of heart failure, the supportive-educative group showed a significantly increased self-efficacy in managing heart failure symptoms.

Educational background: different processes and consequences on health and physical and mental exposures among women and men.

PubMed

Dahlberg, Raymond; Bildt, Carina; Vingård, Eva; Karlqvist, Lena

2007-01-01

To compare health and exposures at work and at home of women and men with the same educational background. The study group consisted of 3831 individuals, grouped into three educational categories based on length of education. Category 1, which represents 9-year compulsory school; Category 2, which includes 3-year upper secondary school, i.e. in total 12 years of education; and Category 3, which includes post-secondary school, such as university. They responded to a questionnaire that included questions on health and exposures at work and at home. Significant differences were shown in health outcomes between women and men with the same educational background and also in exposures in their professional and private lives. Associations between educational background and health were found and analyses revealed that men with a university education run the lowest risk of developing ill health. Women with the same educational background as men are differently exposed, both in paid and unpaid work, due to the segregated labour market and the unequal distribution of domestic duties. Men in all educational categories studied had better health compared to women with the same educational background.

Education Policy in Poland: The Impact of PISA (and Other International Studies)

ERIC Educational Resources Information Center

Bialecki, Ireneusz; Jakubowski, Maciej; Wisniewski, Jerzy

2017-01-01

The impact of the PISA study on Polish education policy has been significant, but probably different from any other country. Poland has not experienced the so-called "PISA shock," but its education system has been benefiting considerably from PISA. For experts and policy makers, it has been a useful and reliable instrument that has made…

Face-to-Face vs. Real-Time Clinical Education: No Significant Difference

ERIC Educational Resources Information Center

Mohammed, Y. Q.; Waddington, G.; Donnan, P.

2007-01-01

The main objective of this pilot research project was to determine whether the use of an internet broadband link to stream physiotherapy clinical education workshop proceedings in "real-time" is of equivalent educational value to the traditional face-to-face experience. This project looked at the benefits of using the above technology as…

University Teachers' Perceptions of Appropriate Emotion Display and High-Quality Teacher-Student Relationship: Similarities and Differences across Cultural-Educational Contexts

ERIC Educational Resources Information Center

Hagenauer, Gerda; Gläser-Zikuda, Michaela; Volet, Simone E.

2016-01-01

Research on teachers' emotion display and the quality of the teacher-student relationship in higher education is increasingly significant in the context of rapidly developing internationalization in higher education, with scholars (and students) moving across countries for research and teaching. However, there is little theoretically grounded…

The Past and the Promise: Today's Competency Education Movement. Students at the Center: Competency Education Research Series

ERIC Educational Resources Information Center

Le, Cecilia; Wolfe, Rebecca E.; Steinberg, Adria

2014-01-01

Competency education is attracting significant interest as a promising way to help meet our national priority of ensuring that all young people are ready for college and careers. In competency-based schools, students advance at different rates, based on their ability to demonstrate mastery of learning objectives. Teachers provide customized…

What Can Tobit-Piecewise Regression Tell Us about the Determinants of Household Educational Debt?

ERIC Educational Resources Information Center

Thipbharos, Titirut

2014-01-01

Educational debt as part of household debt remains a problem for Thailand. The significant factors of household characteristics with regard to educational debt are shown by constructing a Tobit-piecewise regression for three different clusters, namely poor, middle and affluent households in Thailand. It was found that household debt is likely to…

U. S. Mainland-Born and Non-Mainland-Born Children Referred for Special Education

ERIC Educational Resources Information Center

Ebworth, Miriam Eisenstein; Gottlieb, Jay; Gottlieb, Barbara; Goldstein, Marjorie; Bennett, Justin B.

2011-01-01

In this study, we compared the referrals for special education evaluation of U.S. mainland-born children with those of mostly Latino non-mainland-born children in two school systems in the Northeastern United States. The investigation focused on whether there was a significant difference between referrals for special education from each group,…

A Comparative Cross-Cultural Examination of Community Art Education Programs in South Korea and the United States

ERIC Educational Resources Information Center

Shin, Ryan; Kim, Junghee

2014-01-01

The authors conducted comparative cross-cultural research to examine a select group of the available and more noteworthy art education organizations and their programs after observing significant differences in the community art education programs offered in Tucson, Arizona, and Anyang, South Korea. The study reports several major differences…

What's the Difference? A Model for Measuring the Value Added by Higher Education in Australia

ERIC Educational Resources Information Center

Coates, Hamish

2009-01-01

Measures of student learning are playing an increasingly significant role in determining the quality and productivity of higher education. This paper evaluates approaches for estimating the value added by university education, and proposes a methodology for use by institutions and systems. The paper argues that value-added measures of learning are…

Education and Signaling: Evidence from a Highly Competitive Labor Market

ERIC Educational Resources Information Center

Heywood, John S.; Wei, Xiangdong

2004-01-01

This paper directly tests for differences in returns to education between the employed and self-employed in Hong Kong. Using a step-function, we find significantly smaller returns for the self-employed, suggesting that in the highly competitive labor market of Hong Kong education plays a signaling role. This pattern persists for both genders, when…

Community Connections: Integrating Community-Based Field Experiences to Support Teacher Education for Diversity

ERIC Educational Resources Information Center

Beaudry, Christine

2015-01-01

In the United States, preservice teachers often graduate and go on to work with students whose backgrounds are different from their own and in communities in which they have limited lived experience (Sleeter 2000). This holds significant implications for teacher education programs given the importance of life and educational experiences in…

Sleep complaints affecting school performance at different educational levels.

PubMed

Pagel, James F; Kwiatkowski, Carol F

2010-01-01

The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower GPA's in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels.

Impact of Exercise and Education in Adults of Lubbock, Texas: Implications for Better Lifestyle.

PubMed

Boles, Annette N; Khan, Hafiz; Lenzmeier, Taylor A; Molinar-Lopez, Veronica A; Ament, James C; TeBrink, Kate L; Stonum, Kathleen; Gonzales, Ruben M; Reddy, P Hemachandra

2016-01-01

The objective of our study was to evaluate the exercise and educational intervention in the city of Lubbock via GET FiT Lubbock (GFL) program. The GFL program was designed to increase exercise and educational opportunities, which positively impact health risk factors in Lubbock residents. The GFL program design included the recruitment of subjects to participate on a team that consisted of four individuals, each subject tracked their exercise minutes, and their educational session attendance. The tracking of exercise and educational sessions was done on the GFL website. Biometric testing was conducted pre- and post- intervention. The program was located within the Lubbock community in places that were close to their place of residence. The intervention included walking and educational sessions, including goal setting lectures, nutrition information, and exercise demonstrations. Study participants, included male and female adults who tracked their exercise time and educational sessions. Exercise minutes and educational session attendance were self-reported. Our data analysis revealed that significant difference was found between pre- and post- intervention measures, including weight, body mass index (BMI), high-density lipoprotein (HDL). Significant difference was found for weight, BMI, and HDL in females. Based on these findings, we conclude that the intervention showed positive effects on exercise and lifestyle.

Are There Differences in Antibiotic Use Between the Recent-Immigrants from Mainland China and the Local-Born in Hong Kong?

PubMed

Wun, Yuk Tsan; Lam, Tai Pong; Lam, Kwok Fai; Ho, Pak Leung; Yung, Wai Hung Raymond

2015-08-01

Immigrants, especially the first-generation, were thought to have different knowledge, attitudes and practice (KAP) with antibiotics. Doctors often perceived extra pressure from them to prescribe antibiotics. To test these perceptions, we studied the difference in KAP with antibiotics between the recent-immigrants from mainland China and the local-born of Hong Kong-places with significantly different healthcare and socio-economic systems. Focus groups (including one specific group of recent-immigrants) with 56 participants and territory-wide telephone questionnaire survey with 2,471 randomly selected respondents. Recent-immigrants shared similar KAP with the local-born. After adjustment for age, sex and education, the main significant difference was the new-immigrants' behaviour of acquiring antibiotics without prescription and keeping the leftover. They, like the local-born, preferred doctors who prescribed antibiotics cautiously. Immigration status could be the surrogate for age, sex and education in the KAP with antibiotics. For antibiotic use, health education and patient care could be similar between the recent-immigrants and the local-born.

Effects of a self-care education program on quality of life of patients with gastric cancer after gastrectomy.

PubMed

Davoodi, Arefeh; Gholizadeh, Leila; Rezazadeh, Hassan; Sheikalipour, Zahra; Lakdizaji, Sima; Mirinajad, Kazem; Rahmani, Azad

2015-09-01

Gastrectomy affects different aspects of functionality and impacts on the quality of life (QoL) of patients with gastric cancer. The importance of appropriate assessment of QoL in cancer patients is well established, yet strategies that help improve this important patient outcome are relatively scarce. To examine the effectiveness of a brief self-care education program to improve QoL of gastric cancer patients after gastrectomy. Using a randomized controlled trial, 59 patients with gastric cancer and candidate for gastrectomy were randomly assigned either to an intervention group (n = 31) to participate in a brief self-care education program or to a usual-care group (n = 28). Data were collected on patient demographics, and QoL was measured by the QLQ-C30 and the QLQ-STO22 at baseline and 1 month after gastrectomy. There were no statistically significant between-group differences in any subscales of the QLQ-C30 and the QLQ-STO22. However, participants in the brief self-care education program showed significant improvements from baseline in the global health status-QoL scale (t = 2.243, < .05), experience of pain (t = 2.508, < .05), constipation (t = 2.773, < .05), and the experience of dysphagia at the follow-up assessment. This study is likely to be underpowered to show differences between the groups. A brief self-care education program was not sufficient to significantly improve the quality of life patients with gastric cancer after gastrectomy. ©2015 Frontline Medical Communications.

The effect of spouses' educational classes held for primiparous women referring to Hajar hospital on their quality of life and pregnancy outcomes.

PubMed

Dehcheshmeh, Faranak Safdari; Salehian, Tahmineh; Parvin, Neda

2014-02-01

With regard to the importance of quality of life in pregnant women, the present study aimed to determine the effect of spouses' educational classes held for primaparous women referring to Hajar hospital on women's quality of life and pregnancy outcomes. This clinical trial was conducted from September 2011 to June 2012 in the clinic of the Hajar university center in Shahrekord. Eligible primiparous women who registered for physiologic delivery educational classes were randomly assigned to study (n = 31) and control (n = 27) groups. In the control group, eight physiologic delivery educational sessions were held. In the study group, in addition to attendance of pregnant women, their husbands also attended the third and the eighth sessions of these classes. Women's quality of life was investigated with SF36 questionnaire and pregnancy outcomes after delivery were investigated. Data were analyzed by t-test and Chi-square test. Before intervention, there was no significant difference between scores of quality of life and demographic characteristics (P > 0.05). After intervention, there was a significant difference only in the dimensions of mental health, hugging time, kissing, and breast feeding between the study and control groups (P < 0.05). There was no significant difference in gestational age, gravida, number of miscarriages, pregnancy outcomes, and spouses' age (P > 0.05). Educational classes held for the pregnant women's husbands during pregnancy can be efficient in promotion of pregnant women's quality of life, especially in improving their mental health.

Birth dimensions in Melanesian and Indian Fijians and their relationships with maternal and socio-economic factors.

PubMed

Clegg, E J; Clegg, S D

1989-01-01

Fifty-nine Melanesian (MF) and 39 Indian (IF) Fijian full-term newborns were studied within 5 days of birth. Dimensions recorded included birthweight, length, crown-rump length, head circumference, upper limb length, bycondylar humeral and femoral diameters and four skinfolds (triceps, subscapular, suprailiac and thigh). Data from previous pregnancies of the presenting newborns' mothers were added to presenting birthweights, giving a total of 160 MF and 84 IF birthweights. In all birthweight and linear dimensions MFs were the bigger. Sex differences were significant in respect only of head circumference and the two bicondylar diameters. Multiple regression analysis showed dimensions in MF newborns to have few significant relationships with the maternal and socio-economic variables of age, parity, stature and years of education, but IFs had many more significant relationships. When covariance correction was made for the significant maternal and socio-economic variables (maternal age and parity) little effect on racial differences was seen. All linear dimensions except length could be subsumed into birthweight. MFs had greater triceps and subscapular skinfold thicknesses than IFs, a difference which was not much changed by covariance correction for significant maternal and socio-economic variables (maternal stature and years of education). Measurements of shape, expressed as ratios of linear dimensions, showed few racial differences but males had relatively broader limbs. For upper limb shape only, this difference was maintained after covariance correction for significant maternal and socio-economic variables (parity, stature and education). The greater size of MF infants at birth is associated with lower peri- and neonatal death rates. However this advantage is reversed during the remainder of the first year of life. It is suggested that better standards of infant care among IFs are responsible for this change.

Health care interprofessional education: encouraging technology, teamwork, and team performance.

PubMed

2014-04-01

It is critical to prepare nurses for future practice to work in teams by engaging students in interprofessional education (IPE) that fosters positive attitudes toward teamwork. The purpose of this study was to examine the effects of computer-supported IPE on students’ attitudes and perceptions toward health care teamwork and team performance. A hybrid approach to IPE was used to provide students with an educational experience that combined the benefits of traditional face-to-face communication methodology with a computer-mediated platform that focused on reflection and team building. A statistically significant difference was found in students’ perceptions of team performance after engaging in computer-supported IPE. No statistically significant difference in students’ pretest–posttest composite attitude toward teamwork scores was noted; however, there was a positive trend toward improved scores.

A suicide education programme for nurses to educate the family caregivers of suicidal individuals: a longitudinal study.

PubMed

Sun, Fan-Ko; Chiang, Chun-Ying; Yu, Pei-Jane; Lin, Ching-Hsing

2013-10-01

Family members lack the ability to care for suicidal relatives. Nurses have a responsibility to improve family members' ability to care for their suicidal relatives. The aims of this study were to design a suicide education programme for nurses to educate family caregivers and to evaluate the longitudinal (12 months after the educational programme) effects of a suicide care education programme on the ability of families to care for suicidal relatives. A randomised controlled trial was conducted. The study population (n=61) was composed of the family caregivers of suicidal individuals. Several caregivers (n=26) were randomly allocated to an experimental group who attended a two-hour suicide care education programme, and the other caregivers (n=35) represented a control group who did not attend the education programme. All of the participants were given a questionnaire at baseline, 3 months, and 12 months during the period from 2009 to 2011. The results of the longitudinal effects of the suicide care education programme demonstrated that there were statistically significant differences after the educational programme as compared to before the programme with regard to "seeking assistance from resources" and the ability to care for those who were once suicidal. The longitudinal results of both groups showed that there was a significant difference in terms of "caring ability" at 12 months. The results of a multiple linear regression analysis indicated that evaluations performed at the three-month time point were able to effectively predict success in "seeking assistance from resources", "caring ability"; caring ability was also significantly improved among those who engaged in the educational programme at the 12-month time point. The suicide care education programme had long-term effects for family caregivers caring for their suicidal relatives. Nurses could employ this suicide care education programme to improve the ability of family caregivers to care for their suicidal relatives. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

Environmental Literacy Development: A Comparison between Online and Traditional Campus Courses

NASA Astrophysics Data System (ADS)

Taylor, James Young

As traditional educational efforts expand into the online environment, academic research is needed to determine if effective environmental education could be replicated in the virtual classroom in higher education. Although previous research showed that the online course delivery could be an effective means of teaching environmental facts, what had yet to be determined is if there was a significance difference in the development of an environmental literacy, represented by attitudes and behaviors between online and traditional campus students, at a university within the Western United States. To determine if there was a measured statistical difference in environmental literacy following course completion this causal comparative quantitative study built on the theoretical foundations of environmental literacy development and used the Measures of Ecological Attitudes and Knowledge Scale and New Ecological Paradigm. From a sample of 205 undergraduate environmental science students it was determined, through the use of two tailed t tests at the 0.05 significance level, that no statistical difference in environmental knowledge, actual commitment, and global environmental awareness were evident. However, statistical differences existed in verbal commitment and emotional connection to the environment. Both the online and the traditional campus classroom are shown to be effective in the development of environmental literacy. As technology continues to be incorporated in higher education, environmental educators should see technology as an additional tool in environmental literacy development. However, the identified differences in emotional and verbal commitment should be further investigated.

[Cancer nursing care education programs: the effectiveness of different teaching methods].

PubMed

Cheng, Yun-Ju; Kao, Yu-Hsiu

2012-10-01

In-service education affects the quality of cancer care directly. Using classroom teaching to deliver in-service education is often ineffective due to participants' large workload and shift requirements. This study evaluated the learning effectiveness of different teaching methods in the dimensions of knowledge, attitude, and learning satisfaction. This study used a quasi-experimental study design. Participants were cancer ward nurses working at one medical center in northern Taiwan. Participants were divided into an experimental group and control group. The experimental group took an e-learning course and the control group took a standard classroom course using the same basic course material. Researchers evaluated the learning efficacy of each group using a questionnaire based on the quality of cancer nursing care learning effectiveness scale. All participants answered the questionnaire once before and once after completing the course. (1) Post-test "knowledge" scores for both groups were significantly higher than pre-test scores for both groups. Post-test "attitude" scores were significantly higher for the control group, while the experimental group reported no significant change. (2) after a covariance analysis of the pre-test scores for both groups, the post-test score for the experimental group was significantly lower than the control group in the knowledge dimension. Post-test scores did not differ significantly from pre-test scores for either group in the attitude dimension. (3) Post-test satisfaction scores between the two groups did not differ significantly with regard to teaching methods. The e-learning method, however, was demonstrated as more flexible than the classroom teaching method. Study results demonstrate the importance of employing a variety of teaching methods to instruct clinical nursing staff. We suggest that both classroom teaching and e-learning instruction methods be used to enhance the quality of cancer nursing care education programs. We also encourage that interactivity between student and instructor be incorporated into e-learning course designs to enhance effectiveness.

Effect of an oral healthcare protocol in nursing homes on care staffs' knowledge and attitude towards oral health care: a cluster-randomised controlled trial.

PubMed

Janssens, Barbara; De Visschere, Luc; van der Putten, Gert-Jan; de Lugt-Lustig, Kersti; Schols, Jos M G A; Vanobbergen, Jacques

2016-06-01

To explore the impact of a supervised implementation of an oral healthcare protocol, in addition to education, on nurses' and nurses' aides' oral health-related knowledge and attitude. A random sample of 12 nursing homes, accommodating a total of 120-150 residents, was obtained using stratified cluster sampling with replacement. The intervention included the implementation of an oral healthcare protocol and three different educational stages. One of the investigators supervised the implementation process, supported by a dental hygienist. A 34-item questionnaire was developed and validated to evaluate the knowledge and attitude of nurses and nurses' aides at baseline and 6 months after the start of the intervention. Linear mixed-model analyses were performed to explore differences in knowledge and attitude at 6 months after implementation. At baseline, no significant differences were observed between the intervention and the control group for both knowledge (p = 0.42) and attitude (p = 0.37). Six months after the start of the intervention, significant differences were found between the intervention and the control group for the variable knowledge in favour of the intervention group (p < 0.0001) but not for the variable attitude (p = 0.78). Out of the mixed model with attitude as the dependent variable, it can be concluded that age (p = 0.031), educational level (p = 0.009) and ward type (p = 0.014) have a significant effect. The mixed model with knowledge as the dependent variable resulted in a significant effect of the intervention (p = 0.001) and the educational level (p = 0.009). The supervised implementation of an oral healthcare protocol significantly increased the knowledge of nurses and nurses' aides. In contrast, no significant improvements could be demonstrated in attitude. © 2014 John Wiley & Sons A/S and The Gerodontology Association. Published by John Wiley & Sons Ltd.

Is There a Right Ear Advantage in Congenital Aural Atresia?

PubMed

Reed, Robert; Hubbard, Matthew; Kesser, Bradley W

2016-12-01

To compare speech/language development and academic progress between children with right versus left congenital aural atresia (CAA). Case control survey and review of audiometric data. Tertiary care academic practice. Children with unilateral CAA. Demographic and audiometric data; rates of grade retention, use of any hearing or learning resource, and behavioral problems. No significant differences in grade retention rate, utilization of amplification, speech language therapy, use of an individualized education program, or frequency modulated system were found between children with right versus left CAA. Children with left CAA were significantly more likely to be enrolled in special education programs (p = 0.026). Differences in reported communication problems approached significance with more difficulty noted in the right ear group (p = 0.059). Left CAA patients were also more likely to have reported behavioral problems (p = 0.0039). Contrary to the hypothesis that a normal hearing right ear confers a language advantage in patients with unilateral hearing loss, children with left CAA (normal right ear) were statistically more likely to be enrolled in a special education program and have behavioral problems. Reported communication problems were more common in right CAA patients, but this did not reach statistical significance. No differences were found in use of amplification, frequency modulated system, individualized education program, or grade retention. Further investigation of both the clinical implications and underlying psychoacoustics of unilateral hearing loss and the identification and habilitation of "at risk" unilateral hearing loss children is warranted.

Effect of Sleep Hygiene Education on Sleep Quality in Hemodialysis Patients

PubMed Central

Soleimani, Farzaneh; Hasanpour-Dehkordi, Ali

2016-01-01

Introduction Sleep is referred a regular, recurring and easily revocable state of organism which is characterized by relative immobility and significant increase in response threshold to environmental stimuli. Sleep disorders are common among haemodialysis patients. Aim The aim of this study was to investigate the effect of sleep hygiene education on sleep quality in haemodialysis patients. Materials and Methods This study is a randomized controlled clinical trial. The participants of this study were 60 haemodialysis patients admitted to the Dialysis Center of Shahid Ayatollah Madani Hospital of Khoy, affiliated with the Urmia University of Medical Sciences. Sampling was done randomly and the partcipants were randomly divided into intervention group (30 patients) and control group (30 patients). Sleep quality of participants was measured before and after the intervention by Pittsburgh Sleep Quality Index (PSQI). Training process for sleep hygiene behaviours was presented to the participants face-to-face. The data were analysed using SPSS 16. Results A significant difference in the mean (standard deviation) score for PSQI (p<0.001) was observed before and after intervention in the intervention group, while in the control group, the difference was not significant (p=0.704), In addition, a significant difference was observed in the mean (standard deviation) score for PSQI between the two, intervention and control groups after the educational intervention (p=0.034). Conclusion Sleep hygiene education, alongside other appro-aches, is a low-cost, accessible and practical method which can be implemented within a short period of time. PMID:28208884

A community based study on the prevalence and factors affecting smoking in Kampong Jenderam Hilir, Sepang, Selangor.

PubMed

Rampal, L; Narasimman, S

2003-03-01

i) To determine the prevalence of smoking among the community aged 15 and above in Kg. Jenderam Hilir in Sepang District, Selangor state. ii) To determine the relationship between smoking and age, sex, household income and education. iii) To determine the parental and peer influence on smoking in Kg Jenderam Hilir. A study was conducted in Kg. Jenderam Hilir, Sepang. All residents aged 15 years and above from all the 381 households of Kg. Jenderam Hilir were included in this study. A standardized pre-tested structured questionnaire was used in this study. Out of 894 respondents interviewed 69% were males compared to 3.9% of the females (overall 33.6%) reported to have smoked at least once in his/her lifetime. The difference was statistically significant. The mean duration of smoking was 17.7 years. The age at which smoking was first attempted ranged from 4 years to 51 years with a mean of 18.7 years. The mean initiation age for the males was significantly lower as compared to the mean initiation age for the females. The prevalence of current smokers was significantly higher amongst males (52.8%) as compared to the females (1.4%). The prevalence of smoking among current smokers increased with age (p < 0.01). There was no significant difference in the prevalence of smoking by household income and educational level. The mean number of cigarettes smoked by males was significantly higher than the females (p < 0.05). The mean duration of smoking among current smokers was 20 years. There was a significant difference in the level of addiction to smoking and the duration of smoking (p < 0.05). The high level of addiction increased with the duration of smoking (p < 0.05). Sixty five percent of the current smokers reported to have tried to quit smoking while 26% of ever smokers had reported to quit smoking and remained nonsmokers. The quit ratio was calculated to be 26.0%. The quit ratio was 52.6% among those with college or university education. There was a significant difference in the quit ratio by education level (p < 0.01). There was no significant difference in smokers whose parents were smokers as compared to nonsmokers whose parents were smokers. However, there was a significant association between smoking and peer influence (p < 0.01).

Individual Moral Philosophies and Ethical Decision Making of Undergraduate Athletic Training Students and Educators

PubMed Central

Caswell, Shane V; Gould, Trenton E

2008-01-01

Context: Ethics research in athletic training is lacking. Teaching students technical skills is important, but teaching them how to reason and to behave in a manner that befits responsible health care professionals is equally important. Objective: To expand ethics research in athletic training by (1) describing undergraduate athletic training students' and educators' individual moral philosophies and ethical decision-making abilities and (2) investigating the effects of sex and level of education on mean composite individual moral philosophies and ethical decision-making scores. Design: Stratified, multistage, cluster-sample correlational study. Setting: Mailed survey instruments were distributed in classroom settings at 30 institutions having Commission on Accreditation of Allied Health Education Programs (CAAHEP)–accredited athletic training programs. Patients or Other Participants: Undergraduate students and educators (n = 598: 373 women, 225 men; mean age = 23.5 ± 6.3 years) from 25 CAAHEP-accredited athletic training programs. Main Outcome Measure(s): We used the Ethics Position Questionnaire and the Dilemmas in Athletic Training Questionnaire to compute participants' mean composite individual moral philosophies (idealism and relativism) and ethical decision-making scores, respectively. Three separate 2 (sex: male, female) × 3 (education level: underclass, upper class, educator) between-subjects factorial analyses of variance using idealism, relativism, and ethical decision-making scores as dependent measures were performed. Results: Respondents reported higher idealism scores (37.57 ± 4.91) than relativism scores (31.70 ± 4.80) (response rate = 83%). The mean ethical decision-making score for all respondents was 80.76 ± 7.88. No significant interactions were revealed. The main effect for sex illustrated that men reported significantly higher relativism scores ( P = .0014, η 2 = .015) than did women. The main effect for education level revealed significant differences between students' and educators' idealism ( P = .0190, η 2 = .013), relativism ( P < .001, η 2 = .050), and ethical decision-making scores ( P < .001, η 2 = .027). Tukey honestly significant difference post hoc analysis indicated that educators possessed lower idealism scores (36.90 ± 5.70) and relativism scores (29.92 ± 4.86) and higher ethical decision-making scores (82.98 ± 7.62) than did students. Conclusions: Our findings do not support changes in athletic training ethics education practices to address sex-specific needs. However, when opportunities occur for students to reason using different ethical perspectives, educators should be aware of their students' and their own moral philosophies in order to optimally facilitate professional growth. PMID:18345347

Reporting Heterogeneity and Health Disparities Across Gender and Education Levels: Evidence From Four Countries.

PubMed

Molina, Teresa

2016-04-01

I use anchoring vignettes from Indonesia, the United States, England, and China to study the extent to which differences in self-reported health across gender and education levels can be explained by the use of different response thresholds. To determine whether statistically significant differences between groups remain after adjusting thresholds, I calculate standard errors for the simulated probabilities, largely ignored in previous literature. Accounting for reporting heterogeneity reduces the gender gap in many health domains across the four countries, but to varying degrees. Health disparities across education levels persist and even widen after equalizing thresholds across the two groups.

Does birth history account for educational differences in breast cancer mortality? A comparison of premenopausal and postmenopausal women in Belgium.

PubMed

Gadeyne, Sylvie; Deboosere, Patrick; Vandenheede, Hadewijch; Neels, Karel

2012-12-15

This study investigates the impact of reproductive factors on the association between education and breast cancer mortality in Belgium. The role of reproductive factors has been investigated in several studies, with mixed results. Reproductive factors are either completely or partially responsible for the association between education and breast cancer mortality. The data consist of the 1991 census linked to registration data on cause-specific mortality during the period 1991-1995, including all breast cancer deaths in Belgium during the observation period. The study population includes all women aged 35-79 at time of the census. Age-standardized mortality rates and mortality rate ratios (Poisson regression) are computed for educational groups with and without control for reproductive factors. The population is stratified according to age (women aged 35-49 and 50-79) and according to nulliparity. The relationship between education and breast cancer is significant among postmenopausal women. Breast cancer mortality is higher among the higher educated women. These results are consistent with international findings, the gradient not being negative as in most other causes of death, but positive. Statistical control for parity and age at first birth reduces the association largely. In addition, among nonparous women, differences in breast cancer mortality by education are not consistent and generally not significant. Reproductive factors are largely responsible for the positive association between education and breast cancer mortality among postmenopausal women in Belgium. Among premenopausal women, the relation is not significant, a pattern consistent with international studies. Copyright © 2012 UICC.

Can an Educational Intervention Improve Iodine Nutrition Status in Pregnant Women? A Randomized Controlled Trial.

PubMed

Amiri, Parisa; Hamzavi Zarghani, Najmeh; Nazeri, Pantea; Ghofranipour, Fazlollah; Karimi, Mehrdad; Amouzegar, Atieh; Mirmiran, Parvin; Azizi, Fereidoun

2017-03-01

Because of their increased need for iodine, pregnant women are among the high-risk groups for iodine deficiency. The purpose of this study was to evaluate the effectiveness of an educational program on the iodine nutrition status of pregnant women. In this randomized controlled trial, 100 pregnant women were randomly selected from five healthcare centers in the southern region of Tehran, the capital of Iran. In the intervention group, pregnant women received a four-month educational program, which included two face-to-face educational sessions, using a researcher-designed educational pamphlet in the second and third trimesters, and two follow-up telephone calls. Knowledge, attitude, and practice (KAP) scores, urinary iodine concentration (UIC), and salt iodine content were assessed at baseline and four months after the intervention. At baseline, there were significant associations between knowledge and attitude (r = 0.38, p = 0.03) between practice and UIC (r = 0.28, p = 0.01) and between UIC and iodine content of salt (r = 0.24, p = 0.009). Although a significant difference was found in mean KAP scores between the two groups after the educational intervention, scores were significantly higher in the intervention group compared with controls (p < 0.01). There were no significant differences in UIC and iodine content of salt between the two groups at follow-up. Despite educational intervention increasing KAP among women regarding the importance of iodine and iodized salt consumption during pregnancy, their iodine status did not improve. Considering the main socio-environmental determinants of iodine deficiency, in particular, the monitoring of salt fortification, prescribing iodine containing supplements as well as improving health literacy in pregnant women seem essential strategies.

Sociodemographic and Substance Use Disorder Determinants of HIV Sexual Risk Behavior in Men and Women in Outpatient Drug Treatment in the NIDA National Drug Abuse Treatment Clinical Trials Network.

PubMed

Kidd, Jeremy D; Tross, Susan; Pavlicova, Martina; Hu, Mei-Chen; Campbell, Aimee N C; Nunes, Edward V

2017-06-07

Sexual risk behavior is now the primary vector of HIV transmission among substance users in the United States with gender as a crucial moderator of risk behavior. The purpose of this study was to examine gender differences in factors (age, race/ethnicity, education) that predict main-partner unprotected sexual occasions (USO) using the unique platform of two parallel NIDA National Drug Abuse Treatment Clinical Trials Network gender-specific safer sex intervention trials. Baseline assessments of male (N = 430) and female (N = 377) participants included demographic characteristics; past 3-month sexual activity; and a diagnostic assessment for alcohol, cocaine/stimulant, and opioid use disorders. Using mixed effects generalized linear modeling of the main outcome USO, two-way interactions of gender with age, race/ethnicity, and education were evaluated and adjusted by alcohol, cocaine/stimulant, or opioid use disorder. When adjusted for alcohol use disorder, the interaction of education and gender was significant. For men, a high school or greater education was significantly associated with more USO compared to men with less than high school. For women, greater than high school education was significantly associated with less USO compared to women with a high school education. None of the other interactions were significant when adjusted for cocaine/stimulant or opioid use disorder. Conclusions/Importance: This study demonstrates gender differences in the relationship of education, alcohol use disorder, and main-partner USO in individuals in substance abuse treatment. This underscores the importance of considering demographic and substance use factors in HIV sexual risk behavior and in crafting prevention messages for this population.

The Effect of Different Enlistment Ages on First-Term Attrition Rate

DTIC Science & Technology

2014-03-01

enlistment age, other variables that may affect attrition are also evaluated; gender , marital status, education level, race, annual state ...Unemployment rates by states were included in the regressions. The study concluded that enlistment ages do significantly affect the attrition of...education level; different enlistment age dummies between 18 and 42; female or male; and AFQT Cat. Unemployment rates by states were included in the

A Focused Educational Program after Religious Services to Improve Organ Donation in Hispanic Americans

PubMed Central

Salim, Ali; Berry, Cherisse; Ley, Eric J; Schulman, Danielle; Navarro, Sonia; Zheng, Ling; Chan, Linda S

2012-01-01

Religion is an important determinant in Hispanic Americans (HA) becoming organ donors as HA often believe religion forbids donation. We investigated the effect of an educational program targeting HA organ donation in places of worship. A prospective observational study was conducted at four Catholic churches with a high percentage of HA. A 45 minute ‘culturally sensitive’ educational program, conducted in Spanish, was implemented. Organ donation awareness, knowledge, perception and beliefs, as well as the intent to become an organ donor, were measured before and after the intervention. Differences between before and after the intervention were analyzed. A total of 182 surveys were collected before and 159 surveys were collected after the educational program. A significant increase was observed in organ donation knowledge (54% vs. 70%, p<0.0001), perception (43% vs. 58%, p<0.0001) and beliefs (50% vs. 60%, p=0.0001). However, no significant difference was found in the willingness to discuss donation with family, intent-to-donate, or registering to donate after the intervention. This study demonstrates that a focused educational program in places of worship can significantly improve HA knowledge, perceptions, and beliefs regarding organ donation. Further work is needed to understand why intent-to-donate does not increase despite the increase in organ donation awareness. PMID:23106648

A focused educational program after religious services to improve organ donation in Hispanic Americans.

PubMed

Salim, Ali; Bery, Cherisse; Ley, Eric J; Schulman, Danielle; Navarro, Sonia; Zheng, Ling; Chan, Linda S

2012-01-01

Religion is an important determinant in Hispanic Americans (HA) becoming organ donors as HA often believe religion forbids donation. We investigated the effect of an educational program targeting HA organ donation in places of worship. A prospective observational study was conducted at four Catholic churches with a high percentage of HA. A 45-min "culturally sensitive" educational program, conducted in Spanish, was implemented. Organ donation awareness, knowledge, perception, and beliefs, as well as the intent to become an organ donor, were measured before and after the intervention. Differences between before and after the intervention were analyzed. A total of 182 surveys were conducted before and 159 surveys were conducted after the educational program. A significant increase was observed in organ donation knowledge (54% vs. 70%, p<0.0001), perception (43% vs. 58%, p<0.0001), and beliefs (50% vs. 60%, p=0.0001). However, no significant difference was found in the willingness to discuss donation with family, intent-to-donate, or registering to donate after the intervention. This study demonstrates that a focused educational program in places of worship can significantly improve HA knowledge, perceptions, and beliefs regarding organ donation. Further work is needed to understand why intent-to-donate does not increase despite the increase in organ donation awareness. © 2012 John Wiley & Sons A/S.

A Depression Training Session With Consumer Educators to Reduce Stigmatizing Views and Improve Pharmacists’ Depression Care Attitudes and Practices

PubMed Central

Smits, Tim; Laekeman, Gert; Foulon, Veerle

2013-01-01

Objective. To measure the impact of a depression training day for pharmacists that included a 75-minute session with a consumer educator. Design. The training day included interactive lectures on depression; the effects and side effects of and indications for the use of antidepressants; adherence issues; non-drug treatment options for depression; and basic skills in communication. Pharmacists also participated in a session with a consumer educator and in counseling exercises that included role playing. Assessment. The study used a randomized, clustered, comparative design to measure pharmacists' stigma, attitudes, and current practice related to the provision of pharmaceutical care to people with depression. Mean scores for depression-care practice after the training session were significantly higher in the intervention group than in the control group. Analysis of the changes between baseline and postintervention measures in both the control and intervention groups confirmed a significant difference in the change in both social distance and practice but no significant difference in the change in attitude between the 2 groups of pharmacists. Conclusion. A continuing-education depression training day for pharmacists that involve consumer educators may improve the care delivered in the community pharmacy to people with depression. PMID:23966723

Problem-based learning in internal medicine: virtual patients or paper-based problems?

PubMed

Sobocan, Monika; Turk, Neja; Dinevski, Dejan; Hojs, Radovan; Pecovnik Balon, Breda

2017-01-01

Teaching using paper problem-based learning (p-PBL) sessions has left some students fatigued with the learning process. Therefore, attempts have been made to replace p-PBL with digitally enhanced, decision-making PBL in the form of virtual patients (VP). Student enthusiasm for substituting p-PBL with VP has not been quantitatively evaluated on the intended educational effects. To determine the educational effects of substituting p-PBL sessions with VP on undergraduate medical students in their internal medicine course. We conducted a randomised controlled study on 34 third-year undergraduate medical students in the academic year 2015-2016. Student performance after an intervention substituting p-PBL sessions with VP was analysed. The educational outcomes were measured with knowledge exams and the Diagnostic Thinking Inventory. There was no difference in exam performance between groups (P > 0.833) immediately after the intervention, or in long term. Nor was there a significant difference in improvement of diagnostic thinking between groups (P > 0.935 and P > 0.320). Our study showed no significant improvement in diagnostic thinking abilities or knowledge exam results with the use of VP. Educators can add VP to sessions to motivate students, but a significant improvement to educational outcome should not be expected. © 2016 Royal Australasian College of Physicians.

Peer education training for sexual health and well-being in public high schools in South Africa: Is it enough to change peer educators themselves?

PubMed

Mason-Jones, Amanda J; Flisher, Alan J; Mathews, Catherine

2013-01-01

To evaluate the effects of a high school peer educator training programme on the sexual behaviour and related psychosocial outcomes of peer educators. A total of 728 students from 15 randomly selected public high schools in the Western Cape, South Africa, with a peer education programme and 15 matched comparison schools were recruited, comprising 295 students in the intervention group and 433 students in the comparison arms of the study respectively. Age of sexual debut, use of condom at last sex and psychosocial outcomes such as decision making, goal orientation, critical thinking and self-esteem were measured at baseline and follow-up 18 months later. At follow-up, there were no significant differences in the age of sexual debut, use of condom at last sex, goal orientation, critical thinking and self-esteem scores of the peer educators compared to students in the comparison group. Decision-making scores were significantly higher in the peer educators, compared to students in the comparison group (adjusted difference between means 0.14, 95% CI 0.02 to 0.26). Even a highly intensive peer education training programme had limited effects for the peer educators themselves. It is clear that community factors, gendered power relations and poverty need to be addressed to have a lasting impact.

Quality assessment of clinical education services in teaching hospitals located in Kerman, Iran.

PubMed

Yazdi-Feyzabadi, Vahid; Gozashti, Mohammad Hossein; Komsari, Samane; Mohammadtaghizadeh, Sedigheh; Amiresmaili, Mohammadreza

2015-11-01

Clinical education is one of the most important components of the resource generation function of health systems, and it has a very important role in graduates' competency with respect to effective, practical education. This study aimed to assess the quality of clinical services in Kerman's teaching hospitals located in southeastern Iran. This cross-sectional study was conducted in 2011 on 303 medical students at different levels of medical education at Kerman's teaching hospitals. A modified SERVQUAL instrument was used to collect the data after its validity and reliability were checked. The data were analyzed by SPSS 18.0 using the paired t-test, Kruskal-Wallis, and post hoc tests, when appropriate. In all five dimensions of quality, gaps were observed between students' perceptions and expectations as follows: Assurance (mean = -1.18), Responsiveness (-1.56), Empathy (-1.4), Reliability (-1.27), and Tangibles (-1.21). There was a significant difference between the quality perceptions and expectations of the medical students (p < 0.001). A significant difference was observed between three educational levels, including externships, internships, and assistantships regarding the dimensions of the quality gaps (p < 0.001). The clinical services provided by teaching hospitals in the study did not meet the students' expectations at any of the three educational levels. As we precisely assessed the dimensions and items that had the higher quality gaps, it was apparent that, for most part, clinical education officials could improve the quality by designing interventions, which would not be very difficult to do.

[Effects of home-visit nutrition education on nutritional status improvement of an urban community-dwelling elderly women in Korea].

PubMed

Kwon, Jinhee; Suzuki, Takao; Kim, Hunkyung; Yoon, Heejung; Lee, Sungkook

2004-06-01

This study was conducted to evaluate the effects on home-visit nutrition education by a dietitian on nutritional status improvement of an urban community-dwelling elderly women in Korea. In the baseline survey, information on general characteristics, health-related characteristics, anthropometric measurements, biochemical measurements, nutritional knowledge. nutritional attitude, dietary habits, and food and nutrient intakes of 183 elderly people were obtained. The intervention group received weekly home-visit nutrition education over 4 months. After home-visiting nutrition education, nutritional knowledge, nutritional attitude and dietary habit were increased significantly by 1.8, 2.1 and 6.9 in the intervention group (P<0.01), respectively, who also appeared to consume more cereals and their products, legumes and their products, vegetables, seasonings, milk and dairy products than the control group. It was found that the nutrient intake increased significantly regarding energy, protein, calcium, iron, phosphorus, thiamin and riboflavin (P<0.05). The MAR (mean nutrient adequacy ratio) increased by 0.22 during the period of the study in the intervention group, and 0.09 in the control group, the difference being statistically significant (P<0.01). Differences between in mean change of anthropometric and biochemical indices between the intervention and control groups were not significant. These findings suggest that home-visit nutrition education by a dietitian is effective for improvement of the nutritional status of elderly women in an urban community. In conclusion, home-visit nutrition education should be recommended for nutritional status improvement and health promotion in the community elderly.

Self-efficacy perceptions of interprofessional education and practice in undergraduate healthcare students.

PubMed

Williams, Brett; Beovich, Bronwyn; Ross, Linda; Wright, Caroline; Ilic, Dragan

2017-05-01

Self-efficacy is an individual's perception of their ability to be successful in a given endeavour and it has been shown to have an important role in successful university education and clinical performance of healthcare workers. This article examines the self-efficacy beliefs of undergraduate healthcare students (n = 388) for the skills required for interprofessional education and interprofessional collaboration. The students were enrolled at an Australian university from the disciplines of public health, social work, and paramedic practice. The Self-Efficacy for Interprofessional Experiential Learning (SEIEL) scale, which is a valid and reliable scale, was used to determine the self-reported perceptions of self-efficacy in this cohort. The 16-item scale was developed for use with medicine and other healthcare professional undergraduate students. Student t-tests were used to compare scores between males and females, with one-way ANOVAs used to explore SEIEL scores across disciplines and year level. A significant difference was found between genders for the scores on SEIEL subscale 2 "Interprofessional evaluation and feedback" (p = 0.01) with the male mean being 2.65 units higher (Cohen's d = 0.29). There was also a significant gender difference for the overall SEIEL scale (p = 0.029) with the male mean being 4.1 units higher (Cohen's d = 0.238). No significant gender differences were demonstrated for the subscale "Interprofessional interaction." Neither subscale demonstrated significant differences between healthcare disciplines or course year. Further investigation is required to explore the reasons for the outcomes of this study. With the increasing importance of interprofessional education and practice within healthcare, it would also appear reasonable to consider further research into the development and support of student self-efficacy for the skills required for interprofessional education and interprofessional collaboration within healthcare curricula.

Does addition of 'mud-pack and hot pool treatment' to patient education make a difference in fibromyalgia patients? A randomized controlled single blind study.

PubMed

Bağdatlı, Ali Osman; Donmez, Arif; Eröksüz, Rıza; Bahadır, Güler; Turan, Mustafa; Erdoğan, Nergis

2015-12-01

The aim of this randomized controlled single-blind study is to explore whether addition of mud-pack and hot pool treatments to patient education make a significant difference in short and mild term outcomes of the patients with fibromyalgia. Seventy women with fibromyalgia syndrome were randomly assigned to either balneotherapy with mud-pack and hot pool treatments (35) or control (35) groups. After randomization, five patients from balneotherapy group and five patients from control group were dropped out from the study with different excuses. All patients had 6-h patient education programme about fibromyalgia syndrome and were given a home exercise programme. The patients in balneotherapy group had heated pool treatment at 38 °C for 20 min a day, and mud-pack treatment afterwards on back region at 45 °C. Balneotherapy was applied on weekdays for 2 weeks. All patients continued to take their medical treatment. An investigator who was blinded to the intervention assessed all the patients before and after the treatment, at the first and the third months of follow-up. Outcome measures were FIQ, BDI and both patient's and physician's global assessments. Balneotherapy group was significantly better than control group at after the treatment and at the end of the first month follow-up assessments in terms of patient's and physician's global assessment, total FIQ score, and pain intensity, fatigue, non-refreshed awaking, stiffness, anxiety and depression subscales of FIQ. No significant difference was found between the groups in terms of BDI scores. It is concluded that patient education combined with 2 weeks balneotherapy application has more beneficial effects in patients with fibromyalgia syndrome as compared to patient education alone.

Does addition of `mud-pack and hot pool treatment' to patient education make a difference in fibromyalgia patients? A randomized controlled single blind study

NASA Astrophysics Data System (ADS)

Bağdatlı, Ali Osman; Donmez, Arif; Eröksüz, Rıza; Bahadır, Güler; Turan, Mustafa; Erdoğan, Nergis

2015-12-01

The aim of this randomized controlled single-blind study is to explore whether addition of mud-pack and hot pool treatments to patient education make a significant difference in short and mild term outcomes of the patients with fibromyalgia. Seventy women with fibromyalgia syndrome were randomly assigned to either balneotherapy with mud-pack and hot pool treatments (35) or control (35) groups. After randomization, five patients from balneotherapy group and five patients from control group were dropped out from the study with different excuses. All patients had 6-h patient education programme about fibromyalgia syndrome and were given a home exercise programme. The patients in balneotherapy group had heated pool treatment at 38 °C for 20 min a day, and mud-pack treatment afterwards on back region at 45 °C. Balneotherapy was applied on weekdays for 2 weeks. All patients continued to take their medical treatment. An investigator who was blinded to the intervention assessed all the patients before and after the treatment, at the first and the third months of follow-up. Outcome measures were FIQ, BDI and both patient's and physician's global assessments. Balneotherapy group was significantly better than control group at after the treatment and at the end of the first month follow-up assessments in terms of patient's and physician's global assessment, total FIQ score, and pain intensity, fatigue, non-refreshed awaking, stiffness, anxiety and depression subscales of FIQ. No significant difference was found between the groups in terms of BDI scores. It is concluded that patient education combined with 2 weeks balneotherapy application has more beneficial effects in patients with fibromyalgia syndrome as compared to patient education alone.

Impact of Oral Health Education on Oral Health Knowledge of Private School Children in Riyadh City, Saudi Arabia

PubMed Central

Al Saffan, Abdulrahman Dahham; Baseer, Mohammad Abdul; Alshammary, Abdul Aziz; Assery, Mansour; Kamel, Ashraf; Rahman, Ghousia

2017-01-01

Aims and Objectives: To assess the early effect of oral health education on oral health knowledge of primary and intermediate school students of private schools by utilizing pre/post questionnaires data from oral health educational projects in Riyadh city, Saudi Arabia. Second, to examine topic-specific knowledge differences between genders, nationalities, and educational levels of the students. Materials and Methods: Cross-sectional oral health educational data of private school students (n = 1279) in primary and intermediate levels were extracted from the King Salman Centre for Children's Health (KSCCH) projects undertaken by Riyadh Colleges of Dentistry and Pharmacy. Student's pre- and post-test data were analyzed for changes in oral health knowledge. Overall knowledge score and topic-specific knowledge scores were calculated and the differences between gender, nationality, and educational level were examined using Mann–Whitney U-test. Pre/post change in the oral health knowledge was evaluated by Wilcoxon's sign rank test. Results: Immediately, after oral health educational session high knowledge score category showed an increase of 25.6%, medium and low knowledge score categories showed −3.2% and −22.3% decrease, and this change was statistically significant (P < 0.001). Comparison of correct responses between pre- and post-test showed statistically significant (P < 0.05) increase in all the questions except for the timing of tooth brushing. Females, non-Saudi nationals and students in primary level of education showed significantly high mean knowledge (P < 0.001) at posttest assessment. Conclusion: Primary and intermediate private school student's overall, and topic-specific oral health knowledge improved immediately after educational intervention provided by KSCCH. High knowledge gain was observed among female non-Saudi primary school students. PMID:29285475

Educational differences in life expectancy over five decades among the oldest old in Norway.

PubMed

Kinge, Jonas Minet; Steingrímsdóttir, Ólöf Anna; Moe, Joakim Oliu; Skirbekk, Vegard; Næss, Øyvind; Strand, Bjørn Heine

2015-11-01

Socioeconomic inequalities in life expectancy have been shown among the middle aged and the youngest of the old individuals, but the situation in the oldest old is less clear. The aim of this study was to investigate trends in life expectancy at ages 85, 90 and 95 years by education in Norway in the period 1961-2009. This was a register-based population study including all residents in Norway aged 85 and over. Individual-level data were provided by the Central Population Register and the National Education Database. For each decade during 1961-2009, death rates by 1-year age groups were calculated separately for each sex and three educational categories. Annual life tables were used to calculate life expectancy at ages 85 (e85), 90 (e90) and 95 (e95). Educational differentials in life expectancy at each age were non-significant in the early decades, but became significant over time. For example, for the decade 2000-9, a man aged 90 years with primary education had a life expectancy of 3.4 years, while a man with tertiary education could expect to live for 3.8 years. Similar numbers in women were 4.1 and 4.5 years, respectively. Even among 95-year-old men, statistically significant differences in life expectancy were found by education in the two last decades. Education matters regarding remaining life expectancy also for the oldest old in Norway. Life expectancy at these ages is low, so a growth of 0.5 years in the life expectancy differential is sizeable. © The Author 2015. Published by Oxford University Press on behalf of the British Geriatrics Society. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Effects of pre-education combined with a simulation for caring for children with croup on senior nursing students.

PubMed

Lee, Myung-Nam; Kang, Kyung-Ah; Park, Sun-Jung; Kim, Shin-Jeong

2017-06-01

Educational outcomes, such as knowledge, confidence in performance, ability in nursing practice, and satisfaction with learning methods in caring for children with croup, were compared between groups of students that received education through simulation combined with pre-education, simulation only, and pre-education only. In this quasi-experimental design, the educational intervention for the experimental group was the pre-education modality. Data from a convenience sample of 127 senior nursing students were drawn from three nursing schools in South Korea. There were significant differences in the mean scores of knowledge, confidence in performance, satisfaction with the learning method, and ability in nursing practice between the three groups. Pre-education with simulation significantly enhanced students' knowledge, confidence in performance, ability in nursing practice, and satisfaction with learning methods compared with pre-education or simulation alone. Simulation strategies should focus more on enhancing nursing students' learning outcomes. © 2017 John Wiley & Sons Australia, Ltd.

No Significant Difference in Service Learning Online

ERIC Educational Resources Information Center

McGorry, Sue Y.

2012-01-01

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students' civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at…

Multicultural Awareness and Technology in Higher Education: Global Perspectives

ERIC Educational Resources Information Center

Issa, Tomayess, Ed.; Isaias, Pedro, Ed.; Kommers, Piet, Ed.

2014-01-01

Diversity among university students plays a significant role in raising awareness of numerous issues surrounding cultural heritage, language differences, cross-cultural collaboration, and international education. The integration of technological tools can assist students in cooperating nationally and internationally both in their current…

Project: "Project!"

ERIC Educational Resources Information Center

Grayson, Katherine

2007-01-01

In November 2006, the editors of "Campus Technology" launched their first-ever High-Resolution Projection Study, to find out if the latest in projector technology could really make a significant difference in teaching, learning, and educational innovation on US campuses. The author and her colleagues asked campus educators,…

Peer Education Versus Computer-Based Education: Improve Utilization of Library Databases Among Direct Care Nurses.

PubMed

Gonzalez, Roxana; O'Brien-Barry, Patricia; Ancheta, Reginaldo; Razal, Rennuel; Clyne, Mary Ellen

A quasiexperimental study was conducted to demonstrate which teaching modality, peer education or computer-based education, improves the utilization of the library electronic databases and thereby evidence-based knowledge at the point of care. No significant differences were found between the teaching modalities. However, the study identified the need to explore professional development teaching modalities outside the traditional classroom to support an evidence-based practice healthcare environment.

A national perspective on teachers' efficacy beliefs in deaf education.

PubMed

Garberoglio, Carrie Lou; Gobble, Mark E; Cawthon, Stephanie W

2012-01-01

Teachers' sense of efficacy, or the belief that teachers have of their capacity to make an impact on students' performance, is an unexplored construct in deaf education research. This study included data from 296 respondents to examine the relationship of teacher and school characteristics with teachers' sense of efficacy in 80 different deaf education settings in the US. Deaf education teachers reported high overall efficacy beliefs but significantly lower efficacy beliefs in the area of student engagement than in instructional strategies and classroom management. Teachers' years of experience showed a significant relationship with efficacy beliefs, yet it was the teachers' perceived collective efficacy of their educational setting that ultimately predicted teachers' sense of efficacy. These findings lend credence to the need for further examination of school processes that influence teacher beliefs and attitudes in deaf education settings.

Racial/ethnic differences in video game and Internet use among US adolescents with mental health and educational difficulties.

PubMed

Carson, Nicholas; Lê Cook, Benjamin; Chen, Chih-Nan; Alegria, Margarita

2012-01-01

Video game and Internet use can be associated with poor mental health and educational outcomes among adolescents. Racial/ethnic minority youth use these media more than White youth. Video game and Internet use among adolescents with mental health and educational difficulties may therefore differ by race/ethnicity in clinically meaningful ways. We analyzed a representative sample of 8 th grade students in the United States from the Early Childhood Longitudinal Survey-Kindergarten (N=6,700). Stratifying by gender, we assessed racial/ethnic differences in the associations between video game and Internet use, mental health, and reading and math achievement. Significant minority-White differences were identified in associations between media use and mental health and educational achievement. Video game use was relatively high among black females with prior mental health diagnoses and Asian-American males with high internalizing symptoms. Understanding video game and Internet use among racial/ethnic minority youth with mental health and educational difficulties may improve clinical practice.

Racial/ethnic differences in video game and Internet use among US adolescents with mental health and educational difficulties

PubMed Central

Carson, Nicholas; Lê Cook, Benjamin; Chen, Chih-Nan; Alegria, Margarita

2013-01-01

Video game and Internet use can be associated with poor mental health and educational outcomes among adolescents. Racial/ethnic minority youth use these media more than White youth. Video game and Internet use among adolescents with mental health and educational difficulties may therefore differ by race/ethnicity in clinically meaningful ways. We analyzed a representative sample of 8th grade students in the United States from the Early Childhood Longitudinal Survey-Kindergarten (N=6,700). Stratifying by gender, we assessed racial/ethnic differences in the associations between video game and Internet use, mental health, and reading and math achievement. Significant minority-White differences were identified in associations between media use and mental health and educational achievement. Video game use was relatively high among black females with prior mental health diagnoses and Asian-American males with high internalizing symptoms. Understanding video game and Internet use among racial/ethnic minority youth with mental health and educational difficulties may improve clinical practice. PMID:29167696

The earth as a problem: A curriculum inquiry into the nature of environmental education

NASA Astrophysics Data System (ADS)

Hammond, William Frank

1998-12-01

This thesis is a contribution to curriculum theory in environmental education. Its purpose is to analyze the concept of education as used by environmental educators and to examine how educational purposes are related to differing concepts of human-environment interactions and the environmental problematique. It examines three published written curricula using curriculum inquiry methodology as a means of examining two major claims. The first claim is that curricula in environmental education have been affected by a focus on environmental issues or problems, which has resulted in definitions, descriptions and curriculum proposals in the field having a syntax or narrative structure in the form of problem solving. The second claim of the thesis is that while different programs share the common underlying syntax they resolve issues concerning the nature of education, the concept of environment, the role of environmental action projects, and the nature of schooling in significantly different ways. The thesis critiques the curriculum writings of William B. Stapp, Harold R. Hungerford, and Michael J. Cohen. Each has published curriculum work in environmental education and has been active in the development of the field. Their works were chosen because of their publicly accessible form. The inquiry demonstrates that the three programs present analyses of current global environmental problems as serious and in need of urgent attention. All three focus on solving or preventing environmental problems as a major purpose of environmental education. In spite of the common emphasis on problem solving, the inquiry also reveals significant differences among the three programs in regard to concepts of education, views of the environment and the place and role of humans in it, approaches to environmental action projects as curricular elements, and ideas about the place of environmental education in schools. I conclude that although some environmental educators view the continuing debate about the nature and conceptualization of environmental education as needless repetition of issues which have been satisfactorily resolved, important questions remain to be addressed by curriculum theory in this field. In order for environmental education to nurture education as opposed to particular ideologies and beliefs curriculum writers should develop clear concepts of the nature of education and widen the focus of human environment relations beyond problem solving.

Associations of alcohol, nicotine, cannabis, and drug use/dependence with educational attainment: evidence from cotwin-control analyses.

PubMed

Grant, Julia D; Scherrer, Jeffrey F; Lynskey, Michael T; Agrawal, Arpana; Duncan, Alexis E; Haber, Jon Randolph; Heath, Andrew C; Bucholz, Kathleen K

2012-08-01

Although substance use is associated with reduced educational attainment, this association may be owing to common risk factors such as socioeconomic disadvantage. We tested whether alcohol, nicotine, and illicit drug use and dependence were associated with lifetime educational attainment after controlling for familial background characteristics. Data were from a 1987 questionnaire and a 1992 telephone diagnostic interview of 6,242 male twins (n = 3,121 pairs; mean age = 41.9 years in 1992) who served in the U.S. military during the Vietnam era and therefore, were eligible for educational benefits after military service. Reduced educational attainment (<16 years) was examined in twin pairs discordant for substance use history. Substance use and dependence risk factors assessed were early alcohol and cannabis use, daily nicotine use, lifetime cannabis use, and alcohol, nicotine, cannabis, and any illicit drug dependence. Three significant differences were observed between at-risk twins and their cotwins: Compared to their low-risk cotwins, likelihood of completing <16 years of education was significantly increased for the following: (i) twins who used alcohol before age 18 (adjusted OR = 1.44; 95% CI: 1.02 to 2.05), (ii) twins with a lifetime alcohol dependence diagnosis (adjusted OR = 1.76; 95% CI: 1.27 to 2.44), and (iii) twins who had used nicotine daily for 30 or more days (adjusted OR = 2.54, 95% CI: 1.55 to 4.17). However, no differences in education were observed among twin pairs discordant for cannabis initiation, early cannabis use, or cannabis, nicotine, or any illicit drug dependence. Even in a veteran population with access to military educational benefits, early alcohol use, alcohol dependence, and daily nicotine use remained significantly associated with years of education after controlling for shared familial contributions to educational attainment. The association between other substances and educational attainment was explained by familial factors common to these substance use phenotypes and adult educational attainment. Copyright © 2012 by the Research Society on Alcoholism.

Educational and Sex Differentials in Life Expectancies and Disability-Free Life Expectancies in São Paulo, Brazil, and Urban Areas in Mexico

PubMed Central

Andrade, Flávia Cristina Drumond

2013-01-01

Objectives To estimate transition probabilities between disability states, total life expectancy, and the latter’s decomposition into years spent disabled and disability-free by age, sex and education among older adults in São Paulo, Brazil, and urban areas in Mexico. Methods Applied a micro-simulation method (Interpolative Markov Chains) using longitudinal data. Results We found large between-country educational differences in incidence of and recovery from disability with higher rates in Mexico than in São Paulo, but no differences in mortality. Older adults in Mexico spent longer time being disability-free than in São Paulo for both levels of education. Males and females in São Paulo spent a larger fraction of their remaining life disabled at every age than their counterparts in urban areas in Mexico. Discussion There were educational differences in the prevalence of disability in São Paulo and urban areas in Mexico, and significant educational differences in disability incidence and recovery across sites. PMID:23781016

Problems with Feminist Standpoint Theory in Science Education

NASA Astrophysics Data System (ADS)

Landau, Iddo

2008-11-01

Feminist standpoint theory has important implications for science education. The paper focuses on difficulties in standpoint theory, mostly regarding the assumptions that different social positions produce different types of knowledge, and that epistemic advantages that women might enjoy are always effective and significant. I conclude that the difficulties in standpoint theory render it too problematic to accept. Various implications for science education are indicated: we should return to the kind of science education that instructs students to examine whether arguments, experiments, etc. are successful, rather than ask who presented them; when considering researchers and students for science education programs we should examine their scholarly achievements, rather than the group to which they belong; women should not be discouraged from engaging in “mainstream” science research and education (or other spheres of knowledge considered as “men’s topics”) and men should not be discouraged from engaging in what are considered “women’s topics” in science (or outside it); we should not assume that there are different types of science for women and for men, nor different ways for women and men to study science or conduct scientific research.

Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education

ERIC Educational Resources Information Center

Ota, Akiko

2013-01-01

The U.S. is the leading nation for international students to pursue higher education; the majority of whom are from countries with significant differences in culture and language from American students. As such, many international students start higher education in ESL support programs. While on the surface international students supposedly add…

Managing the Process of International Collaboration in Online Course Development: A Case-Example Involving Higher Education Institutions in Ireland, Switzerland, Austria, and the United Kingdom

ERIC Educational Resources Information Center

Ryan, Cathal; Bergin, Michael; Titze, Sylvia; Ruf, Wolfgang; Kunz, Stefan; Mazza, Riccardo; Chalder, Trudie; Windgassen, Sula; Miner, Dianne Cooney; Wells, John S. G.

2017-01-01

There has been significant growth recently in online learning and joint programmes of education involving collaborative partnerships between and among higher education institutions in different jurisdictions. Utilising an interdisciplinary team model (Care and Scanlan 2001), we describe in this article the process of collaboration among four…

Characteristics and Stress Producing Factors in a Population of RIFFED Educators.

ERIC Educational Resources Information Center

Faas, Larry A.

In addition to a profile of, and open-ended responses from, 174 educators subject to reduction in force (RIF) and 273 educators who had not been RIFFED, this study presents findings from a questionnaire showing the level of stress produced over a 12-month period by 38 factors. A t-test determined the significance of the differences between the…

A Special Section on International Education--What We Can Learn from Russia's Schools

ERIC Educational Resources Information Center

Post, Becky

2005-01-01

Russia's educational system has been successful in producing graduates who excel in mathematics, the sciences, and foreign languages, but these are not the only areas that we might look to as models. Russian and American cultures and educational practices differ in significant ways, and not all of the practices described here would be workable in…

Self-Regulated Learning in Teacher Education--The Significance of Individual Resources and Learning Behaviour

ERIC Educational Resources Information Center

Keller-Schneider, Manuela

2014-01-01

Teacher education must ensure that teachers have the prerequisites to meet different demands in their career entry phase. The presented evaluation study of 241 student teachers in their second semester of pre-service education shows that not only highly rated courses have an impact on the learning outcome of student teachers; the intensity with…

Competitive Opportunity and Liberal Culture: The Significance of Scottish Education in the Twentieth Century

ERIC Educational Resources Information Center

Paterson, Lindsay

2014-01-01

Three of the great social ambitions of educational reform since the late nineteenth century are now seriously problematical. Although education does offer individuals a way of bettering themselves, we now know that it does little to change the terms of the competition among people who start from different social classes: it probably does not, by…

Comparing Professional Values of Sophomore and Senior Baccalaureate Nursing Students.

PubMed

Posluszny, Laura; Hawley, Diane A

2017-09-01

The 2015 American Nurses' Association Code of Ethics reinforces professional values in nursing, and nurse educators may need evidence of their students' professional development. Using the Nurses Professional Values Scale-Revised (NPVS-R), researchers examined two questions: What is the relative importance of professional values (i.e., caring, trust, justice, activism, and professionalism) for beginning and graduating baccalaureate nursing students, and are there differences in professional values between these students? New and graduating nursing students in the current study had well-developed professional values. Sophomore-level nursing students viewed trust, caring, and justice as significantly more important than activism. Senior-level students perceived trust as significantly more important than activism and professionalism. Although total NPVS-R scores did not differ significantly between cohorts, senior-level students did score significantly higher on activism than sophomore-level students. With the revised Code, nurse educators may reevaluate the ethics curriculum. This study suggests opportunity for strengthening values beyond the nurse-client relationship, such as activism and professionalism. [J Nurs Educ. 2017;56(9):546-550.]. Copyright 2017, SLACK Incorporated.

Use of a knowledge-attitude-behaviour education programme for Chinese adults undergoing maintenance haemodialysis: Randomized controlled trial.

PubMed

Liu, Li; Liu, Yue-Ping; Wang, Jing; An, Li-Wei; Jiao, Jian-Mei

2016-06-01

To investigate the effects of a knowledge-attitude-behaviour health education model on acquisition of disease-related knowledge and self-management behaviour by patients undergoing maintenance haemodialysis. Patients recently prescribed MHD were randomly assigned to a control group or an intervention group. Control group patients were treated with usual care and general education models. A specialist knowledge-attitude-behaviour health education model was applied to patients in the intervention group. Eighty-six patients were included (n = 43 per group). Before intervention, there were no significant between-group differences in disease knowledge and self-management behaviour. After 6 months' intervention, a significant between-group difference in acquisition of disease knowledge was observed. Self-management behaviour scores (control of body mass, reasonable diet, correct drug intake, physical activity, correct fistula care, disease condition monitoring, psychological and social behaviours) for the intervention group were also higher than those for the control group. These preliminary findings suggest that the knowledge-attitude-behaviour model appears to be a valuable tool for the health education of MHD patients. © The Author(s) 2016.

Use of a knowledge-attitude-behaviour education programme for Chinese adults undergoing maintenance haemodialysis: Randomized controlled trial

PubMed Central

Liu, Li; Wang, Jing; An, Li-Wei; Jiao, Jian-Mei

2016-01-01

Objective To investigate the effects of a knowledge-attitude-behaviour health education model on acquisition of disease-related knowledge and self-management behaviour by patients undergoing maintenance haemodialysis. Methods Patients recently prescribed MHD were randomly assigned to a control group or an intervention group. Control group patients were treated with usual care and general education models. A specialist knowledge-attitude-behaviour health education model was applied to patients in the intervention group. Results Eighty-six patients were included (n = 43 per group). Before intervention, there were no significant between-group differences in disease knowledge and self-management behaviour. After 6 months’ intervention, a significant between-group difference in acquisition of disease knowledge was observed. Self-management behaviour scores (control of body mass, reasonable diet, correct drug intake, physical activity, correct fistula care, disease condition monitoring, psychological and social behaviours) for the intervention group were also higher than those for the control group. Conclusion These preliminary findings suggest that the knowledge-attitude-behaviour model appears to be a valuable tool for the health education of MHD patients. PMID:26951842

Effects of multimedia nursing education on disease-related depression and anxiety in patients staying in a coronary intensive care unit.

PubMed

Demircelik, Muhammed Bora; Cakmak, Muzaffer; Nazli, Yunus; Şentepe, Esra; Yigit, Derya; Keklik, Mevlude; Arslan, Muzeyyen; Cetin, Mustafa; Eryonucu, Beyhan

2016-02-01

We evaluated the effectiveness of an accessibility-enhanced multimedia informational educational program in reducing depression and anxiety increasing satisfaction with the information and materials received by patients in coronary care unit. We selected 100 patients from among the patients who stayed at or who underwent surgery at one of two ICUs for any reason who satisfied the eligibility criteria, and agreed to participate in the research. The participants were included in the control or experimental group by random selection. The patients completed the Hospital Anxiety Depression Scale during ICU admission and 1week after hospital discharge. The difference in HADSA score was significantly greater in patients who received education than in patients who did not receive multimedia nursing education (4.2±0.58 vs. 0.6±0.42; p<.01). Additionally, the difference in HADSD score was significantly greater in patients who received multimedia nursing education (2.2±0.53 vs. 0.64±0.46; p<.01). This study showed that anxiety and depression associated with hospital can be reduced with multimedia nursing education. Copyright © 2015 Elsevier Inc. All rights reserved.

[Evaluation of a medication self-management education program for elders with hypertension living in the community].

PubMed

Lee, Jong Kyung

2013-04-01

The purpose of this study was to examine the effect of a medication self-management education program on medication awareness, communication with health care provider, medication misuse behavior, and blood pressure in elders with hypertension. The research design for this study was a non-equivalent control group quasi-experimental design. Participants were 23 elders for the control group, and 26 elders for the experimental group. The experimental group participated in the medication self-management education program which included the following, verbal education, 1:1 consultation, practice in medication self-management, and discussion over 5 sessions. Data were analyzed using the SPSS 18.0 program. There were statistically significant differences between the experimental and control group for medication awareness, medication misuse behavior, and communication with health care providers. However, no significant difference was found between the two groups for blood pressure. The results indicate that the education program is effective in improving medication awareness and communication with health care providers and in decreasing medication misuse behavior. Therefore, it is recommended that this education program be used as an effective intervention for improving medication self-management for elders with hypertension.

Efficacy study of multimedia rheumatoid arthritis patient education program.

PubMed

Unk, Julie A; Brasington, Richard

2014-07-01

The research goal of improving patient adherence was assessed in this randomized controlled trial of the outcomes of a 15-min multimedia educational program when compared to educational literature for rheumatoid arthritis (RA) patients. One hundred eight RA patients from a Midwestern rheumatology outpatient clinic completed the self-reported Medication Adherence Questionnaire (MAQ), the Brief Illness Perception Questionnaire (BIPQ), and Health Assessment Questionnaire (HAQ) at baseline and 1 month after education. A paired samples t-test was use for data analyses to determine if there was a significant difference in the change between the groups at preintervention and 1-month postintervention. There were no significant differences in the scores between the two groups from pretest to posttest. Results from this study showed that medication adherence, illness perception, and disability were not improved by use of multimedia or the literature within 1 month. Findings from this research study showed that a short multimedia educational program is as effective as printed materials to educate patients with RA about their disease and treatment. However, neither multimedia nor literature affects medication adherence, illness perception, or disability as self-reported by patients with RA. ©2013 American Association of Nurse Practitioners.

Learning outcomes in two different teaching approach in nursing education in Iran: e-learning versus lecture.

PubMed

Mehrdad, Neda; Zolfaghari, Mitra; Bahrani, Naser; Eybpoosh, Sana

2011-01-01

Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students.

An analysis of science versus pseudoscience

NASA Astrophysics Data System (ADS)

Hooten, James T.

2011-12-01

This quantitative study identified distinctive features in archival datasets commissioned by the National Science Foundation (NSF) for Science and Engineering Indicators reports. The dependent variables included education level, and scores for science fact knowledge, science process knowledge, and pseudoscience beliefs. The dependent variables were aggregated into nine NSF-defined geographic regions and examined for the years 2004 and 2006. The variables were also examined over all years available in the dataset. Descriptive statistics were determined and tests for normality and homogeneity of variances were performed using Statistical Package for the Social Sciences. Analysis of Variance was used to test for statistically significant differences between the nine geographic regions for each of the four dependent variables. Statistical significance of 0.05 was used. Tukey post-hoc analysis was used to compute practical significance of differences between regions. Post-hoc power analysis using G*Power was used to calculate the probability of Type II errors. Tests for correlations across all years of the dependent variables were also performed. Pearson's r was used to indicate the strength of the relationship between the dependent variables. Small to medium differences in science literacy and education level were observed between many of the nine U.S. geographic regions. The most significant differences occurred when the West South Central region was compared to the New England and the Pacific regions. Belief in pseudoscience appeared to be distributed evenly across all U.S. geographic regions. Education level was a strong indicator of science literacy regardless of a respondent's region of residence. Recommendations for further study include more in-depth investigation to uncover the nature of the relationship between education level and belief in pseudoscience.

[Effect of nutrition and food safety education among middle school students in a poverty-stricken county in west China].

PubMed

Huang, Donghong; Sun, Zhenqiu; Hu, Jingxuan; Shen, Minxue; Peng, Zhen; Zeng, Na

2014-03-01

To evaluate the effect of nutrition and food safety education among middle school students in a poverty-stricken county in west China, and to explore the better education model for further education. Students of grade 7 to 9 were selected from 4 middle schools in the country through multi-stage cluster sampling for the questionnaire, and the schools were assigned into an intervention group or a control group. After students in the intervention schools completed one year nutrition and food safety education with the textbooks, students were chosen from the same 4 schools to finish the same questionnaire again. A total of 410 students from grade 7 to 9 were selected at the baseline study, and 474 students in the final study. The essential characteristics of the 2 groups were not statistically significant (P>0.05). In the baseline investigation, the differences in the scores on nutrition and food safety knowledge, attitude and practice between the 2 groups were not significant (P>0.05). In the final study, the scores on the knowledge, attitude of nutrition knowledge learning, and dietary habits among students in the intervention group were significantly higher than those in the control group (P<0.05). School-students mixed model demonstrated that the intervention was protective factor on scores of knowledge, in particular with nutrition related diseases and reasonable diet (P<0.05). But the intervention didn't affect the scores on attitude in both ways (P>0.05). Nutrition and food safety education can improve the nutrition and food safety knowledge effectively. The curriculum should be further standardized and different emphases should be set up to different grades to cultivate healthy diet behaviors.

Adherence to CPAP therapy: comparing the effect of three educational approaches in patients with obstructive sleep apnoea.

PubMed

Delanote, Isabelle; Borzée, Pascal; Belge, Catharina; Buyse, Bertien; Testelmans, Dries

2018-01-01

Continuous positive airway pressure (CPAP)-therapy is the first-line treatment for moderate to severe obstructive sleep apnoea (OSA). A significant limitation of CPAP treatment is the poor therapy adherence, compromising the beneficial effects. This study evaluates three different educational approaches and their effect on therapy adherence. This single-center, retrospective study compared three groups of 100 consecutive, CPAP-naive patients with moderate to severe OSA who were started on CPAP therapy. Group 1 and 2 received the same individual structured education on two consecutive days with an extra phone call 7 to 10 days after CPAP start in group 2. Group 3 received individual structured education on the first day and participated in a group education using a slide presentation open for discussion on the second day. Re-evaluation was performed after 24 weeks. Baseline characteristics did not differ significantly between groups. During the 24 weeks follow-up there was a drop-out rate of 16% (group 1), 12% (group 2) and 5% (group 3). In the patients still on CPAP after 24 weeks, the mean nightly CPAP usage was, respectively, 4.7 ± 1.8, 5.2 ± 2.3 and 5.7 ± 2.1 h/night. In group 3 both the drop-out rate and mean CPAP usage were significantly different (P values, respectively, P < 0.05 and P < 0.01) compared with group 1. Improving CPAP adherence is an ongoing challenge. This study shows that a multi-modality approach, using a combination of individual and group education using a slide presentation open for discussion resulted in improved therapy adherence. © 2016 John Wiley & Sons Ltd.

Effects of spinal health educational programs for elementary school children.

PubMed

Park, Jeong-hwan; Kim, Jin-Sun

2011-04-01

This study examined the effects of spinal health educational programs. A nonequivalent control-group pretest-posttest design was used. Participants were 88 fifth-grade elementary schoolchildren. Three groups were compared: a Web-based program group, a traditional face-to-face program group, and a control group. In both intervention groups, the changes for spinal health knowledge and self-efficacy were significantly higher than those of the control group. However, the changes of spinal health practices were not significantly different. A Web-based spinal health education program is a convenient and flexible health educational approach that was as effective in this study as traditional face-to-face instruction. © 2011, Wiley Periodicals, Inc.

Impact of Educational Level on Study Attrition and Evaluation of Web-Based Computer-Tailored Interventions: Results From Seven Randomized Controlled Trials.

PubMed

Reinwand, Dominique A; Crutzen, Rik; Elfeddali, Iman; Schneider, Francine; Schulz, Daniela Nadine; Smit, Eline Suzanne; Stanczyk, Nicola Esther; Tange, Huibert; Voncken-Brewster, Viola; Walthouwer, Michel Jean Louis; Hoving, Ciska; de Vries, Hein

2015-10-07

Web-based computer-tailored interventions have shown to be effective in improving health behavior; however, high dropout attrition is a major issue in these interventions. The aim of this study is to assess whether people with a lower educational level drop out from studies more frequently compared to people with a higher educational level and to what extent this depends on evaluation of these interventions. Data from 7 randomized controlled trials of Web-based computer-tailored interventions were used to investigate dropout rates among participants with different educational levels. To be able to compare higher and lower educated participants, intervention evaluation was assessed by pooling data from these studies. Logistic regression analysis was used to assess whether intervention evaluation predicted dropout at follow-up measurements. In 3 studies, we found a higher study dropout attrition rate among participants with a lower educational level, whereas in 2 studies we found that middle educated participants had a higher dropout attrition rate compared to highly educated participants. In 4 studies, no such significant difference was found. Three of 7 studies showed that participants with a lower or middle educational level evaluated the interventions significantly better than highly educated participants ("Alcohol-Everything within the Limit": F2,376=5.97, P=.003; "My Healthy Behavior": F2,359=5.52, P=.004; "Master Your Breath": F2,317=3.17, P=.04). One study found lower intervention evaluation by lower educated participants compared to participants with a middle educational level ("Weight in Balance": F2,37=3.17, P=.05). Low evaluation of the interventions was not a significant predictor of dropout at a later follow-up measurement in any of the studies. Dropout attrition rates were higher among participants with a lower or middle educational level compared with highly educated participants. Although lower educated participants evaluated the interventions better in approximately half of the studies, evaluation did not predict dropout attrition. Further research is needed to find other explanations for high dropout rates among lower educated participants.

Differences in Spontaneous Intracerebral Hemorrhage Cases between Urban and Rural Regions of Taiwan: Big Data Analytics of Government Open Data

PubMed Central

Ting, Hsien-Wei; Chien, Ting-Ying; Lai, K. Robert; Wu, Kuan-Hsien; Chen, Jun-Min

2017-01-01

This study evaluated the differences in spontaneous intracerebral hemorrhage (sICH) between rural and urban areas of Taiwan with big data analysis. We used big data analytics and visualization tools to examine government open data, which included the residents’ health medical administrative data, economic status, educational status, and relevant information. The study subjects included sICH patients of Taipei region (29,741 cases) and Eastern Taiwan (4565 cases). The incidence of sICH per 100,000 population per year in Eastern Taiwan (71.3 cases) was significantly higher than that of the Taipei region (42.3 cases). The mean coverage area per hospital in Eastern Taiwan (452.4 km2) was significantly larger than the Taipei region (24 km2). The residents educational level in the Taipei region was significantly higher than that in Eastern Taiwan. The mean hospital length of stay in the Taipei region (17.9 days) was significantly greater than that in Eastern Taiwan (16.3 days) (p < 0.001). There were no significant differences in other medical profiles between two areas. Distance and educational barriers were two possible reasons for the higher incidence of sICH in the rural area of Eastern Taiwan. Further studies are necessary in order to understand these phenomena in greater depth. PMID:29232864

Linked versus unlinked estimates of mortality and length of life by education and marital status: evidence from the first record linkage study in Lithuania.

PubMed

Shkolnikov, Vladimir M; Jasilionis, Domantas; Andreev, Evgeny M; Jdanov, Dmitri A; Stankuniene, Vladislava; Ambrozaitiene, Dalia

2007-04-01

Earlier studies have found large and increasing with time differences in mortality by education and marital status in post-Soviet countries. Their results are based on independent tabulations of population and deaths counts (unlinked data). The present study provides the first census-linked estimates of group-specific mortality and the first comparison between census-linked and unlinked mortality estimates for a post-Soviet country. The study is based on a data set linking 140,000 deaths occurring in 2001-2004 in Lithuania with the population census of 2001. The same socio-demographic information about the deceased is available from both the census and death records. Cross-tabulations and Poisson regressions are used to compare linked and unlinked data. Linked and unlinked estimates of life expectancies and mortality rate ratios are calculated with standard life table techniques and Poisson regressions. For the two socio-demographic variables under study, the values from the death records partly differ from those from the census records. The deviations are especially significant for education, with 72-73%, 66-67%, and 82-84% matching for higher education, secondary education, and lower education, respectively. For marital status, deviations are less frequent. For education and marital status, unlinked estimates tend to overstate mortality in disadvantaged groups and they understate mortality in advantaged groups. The differences in inter-group life expectancy and the mortality rate ratios thus are significantly overestimated in the unlinked data. Socio-demographic differences in mortality previously observed in Lithuania and possibly other post-Soviet countries are overestimated. The growth in inequalities over the 1990s is real but might be overstated. The results of this study confirm the existence of large and widening health inequalities but call for better data.

The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science

PubMed Central

Trevino, Richard; Majcher, Carolyn; Rabin, Jeff; Kent, Theresa; Maki, Yutaka; Wingert, Timothy

2016-01-01

Purpose To compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum. Methods Forty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game play (game group) or 12 hours of interactive didactic instruction (lecture group). The same material from the core optometric curriculum was delivered to both groups. Game play was accomplished via an original board game. Written examinations assessed change in knowledge level. A post-intervention opinion survey assessed student attitudes. Results There was no significant difference in pre- or post-intervention test scores between the lecture and game groups (Pre-test: p = 0.9; Post-test: p = 0.5). Post-intervention test scores increased significantly from baseline (Game group: 29.3% gain, Didactic group: 31.5% gain; p<0.001 for each). The score increase difference between groups was not statistically significant (p = 0.6). The post-intervention attitude survey did not reveal any significant between group differences (p = 0.5). Conclusions Our results indicate that an educational game and interactive didactic instruction can be equally effective in teaching optometry students basic and applied science. Furthermore, both modes of instruction have the potential to be equally engaging and enjoyable experiences. PMID:27233041

The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science.

PubMed

Trevino, Richard; Majcher, Carolyn; Rabin, Jeff; Kent, Theresa; Maki, Yutaka; Wingert, Timothy

2016-01-01

To compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum. Forty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game play (game group) or 12 hours of interactive didactic instruction (lecture group). The same material from the core optometric curriculum was delivered to both groups. Game play was accomplished via an original board game. Written examinations assessed change in knowledge level. A post-intervention opinion survey assessed student attitudes. There was no significant difference in pre- or post-intervention test scores between the lecture and game groups (Pre-test: p = 0.9; Post-test: p = 0.5). Post-intervention test scores increased significantly from baseline (Game group: 29.3% gain, Didactic group: 31.5% gain; p<0.001 for each). The score increase difference between groups was not statistically significant (p = 0.6). The post-intervention attitude survey did not reveal any significant between group differences (p = 0.5). Our results indicate that an educational game and interactive didactic instruction can be equally effective in teaching optometry students basic and applied science. Furthermore, both modes of instruction have the potential to be equally engaging and enjoyable experiences.

Comparison of smoking cessation between education groups: findings from 2 US National Surveys over 2 decades.

PubMed

Zhuang, Yue-Lin; Gamst, Anthony C; Cummins, Sharon E; Wolfson, Tanya; Zhu, Shu-Hong

2015-02-01

We examined smoking cessation rate by education and determined how much of the difference can be attributed to the rate of quit attempts and how much to the success of these attempts. We analyzed data from the National Health Interview Survey (NHIS, 1991-2010) and the Tobacco Use Supplement to the Current Population Survey (TUS-CPS, 1992-2011). Smokers (≥ 25 years) were divided into lower- and higher-education groups (≤ 12 years and >12 years). A significant difference in cessation rate between the lower- and the higher-education groups persisted over the last 2 decades. On average, the annual cessation rate for the former was about two thirds that of the latter (3.5% vs 5.2%; P<.001, for both NHIS and TUS-CPS). About half the difference in cessation rate can be attributed to the difference in quit attempt rate and half to the difference in success rate. Smokers in the lower-education group have consistently lagged behind their higher-education counterparts in quitting. In addition to the usual concern about improving their success in quitting, tobacco control programs need to find ways to increase quit attempts in this group.

Effects of pictograms in educating 3 distinct low-literacy populations on the use of postoperative cataract medication.

PubMed

Braich, Puneet S; Almeida, David R; Hollands, Simon; Coleman, Mary T

2011-06-01

To examine the effectiveness of pictograms in educating low-literacy patients in order to improve adherence to postoperative cataract regimens. Multicenter, single-blinded, randomized controlled trial. A group of 225 patients from across India, all below a 10th-grade education level, were divided into 3 groups of 75 patients. Each group was educated differently regarding medication use and frequency of dose. The control group was given verbal instruction only. Experimental group 1 (EG1) was taught using the pictograms in the clinic. Experimental group 2 (EG2) was taught in the same way as EG1 but was given the pictograms to take home. Each group was given three 10-point oral exams: on the operative day (Test 1); on postoperative day 7 (Test 2); and on day 28 (Test 3). During the patients' final visit, medication bottles were measured to ascertain use. Test 1 showed no significant difference in mean scores among groups. For Test 2, EG1 and EG2 scored similarly but significantly better than Control (control group, 5.77; EG1, 7.33; EG2, 7.62 ; p < 0.001). For Test 3, EG2 scored significantly better than Control and EG1 (control group, 4.37; EG1, 5.44; EG2, 7.17; p < 0.001). The only parameter significant for a higher test score was the participants' educational level. Higher test scores were significantly associated (p < 0.001) with greater medication consumption. Taking the pictograms home proved to be the most effective way to educate patients who had low literacy levels, and it increased adherence to regimens by 28 days or more. Education through pictograms strictly in the clinic was sufficient for short regimens (≤ 7 days). Copyright © 2011 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

Education, glucose control, and mortality risks among U.S. older adults with diabetes.

PubMed

Dupre, Matthew E; Silberberg, Mina; Willis, Janese M; Feinglos, Mark N

2015-03-01

Studies have shown that diabetes mellitus disproportionately afflicts persons of low socioeconomic status and that the burden of disease is greatest among the disadvantaged. However, our understanding of educational differences in the control of diabetes and its impact on survival is limited. This study investigated the associations among education, hemoglobin A1c (HbA1c), and subsequent mortality in adults with diabetes. Prospective cohort data from the 2006, 2008, and 2010 Health and Retirement Study were linked with biomarker data for U.S. older adults with diabetes (n=3312). Weighted distributions were estimated for all subjects at baseline and by the American Diabetes Association's general guidelines for HbA1c control (<7.0% [53 mmol/mol] vs. ≥7.0% [53 mmol/mol]). Proportional hazard models were used to estimate educational differences in all-cause mortality by HbA1c level with sequential adjustments for contributing risk factors. Mortality risks associated with HbA1c≥7.0% [53 mmol/mol] were significantly greater in lower-educated adults than higher-educated adults (P<0.001). We found that the hazard ratios (HR) associated with HbA1c ≥7.0% [53 mmol/mol] were highest among low-educated adults (HR=2.18, 95% CI: 1.62, 2.94) and that a combination of socioeconomic, psychosocial, and behavioral factors accounted for most, but not all, of the associations. Educational differences in HbA1c control have significant implications for mortality and efforts to reduce these disparities should involve more vigilant screening and monitoring of lower-educated adults with diabetes. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

A comparison of face to face and group education on informed choice and decisional conflict of pregnant women about screening tests of fetal abnormalities.

PubMed

Kordi, Masoumeh; Riyazi, Sahar; Lotfalizade, Marziyeh; Shakeri, Mohammad Taghi; Suny, Hoseyn Jafari

2018-01-01

Screening of fetal anomalies is assumed as a necessary measurement in antenatal cares. The screening plans aim at empowerment of individuals to make the informed choice. This study was conducted in order to compare the effect of group and face-to-face education and decisional conflicts among the pregnant females regarding screening of fetal abnormalities. This study of the clinical trial was carried out on 240 pregnant women at <10-week pregnancy age in health care medical centers in Mashhad city in 2014. The form of individual-midwifery information and informed choice questionnaire and decisional conflict scale were used as tools for data collection. The face-to-face and group education course were held in two weekly sessions for intervention groups during two consecutive weeks, and the usual care was conducted for the control group. The rate of informed choice and decisional conflict was measured in pregnant women before education and also at weeks 20-22 of pregnancy in three groups. The data analysis was executed using SPSS statistical software (version 16), and statistical tests were implemented including Chi-square test, Kruskal-Wallis test, Wilcoxon test, Mann-Whitney U-test, one-way analysis of variance test, and Tukey's range test. The P < 0.05 was considered as a significant. The results showed that there was statically significant difference between three groups in terms of frequency of informed choice in screening of fetal abnormalities ( P = 0.001) in such a way that at next step of intervention, 62 participants (77.5%) in face-to-face education group, 64 members (80%) in group education class, and 20 persons (25%) in control group had the informed choice regarding screening tests, but there was no statistically significant difference between two individual and group education classes. Similarly, during the postintervention phase, there was a statistically significant difference in mean score of decisional conflict scale among pregnant women regarding screening tests in three groups ( P = 0.001). With respect to effectiveness of group and face-to-face education methods in increasing the informed choice and reduced decisional conflict in pregnant women regarding screening tests, each of these education methods may be employed according to the clinical environment conditions and requirement to encourage the women for conducting the screening tests.

Effects of age, education, and sex on response bias in a recognition task.

PubMed

Marquié, J C; Baracat, B

2000-09-01

This study examined age-related differences in decision criteria and the extent to which inconsistencies in earlier findings could be due to sampling artifacts, especially the underlying effects of educational level and sex. Male and female participants (N = 3,059) from 4 age groups (32, 42, 52, and 62 years) and a wide range of educational levels performed a word recognition task. Response bias was assessed with a nonparametric index derived from signal detection theory. The analyses revealed no age differences except for the most educated subjects, for whom increased age was associated with stricter decision criteria. Lower levels of education and men as compared with women were associated with a more conservative bias. Controlling for the level of sensitivity did not significantly change this pattern of results. This finding stresses the need for caution in generalizing age differences obtained from samples that are only partly representative or imbalanced with respect to education and sex.

Cyberbullying experience and gender differences among adolescents in different educational settings.

PubMed

Heiman, Tali; Olenik-Shemesh, Dorit

2015-01-01

Cyberbullying refers to a negative activity aimed at deliberate and repeated harm through the use of a variety of electronic media. This study examined the Internet behavior patterns and gender differences among students with learning disabilities who attended general education and special education classes, their involvement in cyberbullying, and the relationships among being cyberbullied, their responses, and their coping strategies. The sample consisted of 149 students with learning disabilities (LD) attending general education classes, 116 students with comorbid LD attending special education classes, and 242 typically achieving students. All the students, studying in middle and high schools, completed a self-report cyberbullying questionnaire. Findings indicate that although no significant differences emerged in the amount of surfing hours and students' expertise in the use of the Internet, students attending special education classes are more likely to be cybervictims and cyberperpetrators; girls are more likely to be cybervictims, whereas boys are more likely to be cyberperpetrators. These results contribute to our understanding of students' involvement in cyberbullying and can serve as a basis for developing preventive programs as well as intervention programs for students and for educational school teams. © Hammill Institute on Disabilities 2013.

Factors associated with educational aspirations among adolescents: cues to counteract socioeconomic differences?

PubMed

Madarasova Geckova, Andrea; Tavel, Peter; van Dijk, Jitse P; Abel, Thomas; Reijneveld, Sijmen A

2010-03-24

Our study aims to follow this effort and to explore the association between health, socioeconomic background, school-related factors, social support and adolescents' sense of coherence and educational aspirations among adolescents from different educational tracks and to contribute to the existing body of knowledge on the role of educational aspirations in the social reproduction of health inequalities. We expect that socioeconomic background will contribute to the development of educational aspirations, but this association will be modified by available social and individual resources, which may be particularly favourable for the group of adolescents who are on lower educational tracks, since for them such resources may lead to gaining a higher educational level. We collected data on the socioeconomic background (mother's and father's education and employment status, doubts about affordability of future study), school-related factors (school atmosphere, school conditions, attitudes towards school), perceived social support, sense of coherence (manageability, comprehensibility, meaningfulness) and the self-rated health of a national sample of Slovak adolescents (n = 1992, 53.5% females, mean age 16.9 years). We assessed the association of these factors with educational aspirations, overall and by educational tracks (grammar schools, specialised secondary schools, vocational schools). We found statistically significant associations with educational aspirations for the factors parental educational level, father's unemployment, doubts about the affordability of future study, school atmosphere, attitude towards school, social support from the father and a sense of coherence. Social support from the mother and friends was not associated with educational aspiration, nor was self-rated health. Besides affinity towards school, the determinants of educational aspirations differed among adolescents on different educational tracks. Educational aspirations of grammar school students were associated with father's education, while the aspirations of their peers on lower educational tracks had a stronger association with mother's education and perceived social support from father and friends. Moreover, a sense of coherence contributes to the reporting of educational aspiration by students on different educational tracks. Characteristics of the school environment, the family and the individual adolescent are all associated with the level of educational aspiration, but in a different way for different educational tracks. Interventions aimed at reducing socioeconomic inequalities in health via the educational system should, therefore, take this variation and the rather pivotal role of the father into account.

Factors associated with educational aspirations among adolescents: cues to counteract socioeconomic differences?

PubMed Central

2010-01-01

Background Our study aims to follow this effort and to explore the association between health, socioeconomic background, school-related factors, social support and adolescents' sense of coherence and educational aspirations among adolescents from different educational tracks and to contribute to the existing body of knowledge on the role of educational aspirations in the social reproduction of health inequalities. We expect that socioeconomic background will contribute to the development of educational aspirations, but this association will be modified by available social and individual resources, which may be particularly favourable for the group of adolescents who are on lower educational tracks, since for them such resources may lead to gaining a higher educational level. Methods We collected data on the socioeconomic background (mother's and father's education and employment status, doubts about affordability of future study), school-related factors (school atmosphere, school conditions, attitudes towards school), perceived social support, sense of coherence (manageability, comprehensibility, meaningfulness) and the self-rated health of a national sample of Slovak adolescents (n = 1992, 53.5% females, mean age 16.9 years). We assessed the association of these factors with educational aspirations, overall and by educational tracks (grammar schools, specialised secondary schools, vocational schools). Results We found statistically significant associations with educational aspirations for the factors parental educational level, father's unemployment, doubts about the affordability of future study, school atmosphere, attitude towards school, social support from the father and a sense of coherence. Social support from the mother and friends was not associated with educational aspiration, nor was self-rated health. Besides affinity towards school, the determinants of educational aspirations differed among adolescents on different educational tracks. Educational aspirations of grammar school students were associated with father's education, while the aspirations of their peers on lower educational tracks had a stronger association with mother's education and perceived social support from father and friends. Moreover, a sense of coherence contributes to the reporting of educational aspiration by students on different educational tracks. Conclusions Characteristics of the school environment, the family and the individual adolescent are all associated with the level of educational aspiration, but in a different way for different educational tracks. Interventions aimed at reducing socioeconomic inequalities in health via the educational system should, therefore, take this variation and the rather pivotal role of the father into account. PMID:20334644

Is college education an equalizer for social disparities in health literacy? A case study in Shanghai, China.

PubMed

Hu, Anning; Yang, Xiaozhao Yousef

2017-11-01

The aim of the study was to illustrate the immediate effect of the college education process (across college grades) on the strength of association between parental education and college attendees' health literacy. Cross-sectional analysis was conducted based on data from a random sample of students in one university in Shanghai, China ( N = 574). Exploratory factor analysis was used to generate factors of different dimensions of health literacy. Ordinary least square regression models were estimated to investigate how college education process alters the family-based disparity in health literacy. The link between parental education and health-related skills did not vary significantly across grades of participants, but participants in their third ( p < 0.05) and fourth year ( p < 0.001) revealed a significantly weaker association between health-promoting proactivity and parental education, relative to the first-year counterparts. Also, the impact of parental education on health-related attitudes significantly declined among the fourth-year seniors, compared with first-year students ( p < 0.05). Higher education experience is an important mechanism to alleviate the socioeconomic gap in health literacy. Such an equalizer effect, nevertheless, is contingent on the particular dimensions of health literacy.

AB133. The Directors of Japanese Society for Sexual Medicine have a positive attitude for sexuality education in Japanese medical schools

PubMed Central

Shirai, Masato; Tsujimura, Akira; Hisasue, Shin-Ichi; Abdelhamed, Amr; Horie, Shiego

2015-01-01

Objective The purpose of the present study was to investigate the current state of sexuality education in Japanese medical schools and the association of the position title of Japanese Society for Sexual Medicine (JSSM). Methods We surveyed the four factors, the number of lecture components, the time of curriculum hours, the degree of sufficiency level of the components, and the degree of sufficiency level of the curriculum hours in medical schools in Japan. Also, we have investigated the four factors difference among three groups, Directors, Council, and Non-member of JSSM. Results Of the 80 medical schools, the faculties of the Urological department of 69 medical schools (86%) responded. The mean number of lecture components was 7.8. The number of lecture components of Directors (10.2) had significantly higher than Council (4.7) and Non-member (7.3). There is no significant difference the number of lecture components between Council and Non-member. The mean curriculum hour was 113 minutes. The curriculum hour of Directors (152.6) was significantly longer than Non-member (95.9). There is no significant difference the curriculum hour between Council (106.7) and Non-member. The satisfactory degree of the components was very satisfied (1.5%), satisfied (26.5%), not satisfied (55.9%), and dissatisfied (16.5%) for the faculties. The satisfactory degree of the curriculum hours was very long (0%), long (0%), moderate (50%), short (45.6%), and very short (4.4%) for the faculties. There is no significant difference the satisfactory degree of the components and the curriculum hours among three groups. Conclusions The Directors of JSSM have a positive attitude for sexuality education in Japanese medical schools. While curriculum hour is insufficient for the faculties in half of medical schools, over 70% medical schools answered that the lecture components are insufficient, too. Now we should make every effort to achieve sufficient components for sexuality education. We need the standardized syllabus and materials for sexual medicine in medical schools. These syllabus and materials should to be mainly made by Directors. This is the first Japanese study on sexuality education in medical schools.

Relationship between career motivation and perceived spiritual leadership in health professional educators: a correlational study in Iran.

PubMed

Sadeghifar, Jamil; Bahadori, Mohammadkarim; Baldacchino, Donia; Raadabadi, Mehdi; Jafari, Mehdi

2013-12-20

Career motivation in university educators through efficient ways and appropriate with the educational system, is considered one of the important factors affecting education of students and their competence. This study aimed to determine the relationship between career motivation and spiritual leadership among a university of medical sciences in the west, Iran. This descriptive, cross-sectional correlation study was conducted among the university educators of medical sciences in the west, Iran in 2012. All of the educators (N=230) were selected and recruited according to census method. The data were collected by two established self-completed questionnaires on spiritual leadership (SL) and career motivation. Data were analyzed statistically by parametric tests: Pearson correlation, independent student t-test and one-way analysis of variance (ANOVA). The Pearson correlation test identified a significant relationship between educators' career motivation and vision, altruistic love, hope/faith, meaning/calling and membership dimensions of spiritual leadership (p<0.05). The independent t-test detected a significant relationship between the 'hope/faith' (p=0.04) and organizational commitment (p=0.004) dimensions and the gender of educators. ANOVA revealed significant differences in educators' years of work experience and their overall career motivation (p=0.003) and the dimension of 'membership' (p<0.04). A significant relationship was found in 'altruistic love' and 'Hope/faith', and the educators' academic rank place in the university (p=0.03). Also a significant relationship was found in 'vision' (p=0.03) and 'altruistic love' (p=0.002) and 'membership' (p=0.04) dimensions, and the type of faculty. The results indicate that the dimensions of existence of spiritual leadership may have a positive relationship with educators' career motivation.

Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence

PubMed Central

Numminen, Olivia; Laine, Tuija; Isoaho, Hannu; Hupli, Maija; Leino-Kilpi, Helena; Meretoja, Riitta

2014-01-01

Objective This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice–theory gap. Design A cross-sectional, comparative design using the Nurse Competence Scale was applied. Subjects The sample comprised nurse educators (n = 86) and nurse managers (n = 141). Methods Descriptive and inferential statistics were used in the data analysis. Main outcome measures Educators assessed novice nurses' competence to a significantly higher level than managers in all competence areas (p < 0.001). The biggest correspondence between educators' and mangers' assessments were in competencies related to immediate patient care, commitment to ethical values, maintaining professional skills and nurses' care of the self. The biggest differences were in competencies related to developmental and evaluation tasks, coaching activities, use of evidence-based knowledge and in activities which required mastering a comprehensive view of care situations. However, differences between educators' and managers' assessments were strongly associated with their age and work experience. Active and improved collaboration should be focused on areas in which the differences between educators' and managers' assessments greatly differ in ensuring novice nurses′ fitness for practice. PMID:24512685

Young Adult Educational and Vocational Outcomes of Children Diagnosed with ADHD

PubMed Central

Kuriyan, Aparajita B.; Pelham, William E.; Molina, Brooke S. G.; Waschbusch, Daniel A.; Gnagy, Elizabeth M.; Sibley, Margaret H.; Babinski, Dara E.; Walther, Christine; Cheong, JeeWon; Yu, Jihnhee; Kent, Kristine M.

2012-01-01

Decreased success at work and educational attainment by adulthood are of concern for children with ADHD given their widely documented academic difficulties; however there are few studies that have examined this empirically and even fewer that have studied predictors and individual variability of these outcomes. The current study compares young adults with and without a childhood diagnosis of ADHD on educational and occupational outcomes and the predictors of these outcomes. Participants were from the Pittsburgh ADHD Longitudinal Study (PALS), a prospective study with yearly data collection. Significant group differences were found for nearly all variables such that educational and occupational attainment was lower for adults with compared to adults without histories of childhood ADHD. Despite the mean difference, educational functioning was wide-ranging. High school academic achievement significantly predicted enrollment in post-high school education and academic and disciplinary problems mediated the relationship between childhood ADHD and post-high school education. Interestingly, ADHD diagnosis and disciplinary problems negatively predicted occupational status while enrollment in post-high school education was a positive predictor. Job loss was positively predicted by a higher rate of academic problems and diagnosis of ADHD. This study supports the need for interventions that target the child and adolescent predictors of later educational and occupational outcomes in addition to continuing treatment of ADHD in young adulthood targeting developmentally appropriate milestones, such as completing post-high school education and gaining and maintaining stable employment. PMID:22752720

Catching up? The educational mobility of migrants’ and natives’ children in Europe

PubMed Central

Oberdabernig, Doris; Schneebaum, Alyssa

2017-01-01

ABSTRACT Migrants into European countries are often less educated than European natives. We analyse whether migrants’ children are more or less likely than natives’ children to achieve upward educational mobility across generations, and study differences in the factors, which contribute to differences in mobility for the two groups. We find that migrants’ descendants are more often upwardly mobile (and less often downwardly mobile) than their native peers in the majority of countries studied, and show that the main factor contributing to these patterns is the education level of parents. Although a lower parental education means that their children are less likely to access the same amount of human, social and financial capital as children of more highly educated parents, migrants’ descendants over the last two generations were able to make significant progress in reducing education gaps with natives. PMID:28620245

Simulation-based education for transfusion medicine.

PubMed

Morgan, Shanna; Rioux-Masse, Benjamin; Oancea, Cristina; Cohn, Claudia; Harmon, James; Konia, Mojca

2015-04-01

The administration of blood products is frequently determined by physicians without subspecialty training in transfusion medicine (TM). Education in TM is necessary for appropriate utilization of resources and maintaining patient safety. Our institution developed an efficient simulation-based TM course with the goal of identifying key topics that could be individualized to learners of all levels in various environments while also allowing for practice in an environment where the patient is not placed at risk. A 2.5-hour simulation-based educational activity was designed and taught to undergraduate medical students rotating through anesthesiology and TM elective rotations and to all Clinical Anesthesia Year 1 (CA-1) residents. Content and process evaluation of the activity consisted of multiple-choice tests and course evaluations. Seventy medical students and seven CA-1 residents were enrolled in the course. There was no significant difference on pretest results between medical students and CA-1 residents. The posttest results for both medical students and CA-1 residents were significantly higher than pretest results. The results of the posttest between medical students and CA-1 residents were not significantly different. The TM knowledge gap is not a trivial problem as transfusion of blood products is associated with significant risks. Innovative educational techniques are needed to address the ongoing challenges with knowledge acquisition and retention in already full curricula. Our institution developed a feasible and effective way to integrate TM into the curriculum. Educational activities, such as this, might be a way to improve the safety of transfusions. © 2014 AABB.

Heterogeneity in phenotypes based on smoking status in the Great Lakes Smoker Sibling Registry.

PubMed

Pomerleau, Cynthia S; Pomerleau, Ovide F; Snedecor, Sandy M; Gaulrapp, Stefanie; Kardia, Sharon L R

2004-12-01

We investigated whether 52 same-sex sibling pairs discordant for ever-smoking differed on psychiatric cofactors, alcohol and caffeine use, and responses to initial exposure to smoking. Ever-smokers scored significantly higher on measures of novelty seeking, depression, and childhood ADHD, and on alcohol dependence, alcohol intake, and caffeine intake. They reported significantly more pleasurable experiences, dizziness, "buzz," and relaxation upon initial exposure to smoking and significantly fewer displeasurable sensations, nausea, and cough than did nicotine-exposed, never-smoking siblings. Ever-smokers had significantly fewer years of education than their never-smoking siblings, suggesting that the concentration of smokers in lower socioeconomic strata may be partly due to downward mobility among smokers, possibly because of the observed elevation in psychiatric cofactors, which may interfere with academic performance. These findings are consistent with differences previously identified in unrelated ever- and never-smokers. Because same-sex siblings typically share a large set of common environments during childhood, our findings could be due either to genetic differences among siblings and/or (excepting educational level and responses to early exposure) to differences in adult environments.

The Impact of Spiritual Intelligence, Gender and Educational Background on Mental Health Among College Students.

PubMed

Pant, Naveen; Srivastava, S K

2017-11-30

The present study is conducted on 300 PG-level college students in Haridwar, Uttarakhand (India). The aim of the present study is to examine the level of spiritual intelligence and mental health, to observe relationship between these two variables and also to identify the difference in spiritual intelligence and mental health across gender and educational background (arts and science). The purposive sampling technique is used to select 300 college students of both disciplines of arts and science from the four different government degree colleges/campuses in Haridwar. Integrated Spiritual Intelligence Scale and Mithila Mental Health Status Inventory are used to observe the level of these variables among college students. In the present study, correlational design is employed. All the statistical analyses are done with the help of computer software SPSS. To observe relationship Pearson correlation and to identify the difference t test are used. Findings of the study revealed that spiritual intelligence and mental health relate significantly among arts students, and male and female arts students separately have significant relationship between spiritual intelligence and mental health. Spiritual intelligence and mental health relate significantly among science students, and male and female science students separately have significant relationship between spiritual intelligence and mental health. No significant difference is found between male and female students in terms of spiritual intelligence. No significant difference is found between arts and science students in terms of spiritual intelligence. No significant difference is found between male and female students in terms of mental health. No significant difference is found between arts and science students in terms of mental health.

Education and Training Needs of the Ethnic Entrepreneur in Australia.

ERIC Educational Resources Information Center

Chavan, Meena

2003-01-01

A survey of 209 ethnic entrepreneurs in Australia that found that entrepreneurship education makes a significant difference in business performance by giving them effective planning and strategizing skills. Participants expressed a need for further training in specific business issues. (Contains 64 references.) (JOW)

Using Attribution Theory to Examine Community Rehabilitation Provider Stigma

ERIC Educational Resources Information Center

Strauser, David R.; Ciftci, Ayse; O'Sullivan, Deirdre

2009-01-01

This study builds on existing research investigating the stigma-reducing strategies specific to rehabilitation service providers by comparing differences in education levels and degree of contact among rehabilitation service providers. Rehabilitation service providers with master's level and bachelor level education showed significant differences…

Education Level of Catholic Hispanic Deacons

ERIC Educational Resources Information Center

Ferrari, Joseph R.

2016-01-01

The present study assessed self-reported religiosity, spirituality, faith-related behaviors, leadership styles, and personality dimensions of 156 Hispanic Catholic deacons, based on varied educational degrees assisting in Hispanic (n = 91) or non-Hispanic (n = 65) parishes. Results found no significant differences on any self-reported variables…

Can Multiculturalism Be Exported? Dilemmas of Diversity on Nigeria's "Sesame Square"

ERIC Educational Resources Information Center

Moland, Naomi A.

2015-01-01

While scholars argue that "multicultural education" initiatives are rooted in liberal Western ideals, such projects are increasingly being exported to non-Western countries with significantly different sociohistorical contexts. This article examines the adaptation of multicultural education on the Nigerian version of "Sesame…

Effectiveness of e-learning in continuing medical education for occupational physicians.

PubMed

Hugenholtz, Nathalie I R; de Croon, Einar M; Smits, Paul B; van Dijk, Frank J H; Nieuwenhuijsen, Karen

2008-08-01

Within a clinical context e-learning is comparable to traditional approaches of continuing medical education (CME). However, the occupational health context differs and until now the effect of postgraduate e-learning among occupational physicians (OPs) has not been evaluated. To evaluate the effect of e-learning on knowledge on mental health issues as compared to lecture-based learning in a CME programme for OPs. Within the context of a postgraduate meeting for 74 OPs, a randomized controlled trial was conducted. Test assessments of knowledge were made before and immediately after an educational session with either e-learning or lecture-based learning. In both groups, a significant gain in knowledge on mental health care was found (P < 0.05). However, there was no significant difference between the two educational approaches. The effect of e-learning on OPs' mental health care knowledge is comparable to a lecture-based approach. Therefore, e-learning can be beneficial for the CME of OPs.

Leveraging microfinance to impact HIV and financial behaviors among adolescents and their mothers in West Bengal: a cluster randomized trial.

PubMed

Spielberg, Freya; Crookston, Benjamin T; Chanani, Sheila; Kim, Jaewhan; Kline, Sean; Gray, Bobbi L

2013-01-01

Microfinance can be used to reach women and adolescent girls with HIV prevention education. We report findings from a cluster-randomized control trial among 55 villages in West Bengal to determine the impact of non-formal education on knowledge, attitudes and behaviors for HIV prevention and savings. Multilevel regression models were used to evaluate differences between groups for key outcomes while adjusting for cluster correlation and differences in baseline characteristics. Women and girls who received HIV education showed significant gains in HIV knowledge, awareness that condoms can prevent HIV, self-efficacy for HIV prevention, and confirmed use of clean needles, as compared to the control group. Condom use was rare and did not improve for women. While HIV testing was uncommon, knowledge of HIV-testing resources significantly increased among girls, and trended in the positive direction among women in intervention groups. Conversely, the savings education showed no impact on financial knowledge or behavior change.

Social Media Self-Efficacy of Health Education Specialists: Training and Organizational Development Implications.

PubMed

Alber, Julia M; Paige, Samantha; Stellefson, Michael; Bernhardt, Jay M

2016-11-01

A growing number of public health organizations are applying the power of social media (SM) for health promotion and behavior change. This cross-sectional study of health education specialists (n = 353) examined which demographic and occupational factors were associated with SM self-efficacy, and evaluated SM self-efficacy related to each of the Seven Areas of Responsibility. A series of one-way analyses of variance were conducted to determine whether differences in SM self-efficacy existed by sex, age, years of work experience, and SM access at work. A multiple linear regression examined the relationship between SM self-efficacy and SM experience when controlling for demographic and occupational factors. Statistically significant differences in SM self-efficacy existed by age, F(2, 289) = 6.54, p = .002. SM experience (β = 1.43, t = 11.35, p < .001) was a statistically significant predictor of SM self-efficacy, even after controlling for age, sex, years of work experience, and level of SM access, F(5, 290) = 30.88, p < .001, R 2 = .35. Results revealed statistically significant differences in mean SM self-efficacy scores by the Areas of Responsibility, F(4.69, 1425.46) = 22.46, p < .001. Professional health organizations should have policies in place and trainings that are conducive to learning and applying SM for health education research and practice. © 2016 Society for Public Health Education.

Regional Influences on Chinese Medicine Education: Comparing Australia and Hong Kong

PubMed Central

Chung, Vincent C. H.; Zhang, Anthony L.; Adams, Jon

2016-01-01

High quality education programs are essential for preparing the next generation of Chinese medicine (CM) practitioners. Currently, training in CM occurs within differing health and education policy contexts. There has been little analysis of the factors influencing the form and status of CM education in different regions. Such a task is important for understanding how CM is evolving internationally and predicting future workforce characteristics. This paper compares the status of CM education in Australia and Hong Kong across a range of dimensions: historical and current positions in the national higher education system, regulatory context and relationship to the health system, and public and professional legitimacy. The analysis highlights the different ways in which CM education is developing in these settings, with Hong Kong providing somewhat greater access to clinical training opportunities for CM students. However, common trends and challenges shape CM education in both regions, including marginalisation from mainstream health professions, a small but established presence in universities, and an emphasis on biomedical research. Three factors stand out as significant for the evolution of CM education in Australia and Hong Kong and may have international implications: continuing biomedical dominance, increased competition between universities, and strengthened links with mainland China. PMID:27379170

Youth Attitude Tracking Study. Volume 1. Spring 1976.

DTIC Science & Technology

1976-07-01

Service In the Spring wave the question as to when the positive youth would plan to enlist was split into active duty and National Guard/Reserve parts...In Table 5.6 it is shown that positive propensity respondents usually do not know more about the educational benefits than negative propensity respond...GI BILL EDUCATIONAL BENEFITS RELATED TO PROPENSITY Propensity Toward Each Service Significant Positive Negative Difference Difference Air Force 5.03

A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education.

PubMed

Curran, Vernon R; Sharpe, Dennis; Flynn, Kate; Button, Pam

2010-01-01

There has been limited research on the effect of interprofessional education (IPE) over time on the attitudes of undergraduate health and human service professional students. Previous research in this area has suggested that students from different professions report differing attitudes towards IPE and interprofessional teamwork, and such attitudes may also be influenced by other background characteristics of the students themselves (e.g., gender, age). The purpose of this study was to evaluate the longitudinal effect of the introduction of an IPE curriculum on students' attitudes towards IPE and teamwork. A time series study design was conducted to assess the attitudes of undergraduate health and human service professional students towards IPE and teamwork, and students were also asked to complete satisfaction surveys after IPE curriculum activities. Significant differences in the attitudes of students from different professions and their satisfaction with participation in IPE were reported over the duration of the study. Overall, student satisfaction with IPE participation was relatively positive; however the introduction of IPE curriculum during their undergraduate education did not appear to have a significant longitudinal effect on attitudes towards IPE or interprofessional teamwork. The findings have implications for the design and integration of IPE curriculum within existing uni-professional curriculum.

Effectiveness of simulation with team-based learning in newborn nursing care.

PubMed

Kang, Kyung-Ah; Kim, Shin-Jeong; Oh, Jina; Kim, Sunghee; Lee, Myung-Nam

2016-06-01

This study determines the effect of simulation with team-based learning (TBL) on newborn nursing care. This randomized controlled trial included 74 nursing students from one university located in Seoul, South Korea. Participants were categorized into two groups according to educational modality: one group involved both simulation and TBL, and the other involved simulation alone. Learning attitudes, academic achievement, and simulation performance were examined to assess effectiveness. The mean difference in learning attitudes between the two groups was non-significant. Low academic achievement differed significantly between the two groups (t = 3.445, P = 0.002). There was no significant difference in mean scores for simulation performance between the two groups. In this study, simulation with TBL was effective in improving learning outcomes. In current nursing education, various learning methods are employed within complex nursing situations and require flexibility and problem-solving approaches. © 2015 Wiley Publishing Asia Pty Ltd.

Women's empowerment and the goal of parity between the sexes in schooling in India.

PubMed

Afridi, Farzana

2010-07-01

Greater 'empowerment' of women in India, measured by their education and autonomy, is associated with a reduction in the extent to which their sons' educational attainment exceeds that of their daughters. Improving both father's and mother's education increases the educational attainment of daughters more than that of sons, but raising mother's education is associated with a significantly greater reduction of the difference in attainment between sons and daughters. In families in which the mother has completed primary education, the average difference between boys and girls in years spent in school is almost a third of a year lower than it is where the mother has less education. A one-standard-deviation increase in mother's autonomy is associated with an increase in daughter's schooling of more than half a month but has no correlation with son's education. The findings highlight the importance of women's empowerment for the intergenerational transfer of equality in educational attainment of the sexes.

The relationship between visitor characteristics and learning-associated behaviors in a science museum discovery space

NASA Astrophysics Data System (ADS)

Lozowski Boisvert, Dorothy; Jochums Slez, Brenda

As informal educational institutions, science museums must do more than entertain and amaze visitors. Museum educators must design exhibits that attract and hold the attention of visitors long enough so that the visitors become engaged with the exhibits and learn from them. In order for museum educators to develop such exhibits, more information is needed about the variables associated with learning in museums. This study contributes to the growing body of knowledge on informal education by examining the relationship between visitor characteristics and attraction, holding power, and visitor engagement.One hundred fifty-four visitors to a science museum discovery space were observed as they interacted freely with the exhibits. Trained volunteers recorded the subjects' movements including the exhibits at which they stopped (attraction), the amount of time spent at each exhibit (holding power), and behaviors indicative of subjects' engagement levels with the exhibits. Data indicated significant differences between age group and the holding power of exhibits. Though not significant statistically, a similar trend was noted between age group and attraction and visitor engagement level. No significant differences were found between gender or social grouping and attraction, holding power, or engagement levels.

Out-of-Home Care and the Educational Achievement, Attendance, and Suspensions of Maltreated Children: A Propensity-Matched Study.

PubMed

Maclean, Miriam J; Taylor, Catherine L; O'Donnell, Melissa

2018-04-30

To estimate the influence of out-of-home care on reading scores, attendance, and suspensions by comparing a matched sample of maltreated children who entered out-of-home care and maltreated children who remained at home. Linked administrative data for all children born in Western Australia between 1990 and 2010 was used, focusing on those with substantiated maltreatment before year 9 achievement tests (n = 3297). Propensity score modelling was used to address differences in preexisting risk factors (child, family, neighborhood characteristics, maltreatment history, and reading scores) and compare outcomes for children placed in out-of-home care and those remaining in in-home care. Both groups of maltreated children had poor educational outcomes. After accounting for group differences in risk characteristics, there was no difference in year 9 reading achievement for the out-of-home care and in-home care groups. There was no difference in suspensions for the groups. The only significant difference was children in out-of-home care had fewer school absences than children in in-home care. Out-of-home care was not found to be a significant factor in the adverse educational outcomes of these children; however, there is a clear need for further educational support to address poor outcomes for children involved with child protection services. Copyright © 2018 Elsevier Inc. All rights reserved.

Trends and educational differences in non-communicable disease risk factors in Pitkäranta, Russia, from 1992 to 2007.

PubMed

Vlasoff, Tiina; Laatikainen, Tiina; Korpelainen, Vesa; Uhanov, Mihail; Pokusajeva, Svetlana; Tossavainen, Kerttu; Vartiainen, Erkki; Puska, Pekka

2015-02-01

Mortality and morbidity from non-communicable diseases (NCDs) is a major public health problem in Russia. The aim of the study was to examine trends and educational differences from 1992 to 2007 in NCD risk factors in Pitkäranta in the Republic of Karelia, Russia. Four cross-sectional population health surveys were carried out in the Pitkäranta region, Republic of Karelia, Russia, in 1992, 1997, 2002, and 2007. An independent random sample of 1000 persons from the general population aged 25-64 years was studied in each survey round. The total number of respondents in the four surveys was 2672. The surveys included a questionnaire, physical measurements, and blood sampling, and they were carried out following standard protocols. The NCD risk factor trends generally increased in Pitkäranta during the study period with the exception of systolic blood pressure and smoking among men. Especially significant increases were observed in alcohol consumption among both sexes and in smoking among women. Educational differences and differences in trends were relatively small with the exception of a significant increase in smoking in the lowest female educational category. Trends showing an increase in some major NCD risk factors and signs of emerging socio-economic differences call for stronger attention to effective health promotion and preventive policies in Russia. © 2014 the Nordic Societies of Public Health.

Socioeconomic Differences in the Impact of HIV Infection on Workforce Participation in France in the Era of Highly Active Antiretroviral Therapy

PubMed Central

Dray-Spira, Rosemary; Gueguen, Alice; Ravaud, Jean-François; Lert, France

2007-01-01

Objectives. We sought to measure the difference in employment rates between HIV-seropositive and HIV-seronegative persons and to establish whether this difference varied according to the HIV-infected persons’ socioeconomic position as defined by education level. Methods. We used data from the VESPA (VIH: Enquête Sur les Personnes Atteintes) study, a large cross-sectional survey conducted among a nationally representative sample of 2932 HIV-infected patients in France. Age-, gender-, nationality-, and education-standardized employment rates were estimated with the French general population as the reference. The differences in employment rates with the general population were computed overall and according to education level. Results. Compared with that of the general population, the overall employment rate was 25% lower (95% confidence interval [CI]=16%, 32%) among HIV-infected patients diagnosed before 1994 and 9% lower (95% CI = 5%, 16%) among HIV-infected patients diagnosed from 1994 onward. The difference in employment rates with the general population was significantly higher among patients with a low education level. The employment rate of highly educated HIV-infected patients diagnosed from 1994 onward did not differ from that of the general population. Conclusions. HIV infection was associated with decreased workforce participation among those with a low education level but not among highly educated individuals. PMID:17267720

Educational differences in obesity in the United States: a closer look at the trends.

PubMed

Yu, Yan

2012-04-01

Both body weight and educational attainment have risen in the United States. Empirical evidence regarding educational differences in obesity (BMI ≥30) is inconsistent. According to some widely cited claims, these differences have declined since the 1970s, and the most educated have experienced the greatest gain in obesity. Prior research was limited in grouping college graduates with nongraduates, combining men and women in the same analysis, and using self-reported rather than measured anthropometric information. Using the National Health and Nutrition Examination Surveys (NHANES), we address these issues and examine changing educational differences in obesity from 1971-1980 to 1999-2006 for non-Hispanic whites and blacks in two separate age groups (25-44 vs. 45-64 years). We find that (i) obesity differentials by education have remained largely stable, (ii) compared with college graduates, less educated whites and younger black women continue to be more likely to be obese, (iii) but the differentials are larger for women than men, and weak or nonexistent among black men and older black women. There are exceptions to the overall trend. The obesity gap has widened between the two groups of college-educated younger women, but disappeared between the least and most educated younger white men. Thus, the increase in obesity was similar for most educational groups, but significantly greater for younger women with some college and smaller for younger white men without a high-school degree. Lumping together the two distinct college groups has biased previous estimates of educational differences in obesity.

Educational level and self-care behaviour in patients with heart failure before and after nurse educational intervention.

PubMed

González, Beatriz; Lupón, Josep; Domingo, Maria del Mar; Cano, Lucía; Cabanes, Roser; de Antonio, Marta; Arenas, Miquel; Crespo, Eva; Rodríguez, Margarita; Bayes-Genis, Antoni

2014-10-01

Self-care is important for heart failure (HF) management and may be influenced by the patient's educational level. We assessed the relationship of educational level with baseline self-care behaviour and changes one year after a nursing intervention in HF outpatients attending a HF unit. Three hundred and thirty-five HF patients were studied, with a median age of 67 years (P(25-75) 57-75) and a median HF duration of six months (P(25-75) 1-36). HF aetiology was mainly ischaemic heart disease (53.4%). Median ejection fraction was 30% (P(25-75) 24-37%). The functional class was mainly II (66.3%) and III (25.7%). Educational levels were: very low 17.3%; low 62.1%; medium-high 20.6%. Patients were evaluated at the first visit (baseline) and one year after the educational intervention with the nine-item European Heart Failure Self-care Behaviour Scale. Median patient scores differed in the baseline (19 (P(25-75) 15-26) vs. 16 (P(25-75) 13-21) vs. 15 (P(25-75) 12.5-15.5)) and the one-year evaluation (15 (P(25-75) 13-17) vs. 13 (P(25-75) 11-15) vs. 12 (P(25-75) 10-14)) for the three educational levels, respectively, with statistically significant differences between levels (p=0.007 to p<0.001) except between low and medium-high education at one year (p=0.057). In the one-year evaluation, self-care behaviour significantly improved in the three educational groups (p<0.001), with a similar, albeit not statistically significant, magnitude of improvement in all groups. Self-care behaviour at baseline and one year after a nursing intervention was better in patients with a higher education, although the improvement with the intervention was similar irrespective of the educational level. © The European Society of Cardiology 2013.

Evaluation of US Veterans Nutrition Education for Diabetes Prevention.

PubMed

Erickson, Megan; Braun, Katie; List, Riesa; Utech, Anne; Moore, Carolyn; White, Donna L; Garcia, Jose M

2016-09-01

Evaluate the effectiveness of nutrition education interventions for diabetes prevention. Retrospective cohort design. Tertiary-care US Veterans' Hospital, July 2007 to July 2012, using pre-existing database. Prediabetic, adult veterans (n = 372), mostly men (94.4%, n = 351). Visits with existing nutrition education classes were collected. diabetes status; predictors: visits/encounters, age, body mass index, weight change, and hemoglobin A1c. Cox proportional hazards method, χ(2) test, and logistic regression. In this sample, prediabetic veterans who received nutrition education were less likely to develop diabetes when compared with prediabetic veterans who did not receive nutrition education (hazard ratio, 0.71; 95% confidence interval, 0.55-0.92; P < .01). This difference remained significant after adjusting for body mass index and weight change. Nutrition education was significantly associated with preventing the progression from prediabetes to diabetes in US Veterans participating in a nutrition education intervention at the Michael E. DeBakey Veterans Affairs Medical Center. Copyright © 2016 Society for Nutrition Education and Behavior. All rights reserved.

Transforming attitudes and lives: Liberating African-American elementary and middle school students in out-of-school time STEM education

NASA Astrophysics Data System (ADS)

Smith, Charisse F.

Statistically, African-Americans, women, and the disabled are underrepresented in the fields of Science, Technology, Engineering, and Math (STEM). Historically, these underrepresented students, are described as being unrecognized and underdeveloped in the American STEM circuit. Many experience deficient and inadequate educational resources, are not encouraged to pursue STEM education and careers, and are confronted with copious obstructions. In this quantitative study, the researcher collected pretest and posttest survey data from a group of 4th, 5th, and 6th-grade African-American students in Title I funded schools. The reseacher used quantitative analysis to determine any significant differences in the science related attitudes between and within groups who participated in Out of School-Time Science, Technology, Engineering, and Mathematics programs and those who did not. Results revealed no significant differences in the science related attitudes between the groups of the students who participated in the Out of School Time-Science, Technology, Engineering, and Mathematics programs and those who did not. Results also revealed no significant differences in the science related attitudes within the groups of students who participated in the Out of School Time-Science, Technology, Engineering, and Mathematics programs and those who did not.

Entertainment-Education Narrative Versus Nonnarrative Interventions to Educate and Motivate Latinas to Engage in Mammography Screening.

PubMed

Borrayo, Evelinn A; Rosales, Monica; Gonzalez, Patricia

2017-06-01

The evidence is limited comparing the effects of entertainment-education (E-E) narrative versus nonnarrative interventions to educate and motivate Latinas to engage in mammography screening. This study compared an E-E narrative intervention to two nonnarrative interventions' effects among Latinas on breast cancer knowledge and motivation, as measured by changes in self-efficacy, behavioral norms, and behavioral intentions to engage in mammography screening. A sample of 141 Spanish-speaking Latinas was randomly assigned to one of three arms: an E-E narrative video, a nonnarrative educational video, and printed educational materials. Using a repeated measures design, the influence of the E-E narrative on pretest to posttest measures was assessed and compared to the influence of the other two interventions. The E-E narrative and nonnarrative interventions significantly increased Latinas' breast cancer knowledge, mammography self-efficacy, and behavioral norms from pretest to posttest. However, the E-E narrative participants' pretest to posttest difference in mammography self-efficacy was significantly higher when compared to the difference of the other two interventions. The effect of the E-E narrative intervention on self-efficacy and behavioral norms was moderated by the participants' absorption in the story and identification with the story characters. E-E narrative and nonnarrative interventions significantly educated and motivated Latinas to engage in mammography screening. The effects on mammography self-efficacy, an important precursor to behavior change, can be more strongly influenced by E-E narratives. Although E-E narrative and nonnarrative interventions were effective, the need still exists to assess if they can ultimately influence lifesaving breast cancer screening behaviors.

Socioeconomic indicators in epidemiologic research: A practical example from the LIFEPATH study

PubMed Central

d’Errico, Angelo; Ricceri, Fulvio; Stringhini, Silvia; Carmeli, Cristian; Kivimaki, Mika; Bartley, Mel; McCrory, Cathal; Bochud, Murielle; Vollenweider, Peter; Tumino, Rosario; Goldberg, Marcel; Zins, Marie; Barros, Henrique; Giles, Graham; Severi, Gianluca

2017-01-01

Background Several social indicators have been used in epidemiological research to describe socioeconomic position (SEP) of people in societies. Among SEP indicators, those more frequently used are education, occupational class and income. Differences in the incidence of several health outcomes have been reported consistently, independently from the indicator employed. Main objectives of the study were to present the socioeconomic classifications of the social indicators which will be employed throughout the LIFEPATH project and to compare social gradients in all-cause mortality observed in the participating adult cohorts using the different SEP indicators. Methods Information on the available social indicators (education, own and father’s occupational class, income) from eleven adult cohorts participating in LIFEPATH was collected and harmonized. Mortality by SEP for each indicator was estimated by Poisson regression on each cohort and then evaluated using a meta-analytical approach. Results In the meta-analysis, among men mortality was significantly inversely associated with both occupational class and education, but not with father’s occupational class; among women, the increase in mortality in lower social strata was smaller than among men and, except for a slight increase in the lowest education category, no significant differences were found. Conclusions Among men, the proposed three-level classifications of occupational class and education were found to predict differences in mortality which is consistent with previous research. Results on women suggest that classifying them through their sole SEP, without considering that of their partners, may imply a misclassification of their social position leading to attenuation of mortality differences. PMID:28557991

Exploration of pathways related to the decline in female circumcision in Egypt.

PubMed

Modrek, Sepideh; Liu, Jenny X

2013-10-03

There has been a large decline in female genital circumcision (FGC) in Egypt in recent decades. Understanding how this change has occurred so rapidly has been an area of particular interest to policymakers and public health officials alike who seek to further discourage the practice elsewhere. We document the trends in this decline in the newest cohorts of young girls and explore the influences of three pathways--socioeconomic development, social media messages, and women's empowerment--for explaining the observed trends. Using the 2005 and 2008 Egypt Demographic and Health Surveys, we estimate several logistic regression models to (1) examine individual and household determinants of circumcision, (2) assess the contributions of different pathways through which these changes may have occurred, and (3) assess the robustness of different pathways when unobserved community differences are taken into account. Across all communities, socioeconomic status, social media messages, and women's empowerment all have significant independent effects on the risk of circumcision. However, after accounting for unobserved differences across communities, only mother's education and household wealth significantly predict circumcision outcomes. Additional analyses of maternal education suggest that increases in women's education may be causally related to the reduction in FGC prevalence. Women's empowerment and social media appear to be more important in explaining differences across communities; within communities, socioeconomic status is a key driver of girls' circumcision risk. Further investigation of community-level women's educational attainment for mothers suggests that investments made in female education a generation ago may have had echo effects on girls' FGC risk a generation later.

Tribes and Territories in the 21st Century: Rethinking the Significance of Disciplines in Higher Education. International Studies in Higher Education

ERIC Educational Resources Information Center

Trowler, Paul, Ed.; Saunders, Murray, Ed.; Bamber, Veronica, Ed.

2012-01-01

The "tribes and territories" metaphor for the cultures of academic disciplines and their roots in different knowledge characteristics has been used by those interested in university life and work since the early 1990s. This book draws together research, data and theory to show how higher education has gone through major change since then…

Through the Looking Glass: Adult Education through the Lens of the Australian Journal of Adult Learning over Fifty Years

ERIC Educational Resources Information Center

Harris, Roger; Morrison, Anne

2011-01-01

In this paper we review fifty years of articles published in Australian Journal of Adult Learning in its various iterations. We examine the different roles of the journal: to illuminate the history and trends of adult education authors; to be the flagship of the adult education profession in Australia; to reflect on significant national events;…

Adoption and correlates of Postgraduate Hospital Educational Environment Measure (PHEEM) in the evaluation of learning environments - A systematic review.

PubMed

Chan, Christopher Yi Wen; Sum, Min Yi; Lim, Wee Shiong; Chew, Nicholas Wuen Ming; Samarasekera, Dujeepa D; Sim, Kang

2016-12-01

The Postgraduate Hospital Educational Environment Measure (PHEEM) is a highly reliable and valid instrument to measure the educational environment during post graduate medical training. This review extends earlier reports by evaluating the extant adoption of PHEEM in various international clinical training sites, and its significant correlations in order to expand our understanding on the use of PHEEM and facilitate future applications and research. A systematic literature review was conducted on all articles between 2005 and October 2015 that adopted and reported data using the PHEEM. Overall 30 studies were included, encompassing data from 14 countries internationally. Notable differences in the PHEEM scores were found between different levels of training, disciplines, and clinical training sites. Common strengths and weaknesses in learning environments were observed and there were significant correlations between PHEEM scores and In-Training Exam (ITE) performance (positive correlation) and level of burnout (negative correlation), respectively. PHEEM is widely adopted in different learning settings, and is a useful tool to identify the strengths and weaknesses of an educational environment. Future research can examine other correlates of PHEEM and longitudinal changes in interventional studies.

Education That Is Multicultural for Urban Schools: Rationale and Recommendation.

ERIC Educational Resources Information Center

Grant, Carl A.

Diverse school populations, desegregation and integration, minority-majority group splits, institutional racism, and the singularity of school norms are significant factors which affect respect for individual differences within urban schools. These facts illustrate the need for adoption of education that is multicultural to effect systematic…

Education as protector against dementia, but what exactly do we mean by education?

PubMed

Then, Francisca S; Luck, Tobias; Angermeyer, Matthias C; Riedel-Heller, Steffi G

2016-07-01

even though a great number of research studies have shown that high education has protective effects against dementia, some studies did not observe such a significant effect. In that respect, the aim of our study was to investigate and compare various operationalisation approaches of education and how they impact dementia risk within one sample. data were derived from the Leipzig longitudinal study of the aged (LEILA75+). Individuals aged 75 and older underwent six cognitive assessments at an interval of 1.5 years and a final follow-up 15 years after the baseline assessment. We operationalised education according to different approaches used in previous studies and analysed the impact on dementia incidence via multivariate cox regression modelling. the results showed that whether education is identified as significant protector against dementia strongly depends on the operationalisation of education. Whereas the pure number of years of education showed statistically significant protective effects on dementia risk, other more complex categorical classification approaches did not. Moreover, completing >10 years of education or a tertiary level seems to be an important threshold to significantly reduce dementia risk. findings suggest a protective effect of more years of education on a lower dementia risk with a particular critical threshold of completing >10 years of education. Further, the findings highlight that, when examining risks and protective factors of dementia, a careful consideration of the underlying definitions and operationalisation approaches is required. © The Author 2016. Published by Oxford University Press on behalf of the British Geriatrics Society. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Educational attainment moderates the associations of diabetes education with health outcomes.

PubMed

Kim, Su Hyun

2016-10-01

Diabetes education is a critical element of care for people with diabetes. However, the associations between diabetes education and self-care or health outcomes have not been clearly demonstrated at a national level. The aims of this study were to examine the associations of attendance of diabetes education classes with health behaviours and glycaemic control, and to understand whether these associations were moderated by level of educational attainment. Data were analysed for 456 adults from the 2012 Korea National Health and Nutrition Examination Survey V, collected from January 2010 to December 2012. No significant differences were observed between patients who had attended diabetes education classes and those who had never attended for factors such as smoking, drinking, exercise, nutrition therapy or glycaemic control. There was a significant interaction effect between receiving diabetes education and level of educational attainment on obtaining optimal glycaemic control. Attending diabetes education was positively associated with optimal glycaemic control among patients with more than a high school education but was negatively associated with it among those with less than middle school education. Diabetes education programmes need to be tailored to the needs and cognitive capacities of the target population. © 2016 John Wiley & Sons Australia, Ltd.

The efficacy of social cognitive theory-based self-care intervention for rational antibiotic use: a randomized trial.

PubMed

Mohebbi, Bahram; Tol, Azar; Sadeghi, Roya; Yaseri, Mehdi; Akbari Somar, Negar; Doyore Agide, Feleke

2018-05-19

Misuse of antibiotics can be described as a failure to complete treatment, skipping of the doses and reuse of leftover medicines and overuse of antibiotics. Health education interventions are expected to enhance awareness and general belief on rational antibiotics use. Therefore, the study aimed to determine the efficacy of social cognitive theory (SCT)-based self-care intervention for rational antibiotic use. This randomized trial was conducted in a sample of 260 adults. The study participants were randomly assigned as the intervention (n=130) and a control (n=130) groups. The intervention group received self-care educational intervention of four sessions lasting 45-60 min augmented with the text messages and the control groups attended usual education program in health centers. The study participants were invited to complete questionnaires at the baseline and end of the intervention. The data were analyzed using SPSS version 23.0. Chi-square (X2), independent t-test and covariance analysis were used for data analysis. P<0.05 was considered statistically significant. After the intervention, all SCT constructs revealed significant differences in the intervention group compared with control groups (P<0.001). Awareness and general beliefs of rational antibiotic use showed a significant difference in intervention group before and after six months (P<0.001) whereas in control group no significant differences (P>0.05). The study suggested that tailored appropriate educational programs based on SCT constructs can reflect a positive impact on appropriate antibiotics use. Therefore, a tailored health promotion intervention should be provided to enhance the awareness and general beliefs of the target groups.

Patient Perceptions of Athletic Trainers and Orthopaedic Medical Residents as Primary Clinical Support Staff in Sports Medicine Practice: A Randomized, Double-Blinded Prospective Survey.

PubMed

Pecha, Forrest Q; Nicolello, Timothy S; Xerogeanes, John W; Karas, Spero; Labib, Sameh A

2015-01-01

Orthopaedic sports medicine practices utilize a variety of healthcare professionals to assist physicians in the clinic. The purpose of this study was to investigate patients' perception of orthopaedic knowledge and clinical care provided by orthopaedic medical residents and athletic trainers (ATs). ATs will be perceived similarly to orthopaedic medical residents in overall patient care and perceived education level. Randomized, double-blind survey. 2. New patients were randomly selected to receive the survey to complete during an office visit. The survey included 8 questions which rated the patient's perceived level of orthopaedic knowledge and level of patient care provided by the AT and orthopaedic medical residents. A total of 110 surveys were collected during the 2-year study period. The data were analyzed using a multivariate analysis of variance (MANOVA). The multivariate effect (Pillai's trace) was not significant between clinicians, F(8,111)=0.122, p=0.695, partial η2=0.106. Univariate tests showed a significance between patient perceived level of clinician education, F(1,118)=5.361, p=0.632, partial η2=0.043. Univariate test showed no significant differences on any other dependent variables. There is no evidence that patients' perception is different when comparing ATs and orthopaedic medical residents in orthopaedic knowledge and clinical care. Although a statistically significant difference was found in the perceived highest level of education attained, orthopaedic medical residents and ATs were each perceived to have a master's degree level of education. Physicians should continue to use ATs in their practices.

Knowledge, Skills, and Attitudes Regarding the Use of Medical Cannabis in the Hospice Population: An Educational Intervention.

PubMed

Mendoza, Kelly S; McPherson, Mary Lynn

2018-05-01

Currently, 28 states and the District of Columbia have legalized cannabis for medical use despite its remaining Schedule I federally. Benefits of medical cannabis (MC) have been demonstrated in nausea/vomiting associated with chemotherapy, cachexia associated with HIV/AIDS, and certain types of neuropathic pain. However, it is unclear how comfortable hospice providers are with the concept of MC. The aim of this study is to determine changes in knowledge, self-perceived skills, and attitudes (KSA) of hospice providers regarding MC after an online educational intervention. The educational intervention consisted of 3 learning modules covering information from 6 learning domains. Participants took a pre- and postcourse survey to assess changes in KSA. Participant demographics were analyzed using descriptive statistics. To detect any differences between pre- and postsurvey answers, a paired t test was used to reduce intersubject variability. Attitudes about the importance of cannabis knowledge were overall positive and did not change significantly after the intervention (N = 94). Both self-perceived skills and knowledge increased significantly, with providers reporting more positive skills, and >75% of respondents answering questions correctly after the intervention. There was a significant difference in attitudes in all domains in the postsurvey between participants who have practiced in hospice <3 years or ≥4 years, but no difference in perceived skills or knowledge. Providers' attitudes regarding the importance of MC knowledge were strong and the same before and after. Both the self-perception of skills and direct knowledge were significantly increased after the educational intervention.

Experiences of Sex Education and Sexual Awareness in Young Adults with Autism Spectrum Disorder.

PubMed

Hannah, Laura A; Stagg, Steven D

2016-12-01

The research investigated feelings towards sex education and sexual awareness in young adults with autism spectrum disorder (ASD). Data were generated from the sexual knowledge, experiences, feelings and needs questionnaire (McCabe et al. 1999), the sexual awareness questionnaire (Snell et al. 1991) and semi-structured interviews. Twenty typically developing and 20 ASD individuals participated. Feelings toward sex education did not differ between the groups, but the groups differed significantly on measures of sexual awareness. Negative experiences of sex education and issues of vulnerability, social anxiety, and confused sexuality were prominent features of the qualitative interviews. This report suggest that mainstream sex and relationship education is not sufficient for people with ASD, specific methods and curricular are necessary to match their needs.

Does antenatal education reduce fear of childbirth?

PubMed

Karabulut, Ö; Coşkuner Potur, D; Doğan Merih, Y; Cebeci Mutlu, S; Demirci, N

2016-03-01

The aim of this study was to determine the effect of antenatal education on fear of childbirth, acceptance of pregnancy and identification with motherhood role. There is insufficient evidence pertaining to the effect of antenatal education on fear of childbirth, acceptance of pregnancy and identification with motherhood role. The purpose of antenatal education is to help couples make the right decisions during delivery. Through antenatal education, couples prepare themselves for delivery. This is a quasi-experimental and prospective study that employs a pre- and post-education model. In total, 192 pregnant women (education group, n = 69 and control group, n = 123) participated in the study. Data were collected using the pregnancy identification form: the Prenatal Self-Evaluation Questionnaire and a version of the Wijma Delivery Expectancy/Experience Questionnaire. Prior to participating in the study, the education group and control group had similar levels of acceptance of pregnancy and identification with motherhood role, whereas a significant difference was found in their fear of childbirth levels. When surveyed again after receiving education, the two groups' levels of acceptance of pregnancy and fear of childbirth were found to be significantly different. However, they had similar levels of identification with the motherhood role. Antenatal education appears to increase the acceptance of pregnancy, does not affect the identification with motherhood role and reduces the fear of childbirth. A systematic antenatal education programme, as part of routine antenatal care services, would help reduce the rate of interventional labour and facilitate pregnant women's conscious participation in the act of labour by reducing their fear of childbirth. © 2015 International Council of Nurses.

Distinct impact of education and income on habitual exercise: a cross-sectional analysis in a rural city in Japan.

PubMed

Murakami, Keiko; Hashimoto, Hideki; Lee, Jung Su; Kawakubo, Kiyoshi; Mori, Katsumi; Akabayashi, Akira

2011-12-01

Education and income are important socioeconomic indicators that reflect different aspects of social hierarchy. However, only a few studies have explicitly examined how different the relationship between education and health behaviour is from that between income and health behaviour. According to the human capital theory of health investment, education would reflect knowledge assets that allow an efficient investment in health, while income would relate to the value of healthy days and/or the time cost of health investment. Since time cost and the relative price of health would differ across age strata, we examined the significance of effect modification by age strata to distinguish the effects of education on habitual exercise from the effects of income. A cross-sectional survey was conducted using a self-administered questionnaire in a rural city in northern Japan in January 2007 (n = 3385). Logistic regression analyses were conducted to assess the association of educational attainment and household income with habitual exercise. Interaction terms of these socioeconomic indicators with age strata (<60 years versus ≥60 years) were included to test the distinctive association across age, followed by a stratified analysis. As theoretically predicted, higher income was significantly associated with habitual exercise among those aged 25-59 years, while the association was null or negative among those aged 60 and above. Education was significantly associated with habitual exercise regardless of the age groups. These results suggest that the effects of socioeconomic factors on health behaviours vary according to which socioeconomic indicators are analysed, and which age group is selected. We conclude that studies on the socioeconomic disparity of health behaviours should carefully choose socioeconomic indicators to explain specific health behaviours to reveal underlying mechanisms and provide relevant policy implications, based on explicit behavioural models. Copyright © 2011 Elsevier Ltd. All rights reserved.

The effects of mobile applications in cardiopulmonary assessment education.

PubMed

Yoo, In-Young; Lee, Young-Mi

2015-02-01

Mobile applications can be used as effective simulations for nursing education. However, little is known regarding the effects of mobile application-mediated training on nursing. The aim of this study was to determine the effectiveness of mobile applications by comparing the effectiveness of a high-fidelity human patient simulator to that of a mobile application on student learning. Following lectures on the lungs and the heart, twenty-two students were separated into two groups to perform a simulation exercise. Then, the students' education effects were evaluated based on their knowledge of lung and heart assessments, their clinical assessment skill, and satisfaction with their education. After four weeks, the mobile application group maintained their knowledge, whereas the high-fidelity human patient simulator group exhibited significantly decreased knowledge of the lung assessment. Knowledge of the heart assessment was significantly increased in both groups. There was no significant difference in clinical assessment skill or educational satisfaction between the groups. We found that mobile applications provide educational tools similarly effective to a high-fidelity human patient simulator to maintain memory and to teach cardiopulmonary assessment skills. Copyright © 2014 Elsevier Ltd. All rights reserved.

Oral health attitudes and caries-preventive behaviour of Czech parents of preschool children.

PubMed

Lenčová, Erika; Dušková, Jana

2013-11-01

To characterize the oral health-related attitudes and behaviour of Czech parents of preschool children. A representative sample of 796 parents was recruited for the cross-sectional questionnaire survey. Study data were collected using a validated questionnaire with 44 attitudinal items related to different aspects of caries prevention. The data were analyzed by explorative factor analysis, extracted factors were subjected to reliability analysis and Kruskal-Wallis ANOVA was used to test differences in the factor scores in respondents with different levels of education and self-perceived SES. The factor analysis extracted 3 factors, labelled "Toothbrushing - perceived significance and parental efficacy" ; "External caries control" and "Internal caries control". They explained 28.9% of the data variability. The comparison of the factor scores in groups with different SES and education of mothers showed highly significant differences. For all three factors, median values of the aggregated Likert scale increased with increasing SES and education of the mother. The parents report that they are aware of their responsibility for the prevention of tooth decay in their children. In caries prevention they concentrate on toothbrushing. Dietary measures do not seem to be of similar importance to them. The increasing self-perceived SES of the family and the education level of the mother have a significantly positive effect on the caries-preventive attitudes of the parents. Based on the study results, the message to the public health sector in the Czech Republic should include the need to highlight the importance of a non-cariogenic diet and the role of fluorides in caries prevention. Copyright © 2013 by Academy of Sciences and Arts of Bosnia and Herzegovina.

Education, reregistration, and recommendation effect of iPhone Poomsae education app in Taekwondo academy.

PubMed

Ha, In Sook; Lee, Seung Il; Cha, Eun Jong; Lee, Tae Soo

2011-01-01

This paper analyzed the effect of a smartphone application in Taekwondo Academy. The iPhone app was self-developed to display Taekwondo education contents for Poomsae training. From the viewpoint of education, reregistration and recommendation effect, it showed statistically significant difference in 196 trainee sample survey. Therefore, the research suggest that the use of smartphone technology in Poomsae education would be a great help to the trainee for the acquisition of Taekwondo knowledge and make a great contribution to the growth of Taekwondo.

[Social forces and the communicative scenario in health education: the case of the growth and development program].

PubMed

Peñaranda-Correa, Fernando

2011-10-01

to understand how the significance of child rearing is construed in the Growth and Development Monitoring Program as a way of studying health education and enhancing its theoretical and pedagogical framework. an ethnographic study in four health institutions in Medellín, Colombia, developed through observation of sessions and interviews with actors, namely significant adults and health team members. a communicative process based on a behavioral education model is established to modify behavior and to impose cultural values. the pedagogical setting or micro-context is influenced by powerful macro-contextual forces, which are a product of uneven distribution of social, cultural and economic capital. Consequently, significant adults and health team members are situated at two different communicative levels for the construction of significance, which affects communication between them. Understanding this social process from a wider theoretical perspective strengthens critical positions, which is required for achieving more pertinent health education from a socio-cultural dimension.

A simple explanation of the classic hydrostatic paradox

NASA Astrophysics Data System (ADS)

Kontomaris, Stylianos-Vasileios; Malamou, Anna

2016-07-01

An interesting problem in fluid mechanics, with significant educational importance, is the classic hydrostatic paradox. The hydrostatic paradox states the fact that in different shaped containers, with the same base area, which are filled with a liquid of the same height, the applied force by the liquid on the base of each container is exactly the same. However, if the shape of the container is different, the amount of the liquid (and as a consequence the weight) can greatly vary. In this paper, a simple explanation of the hydrostatic paradox, specifically designed and implemented for educational purposes regarding secondary education, is provided.

Children’s Glycemic Control: Mother’s Knowledge and Socioeconomic Status

PubMed Central

Al-Odayani, Abdulrahman Nasser; Alsharqi, Omar Zayyan; Ahmad, Ala’Eddin Mohammad Khalaf; Al-Asmari, Abdulrahman Khazim; Al-Borie, Hussein Mohammad; Qattan, Ameerah M.N.

2013-01-01

The present study was designed to examine the role of socioeconomic status (SES) of the mother’s knowledge about different aspects of diabetes and the glycemic control of type 1 children with diabetes. Samples were taken from successive admissions to the outpatient diabetes clinics in Prince Sultan Medical Military City (PSMMC), Riyadh, Saudi Arabia. A well designed questionnaire covering different aspects including demographic data, educational background, and socioeconomic status of the care providers was used to collect information from mothers of type 1 diabetes mellitus (T1DM) children. The questionnaire was designed on the basis of the Michigan diabetes knowledge scale and also on the basis of food habits of Saudi Arabia and it was validated. The questionnaire was completed after interviewing the mothers during visits to the PSMMC hospital. Every mother was asked with those particular questions. Glycemic control was assessed by glycosylated haemoglobin (HbA1c). The socio-demographic data of mothers was recorded by self-report. It was found that, there was significant variation in the knowledge of diabetes among mothers with different ages (p<0.05). Old age mothers and widowed mothers were better informed, however the difference was not statistically significant (p>0.05). No significant results were observed between family income and diabetes knowledge (p>0.05). However, a positive relationship was observed with higher income and higher knowledge. There was a significant association between mothers knowledge of diabetes and HbA1C level (r=-0.1739, p<0.05) indicating that, higher knowledge ultimately leads to greater control of HbA1c level. A significant association was also observed between education and HbA1c level (r=-0.2538, p<0.05) with children of mothers with higher level of education showing a better control of glycated haemoglobin levels. However, no significant association was found between monthly family income and HbA1C level. In conclusion, the current study illustrated that, mothers with more knowledge of diabetes and with better education were maintaining a better glycemic control of their children, irrespective of the socio-economic status. It was found that, to improve glycemic control and to decrease acute and chronic complications of diabetes in children, mother’s knowledge and education is needed. PMID:24171891

Usability testing of existing type 2 diabetes mellitus websites.

PubMed

Davis, Dorian; Jiang, Steven

2016-08-01

Given the significant increase in the use of the internet as an educational tool for diabetes, very little research has been published on the usability of healthcare websites, even though it is a determining factor for user satisfaction. The aim of this study is to evaluate and critique the interfaces of existing diabetes websites for usability concerns and provide design solutions for improvement. Emphasis is placed on Type 2 Diabetes Mellitus since it is the most common and life threatening form of diabetes. A usability test was performed on the interfaces of three existing diabetes websites, American Diabetes Association (www.diabetes.org), WebMD (www.webmd.com) and the National Diabetes Education Program (ndep.nih.gov). The goal was to collect qualitative and quantitative data to determine: (1) if participants are able to complete specified tasks successfully; (2) the length of time it takes participants to complete the specified tasks and; (3) participants' satisfaction with the three websites. Twenty adults, 18 years of age and older participated in the study. The results from the MANOVA test revealed a significant difference between the three websites for number of clicks, number of errors and completion time when analyzed simultaneously. The ANOVA tests revealed a significant difference for all three variables. The Student-Newman-Keuls (SNK) test shows a significant difference for completion time between American Diabetes Association and WebMD. A significant difference was found for the number of clicks for the National Diabetes Education Program compared to the American Diabetes Association and WebMD. However, no significant difference was found for the number of clicks between American Diabetes Association and WebMD. Lastly, a significant difference was found between each interface for number of errors. Although, the American Diabetes Association web-interface was most favorable, there were many positive design elements for each interface. On the other hand, the significant amount of information overload experienced for each website left participants feeling perplexed. Thus, innovative solutions are needed to reduce information overload and ensure users are engaged and empowered to make informed decisions about their healthcare. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Head of household education level as a factor influencing whether delivery takes place in the presence of a skilled birth attendant in Busia, Uganda: a cross-sectional household study

PubMed Central

2013-01-01

Background Assistance during delivery by a skilled attendant is recommended as a means to reduce child and maternal mortality. Globally, higher levels of maternal education have been associated with better health behaviours at delivery. However, given that heads of households tend to be the decision makers regarding accessing healthcare, some educated mothers may find themselves prevented from accessing healthcare at the point of delivery. Methods We examined the association between head of household education level and health seeking behaviours at delivery across a sample of 392 households. Chi-squared analysis and odds ratios were calculated to measure the strength of the relationship between no, some primary, or some secondary or higher education attained by the head of household and the presence or absence of a skilled birth attendant at that child’s birth, and whether the birth took place at a health facility. Results Heads of household (n = 392) were predominantly male (93.4% [(90.9%, 95.8%), a = 0.05]). We found a significant difference in skilled birth attendance between heads of households with some primary education and heads of household with some secondary education or higher (χ2 (1) = 6.231, p <0.05) whereby those with secondary or higher education were significantly more likely to seek a skilled birth attendant (OR = 1.5,[1.1,2.1]). The difference in health centre delivery between heads of household with a primary education and heads of household with a secondary or higher education was also significant (χ2 (1) = 7.519, p <0.05). Those with secondary or higher education were significantly more likely to deliver in a health facility (OR = 1.6,[1.2,2.1]). Conclusions The results of our analysis, which identified the vast majority of heads of households as men, suggests that education, or rather limited or a lack of education for the head of household, may be a barrier to women’s use of health care in Uganda and therefore reinforces the need to increase educational access among male heads of households. Improving the rates of health centre deliveries and utilization of services provided by skilled health workers might lie, in part, in increasing overall education levels of heads of households, specifically the education of male heads of households. PMID:23433253

[Knowledge of breast cancer risk factors as one of the conditions in undertaking prophylactic treatments among midwives].

PubMed

Iwanowicz-Palus, Grazyna J; Skurzak, Agnieszka

2004-01-01

The aim of the study was to estimate the knowledge of breast cancer risk factors among midwives on different education level. A diagnostic survey was undertaken with the use of questionnaire technique among 186 persons representing different education level of midwife profession--licentiate students (37.63%), master's degree students (29.03%) and participants of family nursing course (33.33%). The collected data were submitted to statistic analysis and chi2 test was used to check the significance of investigated features. The general knowledge about breast cancer risk factors among persons representing different education level of midwife profession is satisfactory. The stage of education correlates with the level of knowledge about risk factors connected with family transmission, the age influence, menopause time and breast self-examination in the investigated group (p < 0.05).

Quality assessment of clinical education services in teaching hospitals located in Kerman, Iran

PubMed Central

Yazdi-Feyzabadi, Vahid; Gozashti, Mohammad Hossein; Komsari, Samane; Mohammadtaghizadeh, Sedigheh; Amiresmaili, Mohammadreza

2015-01-01

Introduction Clinical education is one of the most important components of the resource generation function of health systems, and it has a very important role in graduates’ competency with respect to effective, practical education. This study aimed to assess the quality of clinical services in Kerman’s teaching hospitals located in southeastern Iran. Methods This cross-sectional study was conducted in 2011 on 303 medical students at different levels of medical education at Kerman’s teaching hospitals. A modified SERVQUAL instrument was used to collect the data after its validity and reliability were checked. The data were analyzed by SPSS 18.0 using the paired t-test, Kruskal-Wallis, and post hoc tests, when appropriate. Results In all five dimensions of quality, gaps were observed between students’ perceptions and expectations as follows: Assurance (mean = −1.18), Responsiveness (−1.56), Empathy (−1.4), Reliability (−1.27), and Tangibles (−1.21). There was a significant difference between the quality perceptions and expectations of the medical students (p < 0.001). A significant difference was observed between three educational levels, including externships, internships, and assistantships regarding the dimensions of the quality gaps (p < 0.001). Conclusion The clinical services provided by teaching hospitals in the study did not meet the students’ expectations at any of the three educational levels. As we precisely assessed the dimensions and items that had the higher quality gaps, it was apparent that, for most part, clinical education officials could improve the quality by designing interventions, which would not be very difficult to do. PMID:26767094

Nursing Workforce in Hubei China: Implications for the Development of Traditional Chinese Medicine Education.

PubMed

Cai, Yi; Mao, Zongfu; Corazzini, Kirsten; Petrini, Marcia A; Wu, Bei

2015-01-01

Research evidence suggests that educating nurses about traditional Chinese medicine (TCM) significantly improves their nursing care practice and the health care outcomes of community residents. The purpose of this study was to describe the current use of TCM by China's nursing workforce, as well as the typical nurse to physician ratio and types of TCM education that nurses receive in health care facilities. A large retrospective survey was conducted in Hubei Province, China, in 2010. The sample included 620 non-TCM hospitals, 120 TCM hospitals, and 1254 community health centers (CHCs). Descriptive analysis and 1-way analysis of variance were used to test statistical differences. There were 79 447 nurses employed, of which 1527 had a TCM degree and 5689 had on-the-job TCM education. Non-TCM hospitals employed more nurses than TCM hospitals and CHCs, and TCM hospitals employed more TCM nurses than non-TCM hospitals and CHCs. The median nurse to physician ratio varied by level of urbanization and type of health care facility, from 0.6 in rural CHCs to 1.3 in rural non-TCM hospitals. Differences in TCM education preparation of nurses were significantly different in the urban and rural settings and by type of health care facility. The study suggested a shortage of nurses educated in TCM in Hubei Province China, as well as uneven TCM workforce distribution. More opportunities for TCM education are needed for nurses, especially in CHCs where health promotion and chronic disease management are the most important and mandated functions.

The pedagogical effect of a health education application for deaf and hard of hearing students in elementary schools.

PubMed

Abbasi, Masoumeh; Eslami, Saeid; Mohammadi, Mahdi; Khajouei, Reza

2017-09-01

Deaf or hard-of-hearing children experience difficulties in learning health principles. But technology has significantly improved their ability to learn. The challenge in e-learning is to design attractive applications while having an educational aspect. The aims of this study were to determine the pedagogical effectiveness of a health education application for deaf and hard of hearing students in elementary schools, and to investigate the student's perceptions in different educational grades about the educational effectiveness of the text, graphics, video clips, and animation in the application. The study design was quasi experimental and was conducted in Mashhad in 2016. Study population were deaf or hard-of-hearing students in elementary schools. The intervention included health application training to deaf and hard-of-hearing students in Mashhad. A questionnaire was used for data gathering. The pedagogical effectiveness was determined by measuring the modified Adapted Pedagogical Index. This index was created based on the characteristics of the application and study population. Statistical analysis was performed using the Kruskal-Wallis and Mann-Whitney tests with Bonferroni adjustment by SPSS 22. Eighty-two students participated in the intervention. The value of modified Adapted Pedagogical Index was 0.669, indicating that the application was effective. The results of Kruskal-Wallis H and Mann-Whitney U test showed significant differences in different educational grades. (p<0.008). Using information technology can improve the education of deaf and hard-of-hearing students. Modified Adapted Pedagogical Index can be used for evaluation of non-interactive applications for elementary school children who are deaf or hard of hearing.

Assessing the Feasibility and Effectiveness of an App in Improving Knowledge on Oral Cancer-an Interventional Study.

PubMed

Nayak, Prajna Pramod; Nayak, Sushma S; Sathiyabalan, Deepicca; Aditya, N K; Das, Priyanjana

2017-06-13

Although current oral health care initiatives have proved to be quite successful, a great number of individuals are unaware of how their choice of daily activities compromises their oral health. That is why newer technologies like WhatsApp can definitely serve as a platform to communicate dental advice, thereby strengthening the bridge between health and technology. The objective of the study was to assess the effectiveness of WhatsApp as a tool for providing health education on tobacco and oral cancer as compared to the conventional health education via PowerPoint. The study was a cluster randomized controlled trial, single-center study. The students of 18-24 years of age with WhatsApp application active in their mobile phones were included. Four classes with 182 students were randomly divided into intervention and control groups. Control group received health education on oral cancer using a PowerPoint presentation weekly, for a total of 4 weeks. Intervention group received health education through WhatsApp messaging thrice a week for 4 weeks. Pre- and post-health education knowledge scores were assessed using a questionnaire and compared using unpaired and paired two-sample t tests. Statistically significant increase in knowledge scores was seen in both groups, with highly significant improvement in the intervention group (p value = 0.00). Intergroup comparison showed no significant difference in knowledge scores at baseline, but a significant difference in post intervention knowledge scores (t = -15.05 p<0.001) WhatsApp can be a more effective tool for providing dental education on tobacco and oral cancer as compared to conventional audio-visual aids.

Quality of Electronic Nursing Records: The Impact of Educational Interventions During a Hospital Accreditation Process.

PubMed

Nomura, Aline Tsuma Gaedke; Pruinelli, Lisiane; da Silva, Marcos Barragan; Lucena, Amália de Fátima; Almeida, Miriam de Abreu

2018-03-01

Hospital accreditation is a strategy for the pursuit of quality of care and safety for patients and professionals. Targeted educational interventions could help support this process. This study aimed to evaluate the quality of electronic nursing records during the hospital accreditation process. A retrospective study comparing 112 nursing records during the hospital accreditation process was conducted. Educational interventions were implemented, and records were evaluated preintervention and postintervention. Mann-Whitney and χ tests were used for data analysis. Results showed that there was a significant improvement in the nursing documentation quality postintervention. When comparing records preintervention and postintervention, results showed a statistically significant difference (P < .001) between the two periods. The comparison between items showed that most scores were significant. Findings indicated that educational interventions performed by nurses led to a positive change that improved nursing documentation and, consequently, better care practices.

The effectiveness of a structured education pulmonary rehabilitation programme for improving the health status of people with moderate and severe chronic obstructive pulmonary disease in primary care: the PRINCE cluster randomised trial.

PubMed

Casey, Dympna; Murphy, Kathy; Devane, Declan; Cooney, Adeline; McCarthy, Bernard; Mee, Lorraine; Newell, John; O'Shea, Eamon; Scarrott, Carl; Gillespie, Paddy; Kirwan, Collette; Murphy, Andrew W

2013-10-01

To evaluate the effectiveness of a structured education pulmonary rehabilitation programme on the health status of people with chronic obstructive pulmonary disease (COPD). Two-arm, cluster randomised controlled trial. 32 general practices in the Republic of Ireland. 350 participants with a diagnosis of moderate or severe COPD. Experimental group received a structured education pulmonary rehabilitation programme, delivered by the practice nurse and physiotherapist. Control group received usual care. Health status as measured by the Chronic Respiratory Questionnaire (CRQ) at baseline and at 12-14 weeks postcompletion of the programme. Participants allocated to the intervention group had statistically significant higher mean change total CRQ scores (adjusted mean difference (MD) 1.11, 95% CI 0.35 to 1.87). However, the CI does not exclude a smaller difference than the one that was prespecified as clinically important. Participants allocated to the intervention group also had statistically significant higher mean CRQ Dyspnoea scores after intervention (adjusted MD 0.49, 95% CI 0.20 to 0.78) and CRQ Physical scores (adjusted MD 0.37, 95% CI 0.14 to 0.60). However, CIs for both the CRQ Dyspnoea and CRQ Physical subscales do not exclude smaller differences as prespecified as clinically important. No other statistically significant differences between groups were seen. A primary care based structured education pulmonary rehabilitation programme is feasible and may increase local accessibility to people with moderate and severe COPD. ISRCTN52403063.

Use of Free, Open Access Medical Education and Perceived Emergency Medicine Educational Needs Among Rural Physicians in Southwestern Ontario

PubMed Central

Chan, Teresa; Blau, Elaine

2016-01-01

Free, open access medical education (FOAM) has the potential to revolutionize continuing medical education, particularly for rural physicians who practice emergency medicine (EM) as part of a generalist practice. However, there has been little study of rural physicians’ educational needs since the advent of FOAM. We asked how rural physicians in Southwestern Ontario obtained their continuing EM education. We asked them to assess their perceived level of comfort in different areas of EM. To understand how FOAM resources might serve the rural EM community, we compared their responses with urban emergency physicians. Responses were collected via survey and interview. There was no significant difference between groups in reported use of FOAM resources. However, there was a significant difference between rural and urban physicians’ perceived level of EM knowledge, with urban physicians reporting a higher degree of confidence for most knowledge categories, particularly those related to critical care and rare procedures. This study provides the first description of EM knowledge and FOAM resource utilization among rural physicians in Southwestern Ontario. It also highlights an area of educational need -- that is, critical care and rare procedures. Future work should address whether rural physicians are using FOAM specifically to improve their critical care and procedural knowledge. As well, because of the generalist nature of rural practice, future work should clarify whether there is an opportunity cost to rural physicians’ knowledge of other clinical domains if they chose to focus more time on continuing education in critical care EM. PMID:27790389

Use of Free, Open Access Medical Education and Perceived Emergency Medicine Educational Needs Among Rural Physicians in Southwestern Ontario.

PubMed

Folkl, Alex; Chan, Teresa; Blau, Elaine

2016-09-21

Free, open access medical education (FOAM) has the potential to revolutionize continuing medical education, particularly for rural physicians who practice emergency medicine (EM) as part of a generalist practice. However, there has been little study of rural physicians' educational needs since the advent of FOAM. We asked how rural physicians in Southwestern Ontario obtained their continuing EM education. We asked them to assess their perceived level of comfort in different areas of EM. To understand how FOAM resources might serve the rural EM community, we compared their responses with urban emergency physicians. Responses were collected via survey and interview. There was no significant difference between groups in reported use of FOAM resources. However, there was a significant difference between rural and urban physicians' perceived level of EM knowledge, with urban physicians reporting a higher degree of confidence for most knowledge categories, particularly those related to critical care and rare procedures. This study provides the first description of EM knowledge and FOAM resource utilization among rural physicians in Southwestern Ontario. It also highlights an area of educational need -- that is, critical care and rare procedures. Future work should address whether rural physicians are using FOAM specifically to improve their critical care and procedural knowledge. As well, because of the generalist nature of rural practice, future work should clarify whether there is an opportunity cost to rural physicians' knowledge of other clinical domains if they chose to focus more time on continuing education in critical care EM.

Do Women Presenting for First and Second-Trimester Abortion Differ Socio-Demographically?

PubMed Central

Aggarwal, P; Agarwal, P; Zutshi, V; Batra, S

2013-01-01

Background: To identify the socio-demographic differences between a sample of women who present for first-trimester and second-trimester abortion. Aim: To determine whether women presenting late (in the second trimester) for abortion differ socio-demographically from those presenting early (in the first trimester). Materials and Methods: Data over 4 years for women presenting for second-trimester abortion were collected from the records of Family Planning Clinic at a public tertiary level teaching hospital in India. Eighty-four cases were analysed. The case presenting for first-trimester abortion after each second-trimester abortion was included for comparison. Information was gathered concerning age, parity, educational background, employment status, educational background of the husband, family expenditure and religion. Data were statistically analysed and significance determined using logistic regression analysis. Results: Second-trimester abortions represented 2% (84/4254) of all abortions in the study period. More women of higher age (P = 0.03) and parity (P = 0.02) and higher educational status (P = 0.04) presented for second-trimester abortion as compared to first-trimester abortion. The occupational status of the woman, husband's educational background, monthly family expenditure per person and religion did not significantly influence the time of presentation for abortion. Conclusion: Second-trimester abortions are associated with both increasing age and parity and higher education. This group of educated, older and multiparous women should be one of those targeted for counseling to reduce the risks associated with second trimester abortion. PMID:23919187

A comparison of two follow-up analyses after multiple analysis of variance, analysis of variance, and descriptive discriminant analysis: A case study of the program effects on education-abroad programs

Treesearch

Alvin H. Yu; Garry Chick

2010-01-01

This study compared the utility of two different post-hoc tests after detecting significant differences within factors on multiple dependent variables using multivariate analysis of variance (MANOVA). We compared the univariate F test (the Scheffé method) to descriptive discriminant analysis (DDA) using an educational-tour survey of university study-...

An analysis of student performance benchmarks in dental hygiene via distance education.

PubMed

Olmsted, Jodi L

2010-01-01

Three graduate programs, 35 undergraduate programs and 12 dental hygiene degree completion programs in the United States use varying forms of Distance Learning (DL). Relying heavily on DL leaves an unanswered question: Is learner performance on standard benchmark assessments impacted when using technology as a delivery system? A 10 year, longitudinal examination looked for student performance differences in a Distance Education (DE) dental hygiene program. The purpose of this research was to determine if there was a difference in performance between learners taught in a traditional classroom as compared to their counterparts taking classes through an alternative delivery system. A longitudinal, ex post facto design was used. Two hundred and sixty-six subject records were examined. Seventy-seven individuals (29%) were lost through attrition over 10 years. One hundred and eighty-nine records were used as the study sample, 117 individuals were located face-to-face and 72 were at a distance. Independent variables included time and location, while the dependent variables included course grades, grade point average (GPA) and the National Board of Dental Hygiene Examination (NBDHE). Three research questions were asked: Were there statistically significant differences in learner performance on the National Board of Dental Hygiene Examination (NBDHE)? Were there statistically significant differences in learner performance when considering GPAs? Did statistically significant differences in performance exist relating to individual course grades? T-tests were used for data analysis in answering the research questions. From a cumulative perspective, no statistically significant differences were apparent for the NBDHE and GPAs or for individual courses. Interactive Television (ITV), the synchronous DL system examined, was considered effective for delivering education to learners if similar performance outcomes were the evaluation criteria.

Pilot study demonstrating effectiveness of targeted education to improve informed consent understanding in AIDS clinical trials.

PubMed

Sengupta, Sohini; Lo, Bernard; Strauss, Ronald P; Eron, Joseph; Gifford, Allen L

2011-11-01

Assessing and improving informed consent understanding is equally important as obtaining consent from participants in clinical trial research, but developing interventions to target gaps in participants' informed consent understanding remains a challenge. We used a randomized controlled study design to pilot test an educational intervention to improve actual informed consent understanding of new enrollees in the Adult AIDS Clinical Trial Group (AACTG). Questionnaires were administered to 24 enrollees to assess their baseline understanding on eight elements of informed consent associated with AIDS clinical trials. Enrollees who scored 18/21(85%) or less were randomly assigned to in-person, targeted education (intervention), or delayed education (control). Two follow-up assessments were administered. Repeated measures ANOVA was performed to determine intervention effectiveness in improving actual informed consent understanding over time. Actual understanding improved at the immediate post-intervention time point with a significant score difference of 2.5 when comparing the intervention and delayed groups. In addition, there was a significant score difference of 3.2 when comparing baseline to three-month follow-up for the two groups, suggesting a statistically significant intervention effect to improve actual understanding of the basic elements of informed consent. The findings demonstrated that one-time targeted education can improve actual informed consent understanding one week after the intervention, but retention of these concepts may require periodic monitoring to ensure comprehension throughout the course of a clinical trial.

Education-Related Parameters in High Myopia: Adults versus School Children.

PubMed

Jonas, Jost B; Xu, Liang; Wang, Ya Xing; Bi, Hong Sheng; Wu, Jian Feng; Jiang, Wen Jun; Nangia, Vinay; Sinha, Ajit; Zhu, Dan; Tao, Yong; Guo, Yin; You, Qi Sheng; Wu, Li Juan; Tao, Li Xin; Guo, Xiu Hua; Ohno-Matsui, Kyoko; Panda-Jonas, Songhomitra

2016-01-01

Since high myopia in the younger generation may differ etiologically from high myopia in older generations, we examined whether education-related parameters differ between high myopia in today´s school children and high pathological myopia in today´s elderly generation. The investigation included the adult populations of the population-based Beijing Eye Study (BES) (3468 adults;mean age:64.6±9.8years;range:50-93years) and Central India Eye and Medical Study (CIEMS) (4711 adults;age:49.±13.2years;range:30-100years), and the children and teenager populations of the Shandong Children Eye Study (SCES) (6026 children;age:9.7±3.3years;range:4-18years;cycloplegic refractometry), Gobi Desert Children Eye Study (1565;age:11.9±3.5years;range:6-21 years;cycloplegic refractometry), Beijing Pediatric Eye Study (681 children;age:7.7±1.6years;range:5-13 years;non-cycloplegic refractometry,calculation of axial length to corneal curvature radius ratio), Beijing Children Eye Study (15066 children;age:13.2±3.4years;range:7-18years;non-cycloplegic refractometry), Beijing High School Teenager Eye Study (4677 children;age:16.9±0.7years;range:16-18years;non-cycloplegic refractometry). In the BES and CIEMS, educational level did not differ significantly between, or was significantly lower in the highly myopic group (myopic refractive error ≥6 diopters) than in the non-highly myopic group. In all non-adult study populations, higher prevalence of high myopia was significantly associated with higher degree of education related parameters such as attendance of high-level schools, and more time spent for indoors near work versus time spent outdoors. Comparing associations of old or genetic high myopia in adults with new or acquired high myopia in school children revealed that education-related parameters did not show a clear association with old or genetic high myopia, while in contrast, new high myopia showed strong associations with education. It confirms previous studies that the two forms of high myopia not only differed in age of onset, but also in associations with education as well. The data support the notion of two types of high myopia. Future studies may assess whether the risk of pathologic myopic maculopathy and high myopia associated open-angle glaucoma differs between both types of high myopia.

Effect of Retention in Elementary Grades on Grade 9 Motivation for Educational Attainment

PubMed Central

Cham, Heining; Hughes, Jan N.; West, Stephen G.; Im, Myung Hee

2014-01-01

This study investigated the effect of grade retention in elementary school on students’ motivation for educational attainment in grade 9. We equated retained and promoted students on 67 covariates assessed in grade 1 through propensity score weighting. Retained students (31.55%, nretained = 177) and continuously promoted students (68.45%, npromoted = 384) were compared on the bifactor model of motivation for educational attainment (Cham, Hughes, West, & Im, 2014). This model consists of a General factor (student’s overall motivation for educational attainment), and three specific factors: student perceived Teacher Educational Expectations, Peer Educational Aspirations, and Value of Education. Measurement invariance between retained and promoted groups was established. Retained students scored significantly higher than promoted students on each specific factor but not on the General factor. Results showed that the retained and promoted students did not significantly differ on the General factor. The retained students had significantly higher scores on each specific factor than the promoted students. The results suggested that grade retention may not have the negative effects so widely assumed in the published literature; it is an expensive intervention with minimal evidence of benefits to the retained student. PMID:25636258

Newborn Parent Based Intervention to Increase Child Safety Seat Use.

PubMed

Liu, Xiangxiang; Yang, Jingzhen; Cheng, Fuyuan; Li, Liping

2016-08-02

This paper intends to assess the effect of a maternity department intervention on improvement of knowledge and use of child safety seats (CSS) among newborn parents. An intervention study included three groups (one education plus free CSS intervention group, one education only group, and one control group). The participants were parents of newborns in the maternity department of two hospitals. Both of the intervention groups received a folded pamphlet of child passenger safety, a height chart and standardized safety education during their hospital stay after giving birth. The education plus free CSS intervention group received an additional free CSS and professional installation training at hospital discharge. The control group received a pamphlet with educational information about nutrition and food safety. Three months after enrollment, a telephone follow-up was conducted among participants in the three groups. Data on child passenger safety knowledge, risky driving behaviors, and use of CSS were evaluated before and after the intervention. A total of 132 newborn parents were enrolled in the study; of those, 52 (39.4%) were assigned into the education plus free CSS intervention group, 44 (33.3%) were in the education intervention only group, and 36 (27.3%) were in the control group. No significant differences existed in demographics among the three groups. There was a significant difference in newborn parents' child passenger safety knowledge and behaviors in the three groups before and after the intervention. In addition, the CSS use increased significantly in the education plus free CSS group after the intervention compared to parents in the education only or control groups. Education on safety, combined with a free CSS and professional installation training, were effective at increasing newborn parents' knowledge and use of CSS. Future studies with larger sample sizes and longer follow-up are needed to determine a long-term effect of the intervention.

Assessing the Independent Contribution of Maternal Educational Expectations to Children’s Educational Attainment in Early Adulthood: A Propensity Score Matching Analysis

PubMed Central

Pingault, Jean Baptiste; Côté, Sylvana M.; Petitclerc, Amélie; Vitaro, Frank; Tremblay, Richard E.

2015-01-01

Background Parental educational expectations have been associated with children’s educational attainment in a number of long-term longitudinal studies, but whether this relationship is causal has long been debated. The aims of this prospective study were twofold: 1) test whether low maternal educational expectations contributed to failure to graduate from high school; and 2) compare the results obtained using different strategies for accounting for confounding variables (i.e. multivariate regression and propensity score matching). Methodology/Principal Findings The study sample included 1,279 participants from the Quebec Longitudinal Study of Kindergarten Children. Maternal educational expectations were assessed when the participants were aged 12 years. High school graduation – measuring educational attainment – was determined through the Quebec Ministry of Education when the participants were aged 22–23 years. Findings show that when using the most common statistical approach (i.e. multivariate regressions to adjust for a restricted set of potential confounders) the contribution of low maternal educational expectations to failure to graduate from high school was statistically significant. However, when using propensity score matching, the contribution of maternal expectations was reduced and remained statistically significant only for males. Conclusions/Significance The results of this study are consistent with the possibility that the contribution of parental expectations to educational attainment is overestimated in the available literature. This may be explained by the use of a restricted range of potential confounding variables as well as the dearth of studies using appropriate statistical techniques and study designs in order to minimize confounding. Each of these techniques and designs, including propensity score matching, has its strengths and limitations: A more comprehensive understanding of the causal role of parental expectations will stem from a convergence of findings from studies using different techniques and designs. PMID:25803867

Preparing Rural Students for an Urban Environment. ERIC Digest.

ERIC Educational Resources Information Center

Swift, Doug

Continued, substantial migration of rural students to urban areas for work or further education can be expected, and preparing students for the move from rural to metropolitan areas is an important responsibility for educators. The differences between rural and metropolitan areas are significant, and appropriate preparatory activities in high…

Professional Development for Teachers Working with International Students

ERIC Educational Resources Information Center

Tran, Ly Thi; Pasura, Rinos

2018-01-01

The commercialisation of education and the massive recruitment of international students across different vocational education and training (VET) systems including the US, UK, Canada and Australia have led to significant changes in the VET teaching and learning landscape. This situation compels the VET sector to design and develop new professional…

The Tinto Model as a Guide to Adult Education Retention Policy.

ERIC Educational Resources Information Center

Towles, David E.; Spencer, Jay

1993-01-01

Describes a study conducted at the Liberty University School of Lifelong Learning investigating the effects of student-teacher interaction on the academic integration and retention of 120 students taking general education courses. Finds no significant difference in overall completion rates of students receiving and not receiving faculty-initiated…

Commonalities in Educational Technology Policy Initiatives among Nations.

ERIC Educational Resources Information Center

Schnitz, James E.; Azbell, Janet

While education systems from nation to nation differ significantly according to national character and local requirements, developments in public policy initiatives regarding the use of technology in schools have followed similar patterns among nations as diverse as the United States, Great Britain, Denmark, Italy, Viet Nam, Germany, France,…

Comparison of Critical Thinking in Undergraduates and Graduates in Special Education

ERIC Educational Resources Information Center

Zascavage, Victoria; Masten, William G.; Schroeder-Steward, Jennifer; Nichols, Christopher

2007-01-01

This study assessed overall critical thinking ability in graduate and undergraduate students in special education at a southwestern university. A comparison of the two groups resulted in significant differences on the Watson-Glaser Critical Thinking Appraisal Form Short (WGCTA-FS) subscales for Inference, Recognition of Assumption, Deduction, and…

Framework of Quality Assurance of TEL Integration into an Educational Organization

ERIC Educational Resources Information Center

Volungeviciene, Airina; Tereseviciene, Margarita; Tait, Alan

2014-01-01

This research paper addresses the issues of integration of technology enhanced learning (TEL) into an educational organization. Good practice experience cannot be directly transferred to new organisations due to different contextual conditions. The TEL integration depends significantly upon a very rapid development of services and information…

IDRA Newsletter. Volume 37, No. 4

ERIC Educational Resources Information Center

Goodman, Christie L., Ed.

2010-01-01

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Parent and Community Engagement and includes: (1) Principles of Family Leadership in Education--Putting Principles into Action…

The Effects of Teachers' Educational Technology Skills on Their Classroom Management Skills

ERIC Educational Resources Information Center

Varank, Ilhan; Ilhan, Savas

2013-01-01

Because technology integrations require changes in instructional processes it may require different approaches for classroom management. The purpose of this study was to investigate whether teachers' educational technology skills, besides their gender and years of experiences, significantly explain their classroom management skills. The data was…

The Educational Needs of Non-Specialist Breast Care Nurses.

ERIC Educational Resources Information Center

Hicks, Carolyn; Fide, Jane

2003-01-01

Nurses working with breast cancer patients (n=119) identified general and cancer-specific continuing education needs; 13 of the 14 cancer-related needs ranked in the top 20. There were no differences between acute care and community nurses. Newly qualified nurses had significantly greater needs. (Contains 44 references.) (SK)

Design Considerations for Construction of Rural Primary Schools.

ERIC Educational Resources Information Center

Siddiqui, Kalim A.; And Others

Widely differing local conditions, increased community participation in education, more lifelong education, and decentralization of schools are factors which should affect the architecture of rural primary schools in Pakistan. Also significant are the results of a 1977 survey which indicate that building quality is unrelated to school attendance…

Gender Differences in Teachers' Perceptions of Students' Temperament, Educational Competence, and Teachability

ERIC Educational Resources Information Center

Mullola, Sari; Ravaja, Niklas; Lipsanen, Jari; Alatupa, Saija; Hintsanen, Mirka; Jokela, Markus; Keltikangas-Jarvinen, Liisa

2012-01-01

Background: Student's temperament plays a significant role in teacher's perception of the student's learning style, educational competence (EC), and teachability. Hence, temperament contributes to student's academic achievement and teacher's subjective ratings of school grades. However, little is known about the effect of gender and teacher's age…

Family Dynamics, Gender Differences and Educational Attainment in Filipino Adolescents

ERIC Educational Resources Information Center

Hindin, M.J.

2005-01-01

The relationship between parenting style, marital relationships and subsequent educational attainment is explored among 1428 Filipino adolescents attending school in 1994 and 1096 attending school in 1999. Girls in households where their fathers physically abused their mothers were significantly less likely to complete primary school, and girls…

Orientations to Happiness: Do They Make a Difference in a Student's Educational Life?

ERIC Educational Resources Information Center

Gabriele, Rosaria

2008-01-01

This study examines engagement, meaning, and hedonism as three orientations to happiness and their relationship to the educational variables of motivation, extracurricular involvement, community involvement, and clarity of career plans. Engagement significantly contributed to the variance of extracurricular activities and community involvement.…

Evaluation of Instructional Design Capabilities of Asynchronous and Synchronous Instruction

ERIC Educational Resources Information Center

Garrett, Kristi N.; Benson, Angela D.

2017-01-01

From a quantitative perspective, this study examined the instructional design knowledge of higher education instructors and others within the instructional design/technology arena who are members of a global educational based Internet forum. Results showed significant difference in opinions between genders, where males were more inclined to…

IDRA Newsletter. Volume 43, No. 8

ERIC Educational Resources Information Center

Goodman, Christie L., Ed.

2016-01-01

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Accountability and Civic Engagement and includes: (1) Will States Use ESSA [Elementary and Secondary Education Act] to Undermine…

Teachers' Roles in Shared Decision-Making in a Pakistani Community School

ERIC Educational Resources Information Center

Salim, Zainab

2016-01-01

Over the past two decades, teacher participation in school decision-making has emerged as a significant theme in education reforms, gaining the attention of researchers and practitioners across different education contexts both in developed and developing countries (Lee & Nie, 2014). A supportive and participatory culture typically does not…

Rasch Analysis of Professional Behavior in Medical Education

ERIC Educational Resources Information Center

Lange, R.; Verhulst, S. J.; Roberts, N. K.; Dorsey, J. K.

2015-01-01

The use of students' "consumer feedback" to assess faculty behavior and improve the process of medical education is a significant challenge. We used quantitative Rasch measurement to analyze pre-categorized student comments listed by 385 graduating medical students. We found that students differed little with respect to the number of…

Help Increase the Peace, A Youth-Focused Program in Peace Education

ERIC Educational Resources Information Center

Morrison, Mary Lee; Austad, Carol Shaw; Cota, Kate

2011-01-01

This study investigated specific attitudes and beliefs, related to the concepts of peace education, of participants in an "Introductory, basic help increase the peace program" (HIPP) workshop. Pre- and post-workshop ratings showed significant differences on two important attitudinal variables: first, the importance of being familiar with the…

Assessing Gender Differences in College Cigarette Smoking Intenders and Nonintenders.

ERIC Educational Resources Information Center

Page, Randy M.; Gold, Robert S.

1983-01-01

Significant gender differences were observed regarding college students' beliefs about the consequences of smoking, their normative beliefs concerning smoking, and their willingness to comply with advice from authority figures. Educational and treatment programs should address males and females differently. (Author/PP)

Comparing of goal setting strategy with group education method to increase physical activity level: A randomized trial.

PubMed

Jiryaee, Nasrin; Siadat, Zahra Dana; Zamani, Ahmadreza; Taleban, Roya

2015-10-01

Designing an intervention to increase physical activity is important to be based on the health care settings resources and be acceptable by the subject group. This study was designed to assess and compare the effect of the goal setting strategy with a group education method on increasing the physical activity of mothers of children aged 1 to 5. Mothers who had at least one child of 1-5 years were randomized into two groups. The effect of 1) goal-setting strategy and 2) group education method on increasing physical activity was assessed and compared 1 month and 3 months after the intervention. Also, the weight, height, body mass index (BMI), waist and hip circumference, and well-being were compared between the two groups before and after the intervention. Physical activity level increased significantly after the intervention in the goal-setting group and it was significantly different between the two groups after intervention (P < 0.05). BMI, waist circumference, hip circumference, and well-being score were significantly different in the goal-setting group after the intervention. In the group education method, only the well-being score improved significantly (P < 0.05). Our study presented the effects of using the goal-setting strategy to boost physical activity, improving the state of well-being and decreasing BMI, waist, and hip circumference.

Radiation Protection Knowledge, Attitude, and Practice (KAP) in Interventional Radiology

PubMed Central

Shabani, Fatemeh; Hasanzadeh, Hadi; Emadi, Alireza; Mirmohammadkhani, Majid; Bitarafan-Rajabi, Ahmad; Abedelahi, Ali; Bokharaeian, Mitra; Masoumi, Hamed; Seifi, Danial; Khani, Tahereh; Sanchooli, Mohamad; Moshfegh, Shima; Ziari, Abbas

2018-01-01

Objectives Due to increasing cardiac disease and its mortality rate, the frequency of cardiac imaging has grown and, as a result, interventional cardiologists potentially receive high radiation doses in cardiac examinations. This study aimed to assess the knowledge, attitude, and practice (KAP) level of radiation protection (RP) among interventional radiology staff in Iranian health care centers across the country. Methods We used a validated questionnaire survey consisting of 30 multiple-choice questions to perform a cross-sectional study. Participants were healthcare personnel working professionally with radiation at different levels (i.e., secretary, radiology technologists, nurse, and physician). The questionnaire was divided into three sections to assess KAP regarding RP. Results Significant differences exist in RP KAP mean scores based on educational age (p < 0.050). There was no significant difference in RP KAP mean scores when looking at sex, practice age, and hospital type (p > 0.050). We found a significant difference between RP KAP mean scores and different regions (p < 0.050). Conclusions Educational and practice age, sex, type of hospital, and geographical region affect he KAP of interventional radiology staff regarding RP. Since many of the subjective radiation harms for both medical team and patients, this can be easily controlled and prevented; a checkup for personnel of interventional radiology departments, considering samples from different parts of the country with different levels of education, continuous training, and practical courses may help map the status of KAP. The results of this study may also help authorized health physics officers design strategic plans to enhance the quality of such services in radiation departments. PMID:29657683

Radiation Protection Knowledge, Attitude, and Practice (KAP) in Interventional Radiology.

PubMed

Shabani, Fatemeh; Hasanzadeh, Hadi; Emadi, Alireza; Mirmohammadkhani, Majid; Bitarafan-Rajabi, Ahmad; Abedelahi, Ali; Bokharaeian, Mitra; Masoumi, Hamed; Seifi, Danial; Khani, Tahereh; Sanchooli, Mohamad; Moshfegh, Shima; Ziari, Abbas

2018-03-01

Due to increasing cardiac disease and its mortality rate, the frequency of cardiac imaging has grown and, as a result, interventional cardiologists potentially receive high radiation doses in cardiac examinations. This study aimed to assess the knowledge, attitude, and practice (KAP) level of radiation protection (RP) among interventional radiology staff in Iranian health care centers across the country. We used a validated questionnaire survey consisting of 30 multiple-choice questions to perform a cross-sectional study. Participants were healthcare personnel working professionally with radiation at different levels (i.e., secretary, radiology technologists, nurse, and physician). The questionnaire was divided into three sections to assess KAP regarding RP. Significant differences exist in RP KAP mean scores based on educational age (p < 0.050). There was no significant difference in RP KAP mean scores when looking at sex, practice age, and hospital type (p > 0.050). We found a significant difference between RP KAP mean scores and different regions (p < 0.050). Educational and practice age, sex, type of hospital, and geographical region affect he KAP of interventional radiology staff regarding RP. Since many of the subjective radiation harms for both medical team and patients, this can be easily controlled and prevented; a checkup for personnel of interventional radiology departments, considering samples from different parts of the country with different levels of education, continuous training, and practical courses may help map the status of KAP. The results of this study may also help authorized health physics officers design strategic plans to enhance the quality of such services in radiation departments.

Life beyond the eating disorder: education, relationships, and reproduction.

PubMed

Maxwell, Millie; Thornton, Laura M; Root, Tammy L; Pinheiro, Andrea Poyastro; Strober, Michael; Brandt, Harry; Crawford, Steve; Crow, Scott; Fichter, Manfred M; Halmi, Katherine A; Johnson, Craig; Kaplan, Allan S; Keel, Pamela; Klump, Kelly L; LaVia, Maria; Mitchell, James E; Plotnicov, Kathy; Rotondo, Alessandro; Woodside, D Blake; Berrettini, Wade H; Kaye, Walter H; Bulik, Cynthia M

2011-04-01

We investigated the sociodemographic characteristics in women with and without lifetime eating disorders. Participants were from a multisite international study of eating disorders (N = 2,096). Education level, relationship status, and reproductive status were examined across eating disorder subtypes and compared with a healthy control group. Overall, women with eating disorders were less educated than controls, and duration of illness and age of onset were associated with educational attainment. Menstrual status was associated with both relationship and reproductive status, but eating disorder subtypes did not differ significantly from each other or from healthy controls on these dimensions. Differences in educational attainment, relationships, and reproduction do exist in individuals with eating disorders and are differentially associated with various eating disorder symptoms and characteristics. These data could assist in educating patients and family members about long-term consequences of eating disorders. Copyright © 2010 Wiley Periodicals, Inc.

Education-Adjusted Normality Thresholds for FDG-PET in the Diagnosis of Alzheimer Disease.

PubMed

Mainta, Ismini C; Trombella, Sara; Morbelli, Silvia; Frisoni, Giovanni B; Garibotto, Valentina

2018-06-05

A corollary of the reserve hypothesis is that what is regarded as pathological cortical metabolism in patients might vary according to education. The aim of this study is to assess the incremental diagnostic value of education-adjusted over unadjusted thresholds on the diagnostic accuracy of FDG-PET as a biomarker for Alzheimer disease (AD). We compared cortical metabolism in 90 healthy controls and 181 AD patients from the Alzheimer Disease Neuroimaging Initiative (ADNI) database. The AUC of the ROC curve did not differ significantly between the whole group and the higher-education patients or the lower-education subjects. The threshold of wMetaROI values providing 80% sensitivity was lower in higher-education patients and higher in the lower-education patients, compared to the standard threshold derived over the whole AD collective, without, however, significant changes in sensitivity and specificity. These data show that education, as a proxy of reserve, is not a major confounder in the diagnostic accuracy of FDG-PET in AD and the adoption of education-adjusted thresholds is not required in daily practice. © 2018 S. Karger AG, Basel.

An integrated microcredit, entrepreneurial training, and nutrition education intervention is associated with better growth among preschool-aged children in rural Ghana.

PubMed

Marquis, Grace S; Colecraft, Esi K; Sakyi-Dawson, Owuraku; Lartey, Anna; Ahunu, Ben K; Birks, Katherine A; Butler, Lorna M; Reddy, Manju B; Jensen, Helen H; Huff-Lonergan, Elizabeth

2015-02-01

Poor diet quality is a determinant of the high prevalence rates of malnutrition in Ghana. There is little evidence on the effectiveness of a multisector intervention to improve children's diets and nutritional status. The project tested whether participation in an entrepreneurial and nutrition education intervention with microcredit was associated with the nutritional status of children 2-5 y of age. A quasi-experimental 16-mo intervention was conducted with microcredit loans and weekly sessions of nutrition and entrepreneurship education for 179 women with children 2-5 y of age [intervention group (IG)]. Nonparticipating women and their children from the same villages (nonparticipant, n = 142) and from similar neighboring villages (comparison, n = 287) were enrolled. Repeated measures linear regression models were used first to examine children's weight-for-age (WAZ), height-for-age (HAZ), and body mass index-for-age (BAZ) z scores at baseline and at 4 follow-up time points ∼4 mo apart. Time, intervention status, time-by-intervention interaction terms, region of residence, household wealth rank, household head occupation, number of children <5 y of age, and child sex and age were included. There was a significant interaction between the IG and time for BAZ (P = 0.02) with significant Bonferroni-corrected pairwise comparisons between the IG and comparison group (CG) at 8 mo (difference of 0.36 ± 0.09 z score, P < 0.0001). The WAZ group difference was significant between 4 and 16 mo (P = 0.01 for interaction) and peaked at 8-12 mo (differences of ∼0.28 z). The HAZ of children in the IG was significantly higher than that in the CG, reaching a 0.19 z difference at 16 mo (P < 0.05). When the fixed effects models were fitted in sensitivity analyses, some group anthropometric differences were of lower magnitude but remained significant. An integrated package of microcredit and education may improve nutritional outcomes of children living in poor, rural communities. © 2015 American Society for Nutrition.

A meta-analysis of outcomes from the use of computer-simulated experiments in science education

NASA Astrophysics Data System (ADS)

Lejeune, John Van

The purpose of this study was to synthesize the findings from existing research on the effects of computer simulated experiments on students in science education. Results from 40 reports were integrated by the process of meta-analysis to examine the effect of computer-simulated experiments and interactive videodisc simulations on student achievement and attitudes. Findings indicated significant positive differences in both low-level and high-level achievement of students who use computer-simulated experiments and interactive videodisc simulations as compared to students who used more traditional learning activities. No significant differences in retention, student attitudes toward the subject, or toward the educational method were found. Based on the findings of this study, computer-simulated experiments and interactive videodisc simulations should be used to enhance students' learning in science, especially in cases where the use of traditional laboratory activities are expensive, dangerous, or impractical.

Effectiveness of an Online Educational Module in Improving Evidence-Based Practice Skills of Practicing Registered Nurses.

PubMed

Moore, Lora

2017-10-01

Implementation of evidence-based practice (EBP) at the bedside has been difficult to achieve. Significant gaps between current research and actual practice have been identified and must be addressed in effort to increase utilization of EBP. The purpose of this study was to evaluate the efficacy of an online EBP educational intervention and to examine the relationship between educational preparation and years of nursing experience on nurses' practice, attitudes, and knowledge and skills of EBP. An experimental pretest-posttest design study with three randomized groups utilizing the EBPQ instrument was conducted. No significant differences were noted in EBPQ subscale scores of practice, attitude, or knowledge and skills from pre- to posttest. In addition, no statistical difference in EBPQ subscale scores regarding educational preparation or years of experience were noted. While nurses report positive attitudes toward EBP, their perceptions of practice and knowledge and skills score much lower. Educational interventions are needed for practicing nurses to overcome this knowledge deficit to successfully implement EBP. However, the use of online, independent, computer-based learning modules, while cost-efficient and offer several benefits when educating nurses, may not necessarily be the most effective method for teaching EBP knowledge and skills to practicing nurses. © 2017 Sigma Theta Tau International.

Does an educational intervention improve parents' knowledge about immunization? Experience from Malaysia.

PubMed

Awadh, Ammar Ihsan; Hassali, Mohamed Azmi; Al-Lela, Omer Qutaiba; Bux, Siti Halimah; Elkalmi, Ramadan M; Hadi, Hazrina

2014-10-06

Parents' knowledge about immunization is an important predictor factor for their children's immunization status. The aims of this study were to assess parents' knowledge and to evaluate the effect of a short educational intervention on improving parents' knowledge of childhood immunization. A cross-sectional study using a pre- and post-test intervention survey of a single group was conducted among Malaysian parents. Changes in total knowledge score before and after the intervention were measured using a validated questionnaire. The intervention consisted of an animated movie and lecture using simple understandable language. Wilcoxon signed ranks test and the McNemar x2 test were applied to compare the differences in knowledge before and after the intervention. Seventy-three parents were enrolled in this study; the majority were mothers (n = 64, 87.7%). Parents' knowledge about childhood immunization increased significantly after the intervention compared to the baseline results (p < 0.001). There were significant differences between parents' knowledge and their educational level and monthly income (p < 0.001 and p = 0.005), respectively. A short educational intervention designed for parents had a positive effect on their knowledge about immunization. Educational interventions targeting parents with low levels of education and income are needed. Further studies investigating the actual effectiveness of such interventions on immunization rates and statuses are required.

A prospective study of nurse and patient education on compliance with sequential compression devices.

PubMed

Stewart, David; Zalamea, Nia; Waxman, Ken; Schuster, Rob; Bozuk, Michael

2006-10-01

Sequential compression devices (SCD) have become the most common form of prophylaxis against the formation of deep venous thrombosis (DVT) among surgical patients. However, compliance with SCD has traditionally been poor. The aim of this study was to assess the affect of patient and nurse education by surgeons on SCD compliance. This was a prospective study involving a single teaching hospital. Compliance was checked twice daily. The main outcomes were compliance rates with SCD use before and after nurse and patient education. Nurses were not aware of the study. Surgical floors had a history of resident and attending interactions regarding SCD, whereas nonsurgical floors did not. A handout that emphasized SCD importance was also given to patients on surgical units. Before education, surgical units had a compliance rate of 61.5 per cent, whereas nonsurgical units had a 48 per cent compliance rate. This difference was significant (P = 0.014). After nursing and patient education on the busiest surgical floor, compliance rates on the surgical ward increased to 65 per cent, a difference that was not of statistical significance (P = 0.515). A nursing unit's daily experience is the most important factor in their compliance rates with SCD use. Focused nursing lectures and patient education may have incremental value.

Social Networks in Education of Health Professionals in Bosnia and Herzegovina – the Role of Pubmed/Medline in Improvement of Medical Sciences

PubMed Central

Masic, Izet; Sivic, Suad

2011-01-01

Introduction: Social network is a social structure made up of individuals and organizations that represent “nodes”, and they are associated with one or more types of interdependency; such as: friendship, common interests, work, knowledge, prestige and many other interests. Beginning with the late twentieth and early twenty-first century, the Internet was a significant additional tool in the education of teenagers. Later, it takes more and more significant role in educating students and professionals. Goal: The aim of this paper is to investigate, to what extent and how effectively the Internet is used today. In addition, more specifically, this paper will research the implications of the well-known social networks in education of students and health professionals in Bosnia and Herzegovina (B&H). Material and methods: We compared the ratio of using Medline, as the largest biomedical data base system for spreading medical information, as basics for health education at biomedical faculties at five universities in B&H. Results and discussion: According to data from the CRA (i.e. Communications Regulatory Agency) in B&H, in 2010, there were 522,364 internet access accounts, with about 2 million Internet users, representing about 52% of the total population. The Internet users’ preference is dominated by the users of fast broadband access (e.g. xDSL) with 42.8%, and elsewhere, still with dialup access, with 25.2%. The results showed that only 11.6% of professors use Facebook type of social network, 49.3% of them have a profile on BiomedExperts scientific social network and 79% have available articles in the largest biomedical literature database MEDLINE. Students are also frequent users of general social networks and educational clips from You Tube, which they prefer to utilize considerably more than the other types of professionals. Students rarely use the facilities of professional social networks, because they contain mainly data and information needed for further, postgraduate professional education. In our research, we analized cited published papers in the journal Medical Archives, the oldest medical journal in B&H (established in 1947) of randomly included 151 full and part time professors, authors from five medical faculties in B&H and B&H authors who currently work in the EU and USA.. ANOVA showed that there was no significant difference in the number of articles published between the Universities in Bosnia, but there was significant difference in the number of articles published on MEDLINE, between all faculties in B&H and a group of scientists who work around the world. Students’ tests showed that there was a statistically significant difference in the average number of papers published on Medline, between groups of part-time and full time professors. However, there were no statistically significant differences, between the professors for preclinical and clinical subjects. Conclusion: In B&H there are decent conditions for the use of online social networks in the education of health professionals. While students enthusiastically embraced these opportunities, this is not so much a case with health care professionals in practice; while scientific health care workers have not shown greater interest in the use of social networks, both for purposes of scientific research and in terms of self-education and training of students. There is much more use of the advantages offered by online social networks, both in education and in support of the scientific research. PMID:23408513

Social networks in education of health professionals in bosnia and herzegovina - the role of pubmed/medline in improvement of medical sciences.

PubMed

Masic, Izet; Sivic, Suad

2011-12-01

Social network is a social structure made up of individuals and organizations that represent "nodes", and they are associated with one or more types of interdependency; such as: friendship, common interests, work, knowledge, prestige and many other interests. Beginning with the late twentieth and early twenty-first century, the Internet was a significant additional tool in the education of teenagers. Later, it takes more and more significant role in educating students and professionals. The aim of this paper is to investigate, to what extent and how effectively the Internet is used today. In addition, more specifically, this paper will research the implications of the well-known social networks in education of students and health professionals in Bosnia and Herzegovina (B&H). We compared the ratio of using Medline, as the largest biomedical data base system for spreading medical information, as basics for health education at biomedical faculties at five universities in B&H. According to data from the CRA (i.e. Communications Regulatory Agency) in B&H, in 2010, there were 522,364 internet access accounts, with about 2 million Internet users, representing about 52% of the total population. The Internet users' preference is dominated by the users of fast broadband access (e.g. xDSL) with 42.8%, and elsewhere, still with dialup access, with 25.2%. The results showed that only 11.6% of professors use Facebook type of social network, 49.3% of them have a profile on BiomedExperts scientific social network and 79% have available articles in the largest biomedical literature database MEDLINE. Students are also frequent users of general social networks and educational clips from You Tube, which they prefer to utilize considerably more than the other types of professionals. Students rarely use the facilities of professional social networks, because they contain mainly data and information needed for further, postgraduate professional education. In our research, we analized cited published papers in the journal Medical Archives, the oldest medical journal in B&H (established in 1947) of randomly included 151 full and part time professors, authors from five medical faculties in B&H and B&H authors who currently work in the EU and USA.. ANOVA showed that there was no significant difference in the number of articles published between the Universities in Bosnia, but there was significant difference in the number of articles published on MEDLINE, between all faculties in B&H and a group of scientists who work around the world. Students' tests showed that there was a statistically significant difference in the average number of papers published on Medline, between groups of part-time and full time professors. However, there were no statistically significant differences, between the professors for preclinical and clinical subjects. In B&H there are decent conditions for the use of online social networks in the education of health professionals. While students enthusiastically embraced these opportunities, this is not so much a case with health care professionals in practice; while scientific health care workers have not shown greater interest in the use of social networks, both for purposes of scientific research and in terms of self-education and training of students. There is much more use of the advantages offered by online social networks, both in education and in support of the scientific research.

Measuring change in critical thinking skills of dental students educated in a PBL curriculum.

PubMed

Pardamean, Bens

2012-04-01

This study measured the change in critical thinking skills of dental students educated in a problem-based learning (PBL) pedagogical method. The quantitative analysis was focused on measuring students' critical thinking skills achievement from their first through third years of dental education at the University of Southern California. This non-experimental evaluation was based on a volunteer sample of ninety-eight dental students who completed a demographics/academic questionnaire and a psychometric assessment known as the Health Sciences Reasoning Test (HSRT). The HSRT produced the overall critical thinking skills score. Additionally, the HSRT generated five subscale scores: analysis, inference, evaluation, deductive reasoning, and inductive reasoning. The results of this study concluded that the students showed no continuous and significant incremental improvement in their overall critical thinking skills score achievement during their PBL-based dental education. Except for the inductive reasoning score, this result was very consistent with the four subscale scores. Moreover, after performing the statistical adjustment on total score and subscale scores, no significant statistical differences were found among the three student groups. However, the results of this study found some aspects of critical thinking achievements that differed by categories of gender, race, English as first language, and education level.

The effect of a peer education program on combating violence against women: A randomized controlled study.

PubMed

Gürkan, Özlem C; Kömürcü, Nuran

2017-10-01

Student nurses in Turkey need to be exposed to appropriate undergraduate training if they are to acquire the required knowledge, attitudes and skills that will help them to fight the issue of violence against women (VAW). The aim of this research study was to assess the effect of a peer education program about combating VAW on the knowledge, attitudes and skills of nursing students. The study was designed as a randomized controlled trial. The participants in the intervention group received peer education on combating VAW. 136 nursing students (intervention group: n=63, control group: n=73) were included in the study. Participants in both the intervention and control groups were assessed at pre-training and at two months post-training. Pre-training and post-training knowledge and attitudes were significantly different in the intervention group (p<0.001). Moreover, the intervention group displayed a statistically significant difference in their ability to explain the correct interventions in a case study about VAW (p<0.001). Our results indicate that peer education should be used as a part of undergraduate nursing education on VAW. Copyright © 2017 Elsevier Ltd. All rights reserved.

Looking beyond the face: a training to improve perceivers' impressions of people with facial paralysis.

PubMed

Bogart, Kathleen R; Tickle-Degnen, Linda

2015-02-01

Healthcare providers and lay people alike tend to form inaccurate first impressions of people with facial movement disorders such as facial paralysis (FP) because of the natural tendency to base impressions on the face. This study tested the effectiveness of the first interpersonal sensitivity training for FP. Undergraduate participants were randomly assigned to one of two training conditions or an untrained control. Education raised awareness about FP symptoms and experiences and instructed participants to form their impressions based on cues from the body and voice rather than the face. Education+feedback added feedback about the correctness of participants' judgments. Subsequently, participants watched 30s video clips of people with FP and rated their extraversion. Participants' bias and accuracy in the two training conditions did not significantly differ, but they were significantly less biased than controls. Training did not improve the more challenging task of accurately detecting individual differences in extraversion. Educating people improves bias, but not accuracy, of impressions of people with FP. Information from the education condition could be delivered in a pamphlet to those likely to interact with this population such as healthcare providers and educators. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

An integrated educational model for continuing nurse education.

PubMed

Duff, Beverley; Gardner, Glenn; Osborne, Sonya

2014-01-01

This paper reports on the development and evaluation of an integrated clinical learning model to inform ongoing education for surgical nurses. The research aim was to evaluate the effectiveness of implementing a Respiratory Skills Update (ReSKU) education program, in the context of organisational utility, on improving surgical nurses' practice in the area of respiratory assessment. Continuous development and integration of technological innovations and research in the healthcare environment mandate the need for continuing education for nurses. Despite an increased worldwide emphasis on this, there is scant empirical evidence of program effectiveness. A quasi experimental pre test, post test non-equivalent control group design evaluated the impact of the ReSKU program on surgical nurses' clinical practice. The 2008 study was conducted in a 400 bed regional referral public hospital and was consistent with contemporary educational approaches using multi-modal, interactive teaching strategies. The study demonstrated statistically significant differences between groups regarding reported use of respiratory skills, three months after ReSKU program attendance. Between group data analysis indicated that the intervention group's reported beliefs and attitudes pertaining to subscale descriptors showed statistically significant differences in three of the six subscales. The construct of critical thinking in the clinical context, combined with clinical reasoning and purposeful reflection, was a powerful educational strategy to enhance competency and capability in clinicians. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

An Intervention to Reduce Bicycle Injuries among Middle School Students in Rural China

PubMed Central

Ye, Yanru; Lu, Yaogui; Li, Liping; Gao, Yang

2017-01-01

This study aimed to evaluate the effectiveness of an intervention to reduce bicycle injuries among rural middle school students in China. A one-year cluster-randomized controlled trial was conducted with seventh grade students from six middle schools in two towns in rural Chaoshan, China. The two towns were randomly assigned to either the intervention or control group. Road safety education materials, two lectures on road safety, and a series of health education activities were delivered to 1312 students in the intervention group over one year, and the content of the intervention included traffic safety knowledge, methods of preventing bicycle injury and management of bicycle injuries. Questionnaires weere administered to the two groups before and after the intervention to measure the incidence, cognitions, and behaviors related to bicycle injuries. The pre-intervention incidence of bicycle injuries exhibited no significant difference between the two groups, while the difference reached significance after the intervention (χ2 = 13.409, p < 0.001). In the intervention group, the incidence decreased significantly after the intervention (χ2 = 8.137, p = 0.004), while no significant change was observed in the control group. Publicity and education intervention measures have certain short-term effects on the prevention of bicycle injuries among rural middle school students; we should approach intervention measures according to the characteristics of traffic injuries in different areas. PMID:28672854

A randomized controlled trial of an educational intervention on Hellenic nursing staff's knowledge and attitudes on cancer pain management.

PubMed

Patiraki, Elisabeth I; Papathanassoglou, Elizabeth D E; Tafas, Cheryl; Akarepi, Vasiliki; Katsaragakis, Stelios G; Kampitsi, Anjuleta; Lemonidou, Chrysoula

2006-12-01

The purpose of this randomized controlled study was to explore the effectiveness of an educational intervention on nurses' attitudes and knowledge regarding pain management and to explore associations with nurses' characteristics. A four Solomon group experimental design was employed to assess the effect of the intervention and potential effects of pre-intervention testing. One hundred and twelve nurses were randomized to two intervention and two control groups. The intervention was based on viewing a series of educational videotapes and case scenarios. The Validated Hellenic version of the Nurses Knowledge and Attitudes Survey Regarding Pain (GV-NKASRP) was used. Pre-intervention scores revealed various limitations in regard to pain assessment and management. At the pre-test, the average number of correct answers was 17.58+/-7.58 (45.1%+/-19.3% of total questions). Pre-intervention scores differed significantly among participants with different educational backgrounds (P < 0.0001). A significant effect of pain education on total knowledge scores as well as regarding specific questions was detected. Intervention group participants provided 6.11+/-5.55 additional correct answers (15.66%+/-14.23% improvement, P < 0.0001), and they exhibited significantly improved post-test scores compared to controls (26.49+/-5.24 vs. 18.75+/-4.48; P < 0.0001). A potential negative effect of pre-test on knowledge gain for specific items and for total scores was detected. These findings suggest low pre-test knowledge scores among Hellenic oncology nurses and a significant effect of the intervention.

Gender and educational level modify the relationship between workplace mistreatment and health problems: a comparison between South Korea and EU countries.

PubMed

Yoo, Minsang; Lee, Saerom; Kang, Mo-Yeol

2015-01-01

This study investigated effects of workers' cultural and personal characteristics on the relationship between workplace mistreatment and health problems in both South Korea and EU Countries. Data were obtained from nationally representative interview surveys: the third Korean Working Conditions Survey (KWCS) in 2011 (50,032 participants) and fifth European Working Conditions Survey (EWCS) in 2010 (41,302 participants). The Pressure-State-Response model was adapted to explore differences in the relationship between mistreatment and health problems according to country, and logistic regression analysis was used after stratification of moderating factors. Workplace mistreatment, such as discrimination, violence, harassment, and self-reported health problems, were assessed by gender and educational level. Among KWCS participants, there were 4,321 victims (14.70%) of workplace mistreatment; among EWCS participants, there were 5,927 victims (17.89%). There was a significant positive association between workplace mistreatment and self-reported health problems. A stronger association was found among workers with higher educational levels in Korea (2- to 4-fold higher odds for mental and physical health problems), but there was no significant difference by education level in workers of EU Countries. Female Koreans who worked alone had a higher risk of health problems related to workplace mistreatment than other gender compositions in the workplace (the OR for psychological symptoms reached 6.631). In contrast, the gender composition of the work place did not significantly affect EU workers. Workplace mistreatment is significantly associated with physical and mental health problems, especially among workers with higher educational levels and females who work alone in Korea.

Replicable Interprofessional Competency Outcomes from High-Volume, Inter-Institutional, Interprofessional Simulation

PubMed Central

Bambini, Deborah; Emery, Matthew; de Voest, Margaret; Meny, Lisa; Shoemaker, Michael J.

2016-01-01

There are significant limitations among the few prior studies that have examined the development and implementation of interprofessional education (IPE) experiences to accommodate a high volume of students from several disciplines and from different institutions. The present study addressed these gaps by seeking to determine the extent to which a single, large, inter-institutional, and IPE simulation event improves student perceptions of the importance and relevance of IPE and simulation as a learning modality, whether there is a difference in students’ perceptions among disciplines, and whether the results are reproducible. A total of 290 medical, nursing, pharmacy, and physical therapy students participated in one of two large, inter-institutional, IPE simulation events. Measurements included student perceptions about their simulation experience using the Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation (ATTITUDES) Questionnaire and open-ended questions related to teamwork and communication. Results demonstrated a statistically significant improvement across all ATTITUDES subscales, while time management, role confusion, collaboration, and mutual support emerged as significant themes. Results of the present study indicate that a single IPE simulation event can reproducibly result in significant and educationally meaningful improvements in student perceptions towards teamwork, IPE, and simulation as a learning modality. PMID:28970407

Efficacy of Pharmacist Based Diabetes Educational Interventions on Clinical Outcomes of Adults With Type 2 Diabetes Mellitus: A Network Meta-Analysis.

PubMed

Bukhsh, Allah; Khan, Tahir M; Lee, Shaun W H; Lee, Learn-Han; Chan, Kok-Gan; Goh, Bey-Hing

2018-01-01

Background: Comparative efficacy of different pharmacist based interventions on glycemic control of type 2 diabetes patients is unclear. This review aimed to evaluate and compare the efficacy of different pharmacist based interventions on clinical outcomes of type 2 diabetes patients. Methods: A systematic search was conducted across five databases from date of database inception to September 2017. All randomized clinical trials evaluating the efficacy of pharmacist based interventions on type 2 diabetes patients were included for network meta-analysis (NMA). The protocol is available with PROSPERO (CRD42017078854). Results: A total of 43 studies, involving 6259 type 2 diabetes patients, were included. NMA demonstrated that all interventions significantly lowered glycosylated hemoglobin (HbA1c) levels compared to usual care, but there was no statistical evidence from this study that one intervention was significantly better than the other for reducing HbA1c levels. Pharmacist based diabetes education plus pharmaceutical care showed maximum efficacy for reducing HbA1c levels [-0.86, 95% CI -0.983, -0.727; p < 0.001]. Pharmacist based diabetes education plus pharmaceutical care was observed to be statistically significant in lowering levels of systolic blood pressure [-4.94; 95%CI -8.65, -1.23] and triglycerides levels [-0.26, 95%CI -0.51, -0.01], as compared to the interventions which involved diabetes education by pharmacist, and for body mass index (BMI) [-0.57; 95%CI -1.25, -0.12] in comparison to diabetes education by health care team involving pharmacist as member. Conclusion: The findings of this review demonstrate that all interventions had a significantly positive effect on HbA1c, but there was no statistical evidence from this study that one intervention was significantly better than the other for achieving glycemic control.Pharmacist based diabetes education plus pharmaceutical care showed maximum efficacy on HbA1c and rest of the clinical outcomes.

Impact of Teacher Value Orientations on Student Learning in Physical Education

PubMed Central

Chen, Ang; Zhang, Tan; Wells, Stephanie L.; Schweighardt, Ray; Ennis, Catherine D.

2017-01-01

Based on the value orientation theory, the purpose of this study was to determine the impact of value orientation incongruence between physical education teachers and an externally designed curriculum on student learning in a concept-based fitness-centered physical education curriculum. Physical education teachers (n = 15) with different value orientations taught an externally designed, standards-based fitness/healthful living curriculum to their middle school students (n = 3,827) in 155 sixth, seventh, and eighth grade intact classes. A pre-post assessment design was used to determine whether student fitness/healthful living knowledge gains differed in terms of teachers’ value orientations. An ANOVA on class means of residual-adjusted knowledge gain scores revealed no statistically significant differences based on value orientations. The evidence suggests that teacher value orientation impact may be mediated by curriculum impact. This finding supports the observation that a well-designed physical education curriculum may minimize the impact of teachers’ diverse value orientations on the curriculum implementation and student learning. PMID:29200587

Impact of Teacher Value Orientations on Student Learning in Physical Education.

PubMed

Chen, Ang; Zhang, Tan; Wells, Stephanie L; Schweighardt, Ray; Ennis, Catherine D

2017-04-01

Based on the value orientation theory, the purpose of this study was to determine the impact of value orientation incongruence between physical education teachers and an externally designed curriculum on student learning in a concept-based fitness-centered physical education curriculum. Physical education teachers ( n = 15) with different value orientations taught an externally designed, standards-based fitness/healthful living curriculum to their middle school students ( n = 3,827) in 155 sixth, seventh, and eighth grade intact classes. A pre-post assessment design was used to determine whether student fitness/healthful living knowledge gains differed in terms of teachers' value orientations. An ANOVA on class means of residual-adjusted knowledge gain scores revealed no statistically significant differences based on value orientations. The evidence suggests that teacher value orientation impact may be mediated by curriculum impact. This finding supports the observation that a well-designed physical education curriculum may minimize the impact of teachers' diverse value orientations on the curriculum implementation and student learning.

The legal status of home education in post-communist countries of Central Europe

NASA Astrophysics Data System (ADS)

Kostelecká, Yvona

2012-08-01

As new laws on education were gradually adopted in post-communist states after 1989, the countries also dealt with the problem of how to include home education in their own legislation. This article investigates the development of legislation on home education in five states of post-communist Central Europe: the Czech Republic, Slovakia, Slovenia, Poland and Hungary. This analysis of the legal environment for home education confirms on the one hand that these countries' approach is similar in many aspects. Generally, laws tend to regulate home education rather strictly, all home-educated children must be enrolled at some school, and these schools are mandated by the state to serve as supervisory bodies for home-educated children. This legal arrangement puts the parents of home-schooled children in a very subordinate position in relation to the school. Despite these restrictions, however, the states have gradually opened up the option for home education to quite a broad pool of potentially interested people. On the other hand, the findings show that there are also significant differences between individual countries. These differences provide a good illustration of the fact that, despite historical, economic and cultural similarities, political institutions and state bureaucracies in individual states act autonomously, which leads to different policy outcomes.

Familial and Economic Influences on the Gender-Related Educational and Occupational Aspirations of Rural Adolescents

PubMed Central

Meece, Judith L.; Askew, Karyl J. S.; Agger, Charlotte A.; Hutchins, Bryan C.; Byun, Soo-yong

2015-01-01

Economic, occupational, and social shifts in rural economies have influenced nuanced changes in the educational and occupational aspirations of rural adolescent women and men. However, there is limited contemporary research that examines the aspirations of rural adolescents at the beginning of the 21st century. Drawing on a sample of 8,756 rural adolescents in the United States, we examine how familial, geographic, and economic variables influence gender-related differences in educational and occupational aspirations. Findings revealed significant gender differences, favoring girls, in youth's educational aspirations, occupational aspirations, and aspirations for nontraditional careers. Results highlight the importance of contextual variables such as parental expectations, family income, and motivation variables in predicting gender-related aspirations of rural youth. PMID:26681990

Racial/Ethnic Differences in the Educational Expectations of Adolescents: Does Pursuing Higher Education Mean Something Different to Latino Students Compared to White and Black Students?

PubMed Central

Turcios-Cotto, Viana Y.; Milan, Stephanie

2012-01-01

There are striking disparities in the academic achievement of American youth, with Latino students being a particularly vulnerable population. Adolescents’ academic expectations have been shown to predict educational outcomes, and thus are an important factor in understanding educational disparities. This article examines racial/ethnic differences in the future expectations of adolescents, with a particular focus on how expectations about higher education may differ in frequency and meaning for Latino youth. Participants included 375 urban ninth-grade students (49% Latino, 23% White, 22% Black, and 6% other; 51% female) who gave written descriptions of how they pictured their lives in five years. Responses were subsequently coded for content and themes. Results demonstrate that Latino youth were less likely to picture themselves attending college when compared to Black and White youth, and more likely to hold social goals, such as starting their own family. Ethnic/racial differences also were found in the themes present in responses, with Latino and Black students more likely than White students to describe individuation and materialistic goals, and to give more unrealistic responses. For Latino youth only, higher education goals were associated significantly with individuation themes. In addition, for Latino youth, adolescents who wished to pursue higher education reported more depressive symptoms and emotional distress than those who did not picture going to college, whereas the opposite pattern was evident for Black and White youth. These differences may reflect cultural values, such as familismo. Practice implications include the importance of culturally tailoring programs aimed at promoting higher education. PMID:23111844

Dental caries and the associated factors influencing it in tribal, suburban and urban school children of Tamil Nadu, India: a cross sectional study.

PubMed

John, J Baby; Asokan, Sharath; Aswanth, K P; Priya, P R Geetha; Shanmugaavel, A K

2015-02-20

The study was planned to assess the prevalence of dental caries among tribal, suburban and urban children of Tiruchengode and Erode of Tamil Nadu state, India. The objective of the study was to assess the association of dental caries with family background, dental service availability, transportation and knowledge on preventive dental measures among these three groups. Cross-sectional study. A total of 1028 school children in the age range of 9-12 years from various government schools located in Palamalai and Kolli Hills (tribal), Tiruchengode (suburban) and Erode (urban), Tamil Nadu, were included in the study. Decayed, filled, and missing teeth (DMFT), decayed and filled teeth (dft) and Significant Caries Index were recorded. A specially prepared questionnaire was used to record all the data regarding oral hygiene practices, socioeconomic background, dental treatment availability, parent's education level were used for the study. ANOVA t-test and post hoc test were used for comparing quantitative variables between the 3 subgroups. The tribal school children had 89.3% caries prevalence, where as it was 77% in suburban and 55% in urban school children. The mean DMFT score among tribal, suburban and urban school children were statistically significant different (P=0.001) between the three groups. There was a highly significant difference (P=0.001) in the mean DMFT score based on brushing frequency. There was a statistically significant difference (P=0.018) in the mean DMFT scores in the urban group based on the mothers education status. There were no statistically significant differences in the mean DMFT scores based on the presence or absence of television in their house and the parents' income. Oral hygiene practices, dietary habits and access to dental care services played an important role in prevalence of dental caries. It was observed that the socioeconomic status, parents' educational status and mass media influenced the oral health of these children but without a significant contribution. Significance for public healthIt was observed from the present study that the socioeconomic status, parents' educational status, media and family structure influence the oral health of children in under-privileged communities. Oral hygiene practices, dietary habits and access to dental care services also play an important role in the prevalence of dental caries among children. Children of government schools in Tamil Nadu, India, don't get adequate information on oral health, related diseases and methods of prevention. Oral health education and health promotion should be mandatory for all school children.

Impact of organ donation education on US undergraduate nursing students.

PubMed

Kurz, Jane McCausland

2014-06-01

Experts advocate educational programs addressing misinformation regarding donation decisions to increase the potential donor pool. However, few researchers have measured outcomes with nursing students. The purpose of this study was to evaluate the impact of an educational intervention on nursing students' knowledge, attitudes, registering as an organ donor, and family discussions. This quasi-experimental study used a pretest-posttest design with a control group. The research group consisted of 42 volunteers and the control group consisted of 73 volunteers. The written survey included 15 true-false knowledge items and 8 Likert items asking about attitude toward donation, registering as an organ donor, and family discussion. Normally distributed data showed no significant differences between groups on the pretest. The research group had no change in knowledge level 3 months later, but the control group had a significantly decreased knowledge level at that point. More members of the research group than the control group registered as organ donors after the intervention (χ2 = 4.5, P= .03). The control group had no change in registering as an organ donor between the pretest and posttest. Family discussions did not differ significantly from pretest to posttest in either group. One lecture/laboratory experience did make a difference in registering as an organ donor but not in discussing the decision with family members. Students can learn about organ donation from more than one specific class. Recommendations for educators and future research are provided.

Peer-assisted learning to train high-school students to perform basic life-support.

PubMed

Choi, Hyung Soo; Lee, Dong Hoon; Kim, Chan Woong; Kim, Sung Eun; Oh, Je Hyeok

2015-01-01

The inclusion of cardiopulmonary resuscitation (CPR) in formal education has been a useful approach to providing basic life support (BLS) services. However, because not all students have been able to learn directly from certified instructors, we studied the educational efficacy of the use of peer-assisted learning (PAL) to train high-school students to perform BLS services. This study consisted of 187 high-school students: 68 participants served as a control group and received a 1-hour BLS training from a school nurse, and 119 were included in a PAL group and received a 1-hour CPR training from a PAL leader. Participants' BLS training was preceded by the completion of questionnaires regarding their background. Three months after the training, the participants were asked to respond to questionnaires about their willingness to perform CPR on bystander CPR and their retention of knowledge of BLS. We found no statistically significant difference between the control and PAL groups in their willingness to perform CPR on bystanders (control: 55.2%, PAL: 64.7%, P=0.202). The PAL group was not significantly different from the control group (control: 60.78±39.77, PAL: 61.76±17.80, P=0.848) in retention of knowledge about BLS services. In educating high school students about BLS, there was no significant difference between PAL and traditional education in increasing the willingness to provide CPR to bystanders or the ability to retain knowledge about BLS.

Reading comprehension of deaf students in regular education.

PubMed

Luccas, Marcia Regina Zemella; Chiari, Brasília Maria; Goulart, Bárbara Niegia Garcia de

2012-01-01

To evaluate and compare the reading comprehension of deaf students included in regular classrooms of public schools with and without specialized educational support. Observational analytic study with 35 students with sensorineural hearing loss, with and without educational support. All subjects were assessed with the Word Reading Competence Test (WRCT), the Picture-Print Matching Test by Choice (PPMT-C), and the Sentence Reading Comprehension Test (SRCT). In the tests regarding comprehension of words (WRCT and PPMT-C), the results showed no difference in the performance of deaf students who attend and do not attend educational support. Regarding reading comprehension of sentences, the application of the SRCT also did not show differences between the groups of deaf students. A significant correlation was found between age and grade, indicating that the older the students and the higher their educational level, the better their performance in reading sentences. The results indicate that deaf students, regardless of attending educational support, read words better than sentences. There is no difference in reading comprehension between deaf students who receive and do not receive specialized pedagogical monitoring.

Agreement between aggregate and individual-level measures of income and education: a comparison across three patient groups.

PubMed

Marra, Carlo A; Lynd, Larry D; Harvard, Stephanie S; Grubisic, Maja

2011-03-31

The association between lower socioeconomic status and poorer health outcomes has been observed using both individual-level and aggregate-level measures of income and education. While both are predictive of health outcomes, previous research indicates poor agreement between individual-level and aggregate-level measures. The purpose of this study was to determine the level of agreement between aggregate-level and individual-level measures of income and education among three distinct patient groups, specifically asthma, diabetes, and rheumatoid patients. Individual-level measures of annual household income and education were derived from three separate surveys conducted among patients with asthma (n = 359), diabetes (n = 281) and rheumatoid arthritis (n = 275). Aggregate-level measures of income and education were derived from the 2001 Canadian census, including both census tract-and dissemination area-level measures. Cross-tabulations of individual-level income by aggregate-level income were used to determine the percentage of income classifications in agreement. The kappa statistic (simple and weighted), Spearman's rank correlations, and intra-class correlation coefficient (ICC) were also calculated. Individual-level and aggregate-level education was compared using Chi-Square tests within patient groups. Point biserial correlation coefficients between individual-level and aggregate-level education were computed. Individual-level income was poorly correlated with aggregate-level measures, which provided the worst estimations of income among patients in the lowest income category at the individual-level. Both aggregate-level measures were best at approximating individual-level income in patients with diabetes, in whom aggregate-level estimates were only significantly different from individual-level measures for patients in the lowest income category. Among asthma patients, the proportion of patients classified by aggregate-level measures as having a university degree was significantly lower than that classified by individual-level measures. Among diabetes and rheumatoid arthritis patients, differences between aggregate and individual-level measures of education were not significant. Agreement between individual-level and aggregate-level measures of socioeconomic status may depend on the patient group as well as patient income. Research is needed to characterize differences between patient groups and help guide the choice of measures of socioeconomic status.

A comparative analysis of Science-Technology-Society standards in elementary, middle and high school state science curriculum frameworks

NASA Astrophysics Data System (ADS)

Tobias, Karen Marie

An analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating Science-Technology-Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see if the compliance was similar across the levels. Compliance is important because research shows that using STS themes in the science classroom increases the student's understanding of the concepts, increases the student's problem solving skills, increases the student's self-efficacy with respect to science, and students instructed using STS themes score well on science high stakes tests. The two hypotheses for this study are: (1) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school levels. (2) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school level when examined individually. The Analysis of Variance F ratio was used to determine the variance between and within the three educational levels. This analysis addressed hypothesis one. The Analysis of Variance results refused to reject the null hypothesis, meaning there is significant difference in the compliance to STS themes between the elementary, middle and high school educational levels. The Chi-Square test was the statistical analysis used to compare the educational levels for each individual criterion. This analysis addressed hypothesis two. The Chi-Squared results showed that none of the states were equally compliant with each individual criterion across the elementary, middle, and high school levels. The National Science Education Standards were created with the input of thousands of people and over twenty scientific and educational societies. The standards were tested in numerous classrooms and showed an increase in science literacy for the students. With the No Child Left Behind legislation and Project 2061, the attainment of a science literate society will be helped by the adoption of the NSES standards and the STS themes into the American classrooms.

[Effects of Montessori education on the intellectual development in children aged 2 to 4 years].

PubMed

He, Hong-Ling; Yan, Hong; Zuo, Ling; Liu, Ling; Zhang, Xi-Ping

2009-12-01

To compare the effects of Montessori education and traditional education on the intellectual development in children aged 2 to 4 years. Children aged between 2 to 3 years who were enrolled in a kindergarten in September 2006 were randomly assigned to the Montessori education and the traditional education groups. In addition to receiving the traditional education, the Montessori education group participated in the two-hour Montessori pedagogical activities every day. The intellectual development was evaluated by the Neuropsychological Development Examination Format for Children Aged 0~6 years published by Capital Pediatrics Research Institute at enrollment and one year after the trial. There were no significant differences in the intelligence growth level between the Montessori education and the traditional education groups at enrollment. After one year, the levels of fine movements, adaptation ability, language, and social behavior developments in the Montessori education group were significantly higher than those in the traditional education group (p<0.05 or 0.01). The intelligence increasing scores of the large motor ability, fine movements, language, social behavior and development quotient in the Montessori education group were also higher than those in the traditional education group (p<0.05 or 0.01). Montessori education can promote the development of large motor ability, fine movements, language, and social behavior in children.

Internationally educated nurses: profiling workforce diversity.

PubMed

Blythe, Jennifer; Baumann, Andrea

2009-06-01

Nurses with diverse educational and cultural backgrounds are likely to adapt differently to new workforces. The aim of this study was to provide a profile of nurses educated in different countries who are employed in a major settlement jurisdiction. Despite difficulties in measuring its magnitude, it is evident that nurse migration has increased as a result of globalization. Major destinations for internationally educated nurses (IENs) include the USA, Canada, the UK, Australia and the Gulf States. Chief donor countries include the Philippines, India and other South Asian countries. Half of all IENs registered in Canada work in the province of Ontario. Published literature and secondary data were used to profile cohorts of nurses educated in different countries who are employed in the Ontario workforce. Statistics available on IENs in Ontario reveal a largely urban settlement pattern. There are major differences among IEN cohorts in terms of age, gender, work status, and type and place of employment. Although IENs resident in Ontario could not be quantified, a relatively detailed description of IENs in the workforce was possible. Comparison of nurse cohorts indicated that generalizations about IENs should be made with caution. Changes in regulatory conditions have a significant effect on IEN employment. Difficulties associated with international educational and regulatory differences illustrate the need to create global nursing standards. Further investigation of differences in workforce profiles should provide insights leading to improved utilization of IENs.

Gender differences in quality of care experiences during hospital stay: A contribution to patient-centered healthcare for both men and women.

PubMed

Teunissen, T A M; Rotink, M E; Lagro-Janssen, A L M

2016-04-01

Studies demonstrate that there are important gender differences in perceptions of medicinal care. Our aim is to investigate whether there are also gender differences in patients'quality of care experiences during their hospital stay. In a cross-sectional survey, patients who were admitted to a university hospital were invited to complete a questionnaire. Answers were compared between men and women of different ages, education levels, and health assessments, using the independent t-test. A linear regression model was performed to investigate the relationship between patient characteristics and hospital assessments 4169 questionnaires were sent (41.8% returned). Women rated the hospital significantly (P=0.007) lower than men, especially higher educated women and women between the ages of 18 and 44 years. Behaviors of nurses were perceived to be unsatisfactory by significantly more female patients than male patients (P=0.016). One in six women wanted more privacy compared with one in ten men (P<0.001), and ten percent more women suffered from pain (P<0.001). Women, particularly those higher educated and between 45 and 64 years of age, assess hospital care significantly lower than men. To optimize patients' assessments of hospital care, women require more gender-sensitive nursing care, more privacy, and better pain management than they receive at present. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

The social construction of "evidence-based'' drug prevention programs: a reanalysis of data from the Drug Abuse Resistance Education (DARE) program.

PubMed

Gorman, Dennis M; Huber, J Charles

2009-08-01

This study explores the possibility that any drug prevention program might be considered ;;evidence-based'' given the use of data analysis procedures that optimize the chance of producing statistically significant results by reanalyzing data from a Drug Abuse Resistance Education (DARE) program evaluation. The analysis produced a number of statistically significant differences between the DARE and control conditions on alcohol and marijuana use measures. Many of these differences occurred at cutoff points on the assessment scales for which post hoc meaningful labels were created. Our results are compared to those from evaluations of programs that appear on evidence-based drug prevention lists.

Blood lipid and lipoprotein levels: relationships with educational level and region of residence in the French SU.VI.MAX study.

PubMed

Bruckert, E; Czernichow, S; Bertrais, S; Paillard, F; Tichet, J; Galan, P; Castetbon, K; Hercberg, S

2005-06-01

Blood lipid profile of French men and women obtained from the general population is not well known. Furthermore, the association between these lipids, as a function of other potential risk factors for cardiovascular disease, and sociodemographic factors such as age, educational level, and region of residence is not well studied in large samples in Europe. Data on French healthy volunteers, aged between 40 and 65 years for men (n = 5141) and 35 and 65 years for women (n = 7876) were obtained from the "Supplementation en Vitamines et Mineraux Antioxydants" (SU.VI.MAX) study, a primary prevention trial. Baseline blood samples were collected in 1994-1995 and analyzed for cholesterol, triglyceride, apolipoproteins (apo)-B and -A1. The results were analyzed separately for men and women as a function of age, educational level, and area of residence. Overall, blood lipid levels for men and women did not differ significantly from those reported in other Western industrialized countries. Except for triglyceride in men, all blood lipids were statistically different among ages. In women, cholesterol, apo-A1, and apo-B showed a significant decrease with educational level. Statistical differences were found in both genders between blood lipids and lipoproteins among regions of residence. Even if differences between region of residence were found in blood lipid levels, this cannot explain the North-East to South gradient in the prevalence of cardiovascular disease in France nor differences between France and other industrialized Western countries.

An abbreviated therapeutic neuroscience education session improves pain knowledge in first-year physical therapy students but does not change attitudes or beliefs

PubMed Central

Cox, Terry; Louw, Adriaan; Puentedura, Emilio J.

2017-01-01

Objective To determine if a 3-hour therapeutic neuroscience education session alters physical therapy student’s knowledge of pain and effects their attitudes and beliefs regarding treating chronic pain. Methods Seventy-seven entry-level doctoral physical therapy students participated in the study. Following consent, demographic data were obtained and then the subjects completed the Neuroscience of Pain Questionnaire, the Health Care Provider’s Pain and Impairment Relationship Scale and an additional questionnaire designed by the researchers. The subjects then received a 3-hour educational session developed by the researchers, focusing on the neurobiology and physiology of pain. The questionnaires were re-administered immediately after the educational session and at 6 months post-education. Results Seventy-seven subjects (mean age = 24.7 years, 57.1% female and 81.8% white) completed the questionnaires pre- and post-educational session with 75 completing the questionnaires at 6 months. To assess the effect of the education on the scores of the questionnaires, a repeated measures ANOVA was conducted. Students demonstrated significantly higher scores on the neuroscience of pain questionnaire (p < 0.001) with no significant effect found on the attitudes and beliefs questionnaire at any of the time points. There were significant differences found on some of the individual questions that were part of the additional questionnaire. Discussion An educational session on the neuroscience of pain is beneficial for educating entry-level doctoral physical therapy students immediately post-education and at 6 months. This educational session had no effect on the student’s attitudes and beliefs regarding treating the chronic pain population. There were additional significant findings regarding individual questions posed to the subjects.

Effect of Sexual Education on Sexual Function of Iranian Couples During Pregnancy: A Quasi Experimental Study.

PubMed

Heidari, Masumeh; Aminshokravi, Farkhondeh; Zayeri, Farid; Azin, Seyed Ali

2018-01-01

The aim of this study was to evaluate the impact of husbands' participation in sexual education on sexual function during pregnancy. This quasi experimental study was conducted on 123 couples who were divided in two intervention (A: couples, B: pregnant women) and one control (C) groups. Group A couples received sex education, Group B women received sex education without their spouses, and Group C women received routine prenatal care without sex education. Sexual functions of couples were assessed by Female Sexual Function Index (FSFI) and International Index Erectile Function (IIEF) questionnaires, before sex education, four weeks after the intervention, at the end of the second trimester and at the end of the third trimester. Mean total scores of FSFI and IIEF were not different at baseline in three groups. Repeated measure analysis showed significant differences between groups (A and B with C) in the mean total scores of FSFI and IIEF during the third trimester. The mean total scores of the two intervention groups of A and B were not significant. According to the results of the present study, promoting the sexual function of pregnant women needs to include the sex education on prenatal care. Whereas spouses' participation was suggested to have a great role in the effectiveness and strengthening of the education in various studies, this study showed that the lack of spouses' participation for whatever reasons may lead to the same results of previous studies which emphasized the necessity of spouses' participation.

Neurocritical Care Education During Residency: Opinions (NEURON) Study.

PubMed

Lerner, David P; Kim, Jennifer; Izzy, Saef

2017-02-01

The American Academy of Neurology (AAN) has established a core curriculum of topics for residency training in neurocritical care. At present there is limited data evaluating neurology residency education within the neurological intensive care unit. This study evaluates learner concerns with the neurological intensive care unit. The Communication Committee and Resident & Fellow Taskforce within the Neurocritical Care Society (NCS) developed an online survey that consisted of 20 selection and free-text based questions. The survey was distributed to NCS members and then to neurology residency program directors. Statistical analysis of neurocritical care exposure were completed with t or Fisher exact test with p-value <0.05 considered significant. A total of 95 individuals from 32 different residency programs (36.5 % response rate) responded to the questionnaire. Most individuals train with neurocritical care attendings, fellows and advanced practitioners and have neurocritical care exposure during multiple years of residency training. 54 % of responders cite improvement in education as a means to improve neurocritical care training. Those that raised concern had no difference in time in the neurocritical care unit (9.4 weeks vs 8.8 weeks), exposure to trained neurointensivists, neurocritical care fellows or advanced providers (p value 0.53, 0.19, 0.83, respectively). There is significant learner concern regarding education within the neurointensive care unit. Although there are educational guidelines and focused neurocritical care educational materials, these alone do not satisfy residents' educational needs. This study demonstrates the need for educational changes, but it does not assess best strategies nor curricular content.

[Educational and Professional Qualifications of Adults With Myotonic Dystrophies - A Misleading Perception by the Myopathic Face?].

PubMed

Stahl, K; Wenninger, S; Schüller, A; Montagnese, F; Schoser, B

2016-04-01

Myotonic dystrophies types 1 and 2 (DM1 / DM2) are the most frequent inherited progressive, segmental progeroid, multisystemic neuromuscular diseases in adulthood. The executive impairment is one of the key disease features. The myopathic face triggers the general perception of DM1 patients being associated with a low educational level. We used a standardized questionnaire to evaluate educational levels in adults with genetically confirmed DM1 and DM2 in comparison to data of the general population. Investigated topics included the level of education, e. g. the highest university degree aquired. Out of a total cohort of 546 DM patients, 125 DM1 and 156 DM2 patients (51 %) participated in this study. There was no statistically significant difference between the two collectives as far as high school levels are concerned. 50.4 % of DM1 and 48.3 % of DM2 patients obtained the higher education entrance qualification compared to 29.6 % of the normal German population. However, there were significant differences between the two collectives in "spelling problems" (DM1 cohort: p = 0.039), "difficulty in mental arithmetic" (p = 0.043), and classification of patients "with learning difficulties" (p = 0.012). Misled by a myopathic face, many physicians associate myotonic dystrophy with cognitive deficiency. Based on our study, the minimal deviation between DM1 and DM2 and the normal German population indicates that the multisystemic disease does not significantly influence the maximum attainable level of education in adults with DM1. In summary, physicians should be aware that the general educational levels are rather normal in patients with myotonic dystrophy type 1 and rethink their perception of DM1 patients. © Georg Thieme Verlag KG Stuttgart · New York.

Interventions Promoting Breast Cancer Screening Among Turkish Women With Global Implications: A Systematic Review.

PubMed

Secginli, Selda; Nahcivan, Nursen O; Gunes, Gussun; Fernandez, Ritin

2017-08-01

Breast cancer is a major health concern and remains the most common malignancy in women worldwide and in Turkey. Mammography, clinical breast examination (CBE), and breast self-examination (BSE) are recommended methods to detect early breast cancer in women. Many strategies have been developed to increase the rates of mammography, CBE, and BSE among Turkish women. Despite the benefits of breast cancer screening, these modalities are still underutilized by the majority of Turkish women. To systematically review the scientific evidence on the effectiveness of various strategies aimed at improving screening behaviors for breast cancer in Turkish women. A systematic review of the literature published between 2000 and 2015 was conducted, searching 10 databases of Ovid MEDLINE, PubMed, Cochrane CENTRAL Register of Controlled Trials, CINAHL, PsycINFO, Web of Knowledge, Scopus, Google Scholar, ULAKBIM Turkish Medical Database, and Council of Higher Education Thesis Center. Twenty-three studies were included in the final review. The majority of the studies investigated the effects of multiple strategies to improve BSE. Group education comprised educational sessions, printed and audiovisual materials, which significantly improved BSE, CBE, and mammography screening rates at 3 months, 6 months, and 12 months after the intervention. One-to-one education demonstrated no significant difference in BSE rates at 6-month and 12-month follow-up. However, one-to-one education demonstrated significant differences in CBE and mammography rates at the 3-month follow-up. The use of group education comprising a multicomponent intervention demonstrated an increase in breast-screening behaviors among Turkish women. Further research investigating the duration of educational interventions is needed in order to suggest a "dose response." © 2017 Sigma Theta Tau International.

Sleep-hygiene Education improves Sleep Indices in Elite Female Athletes.

PubMed

O'Donnell, Shannon; Driller, Matthew W

2017-01-01

The importance of sleep in providing psychophysiological recovery in elite athletes is often overlooked. In other populations (eg shift workers and adolescent students), sleep hygiene education may serve to acutely improve sleep indices. However, this is yet to be examined in an elite athlete setting. Therefore, the aim of the current study was to evaluate the effect of a sleep hygiene education session on sleep indices in elite athletes. The study involved 26 elite female netball athletes performing one week of baseline sleep monitoring (PRE), followed by a sleep hygiene education session and a further week of sleep monitoring (POST) in a single group, pre- post design. The sleep hygiene education session focused on providing information on the importance of sleep for athletes and practical tips to improve sleep quality and quantity. Sleep monitoring was performed using wrist actigraphy to assess total sleep time (TST), sleep efficiency (SE%), total time in bed (TTB), sleep latency (SL), wake episodes per night (WE), sleep onset variance (SOV), wake variance (WV) wake episode duration (WED), sleep onset time (SOT), and wake time (WT). There was a significant improvement in TST (mean ± SD; 22.3 ± 39.9 minutes, p=0.01) PRE to POST sleep hygiene education session, the difference associated with a small effect (ES: 0.39). A significant improvement PRE to POST was found for WV (p=0.03), and for WED (p=0.03). There were no significant differences for SE%, SL, TTB, WE, SOV, SOT, WT. The current study reports that a sleep hygiene education session is effective in improving sleep quantity in elite female athletes in an acute setting.

Testing the effects of educational toilet posters: a novel way of reducing haemolysis of blood samples within ED.

PubMed

Corkill, David

2012-02-01

Haemolysed blood samples are an unnecessary burden on Emergency Departments (ED) as they increase workloads and drive down efficiencies. Little empirical data exists that demonstrates the effectiveness of educational posters displayed in staff toilet cubicles. This study explored the impact educational toilet posters have on reducing haemolysis rates within the ED. A time series study of the clinical effect of educational toilet posters on reducing haemolysis rates throughout a 12 month period at the Gold Coast Hospital ED was undertaken. The GCH ED is a tertiary emergency service that has approximately 66,000 patient presentations per year. Data was collected prospectively. Analysis was undertaken to investigate the effects on total number of haemolysed samples and those clinically significant samples with a haemolytic index >3. Further investigation explored the specific effects on medical and nursing staff. Analysis undertaken using an independent t-test found that the pre-intervention data demonstrates a medium haemolysis rate of 4.92% (SD=1.04). This is a statistically significantly different (t=3.56, df=50, p=0.001) from the median post intervention data of 3.95% (SD=0.84). The difference of 0.97% (95%CI=0.42, 1.52) represents a 19.72% reduction in clinically significant haemolysed samples over the study period. This study reveals that the use of educational toilet posters had a positive impact on reducing the rates of haemolysed samples collected within the ED. This simple and cost effective educational initiative changed the behaviour of clinical staff. Further investigation is warranted to examine the impact of educational toilet posters on additional clinical scenarios. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.

The significance of 'facilitator as a change agent'--organisational learning culture in aged care home settings.

PubMed

Grealish, Laurie; Henderson, Amanda; Quero, Fritz; Phillips, Roslyn; Surawski, May

2015-04-01

To explore the impact of an educational programme focused on social behaviours and relationships on organisational learning culture in the residential aged care context. The number of aged care homes will continue to rise as the frail older elderly live longer, requiring more formal care and support. As with other small- to medium-sized health services, aged care homes are faced with the challenge of continuous development of the workforce and depend upon registered nurses to lead staff development. A mixed-method evaluation research design was used to determine the impact of an educational programme focused on social aspects of learning on organisational learning culture. One hundred and fifty-nine (pre) and 143 (post) participants from three aged care homes completed the Clinical Learning Organisational Culture survey, and three participant-researcher registered nurse clinical educators provided regular journal entries for review. While each site received the same educational programme over a six-month period, the change in organisational learning culture at each site was notably different. Two aged care homes had significant improvements in affiliation, one in accomplishment and one in recognition. The educators' journals differed in the types of learning observed and interventions undertaken, with Eucalyptus focused on organisational change, Grevillea focused on group (student) change and the Wattle focused on individual or situational change. Clinical educator activities appear to have a significant effect on organisational learning culture, with a focus on the organisational level having the greatest positive effect on learning culture and on individual or situational level having a limited effect. Clinical educator facilitation that is focused on organisational rather than individual interests may offer a key to improving organisational learning culture. © 2014 John Wiley & Sons Ltd.

Differential item functional analysis on pedagogic and content knowledge (PCK) questionnaire for Indonesian teachers using RASCH model

NASA Astrophysics Data System (ADS)

Rahmani, B. D.

2018-01-01

The purpose of this paper is to evaluate Indonesian senior high school teacher’s pedagogical content knowledge also their perception toward curriculum changing in West Java Indonesia. The data used in this study were derived from a questionnaire survey conducted among teachers in Bandung, West Java. A total of 61 usable responses were collected. The Differential Item Functioning (DIFF) was used to analyze the data whether the item had a difference or not toward gender, education background also on school location. However, the result showed that there was no any significant difference on gender and school location toward the item response but educational background. As a conclusion, the teacher’s educational background influence on giving the response to the questionnaire. Therefore, it is suggested in the future to construct the items on the questionnaire which is coped the differences of the participant particularly the educational background.

Secondary analysis of the "Love Me...Never Shake Me" SBS education program.

PubMed

Deyo, Grace; Skybo, Theresa; Carroll, Alisa

2008-11-01

Shaken baby syndrome (SBS) is preventable; however, an estimated 21-74 per 100,000 children worldwide are victims annually. This study examined the effectiveness of an SBS prevention program in the US. A descriptive, secondary analysis of the Prevent Child Abuse Ohio (PCAO) "Love Me...Never Shake Me" SBS education program database included 7,051 women who completed a commitment statement, pre and post-test, and follow-up survey. Participants were mostly White (76%), had at least some college education (62%), were privately insured (62%), and lived with the father and infant (63%). Mothers knew of the dangers of shaking (96%) and recommended SBS education for all parents (98%) because they found it helpful (97%). Scores on the pre and post-tests were significantly different, but there was no difference based on education site or demographics. There was a significant increase in a pre/post-test item pertaining to infant crying. At follow-up, participants remembered postpartum SBS education (98%), but post-discharge did not receive SBS education from their primary care provider (62%). Most mothers practiced infant soothing techniques (79%) provided in the education; however, few women practiced self-coping techniques (36%) and accessed community support services (9%). Postpartum SBS prevention education should continue. Development of SBS programs should result from these study findings focusing on education content and program evaluation. Mothers report that shaken baby syndrome education is important for all parents and memorable at follow-up. Postpartum SBS education should continue because the hospital is the primary place they receive education. Mothers' report they less frequently receive education from healthcare sources post-discharge. Diligence of primary care providers to incorporate SBS prevention education in well child visits will increase parental exposure to this information. Education may need to place greater emphasis on infant crying and soothing, as well as parent support and self-coping techniques versus the dangers of shaking.

Perceptions of mistreatment among trainees vary at different stages of clinical training.

PubMed

Kulaylat, Afif N; Qin, Danni; Sun, Susie X; Hollenbeak, Christopher S; Schubart, Jane R; Aboud, Antone J; Flemming, Donald J; Dillon, Peter W; Bollard, Edward R; Han, David C

2017-01-14

Mistreatment of trainees remains a frequently reported phenomenon in medical education. One barrier to creating an educational culture of respect and professionalism may be a lack of alignment in the perceptions of mistreatment among different learners. Through the use of clinical vignettes, our aim was to assess the perceptions of trainees toward themes of potential mistreatment at different stages of training. Based on observations from external experts embedded in the clinical learning environment, six thematic areas of potential mistreatment were identified: verbal abuse, specialty-choice discrimination, non-educational tasks, withholding/denying learning opportunities, neglect and gender/racial insensitivity. Corresponding clinical vignettes were created and distributed to 1) medical students, 2) incoming interns, 3) residents/fellows. Perceptions of the appropriateness of the interactions depicted in the vignettes were measured on a 5-point Likert scale. Scores were categorized into neutral or appropriate (≤3) or inappropriate (i.e. mistreatment) (>3) and compared using chi-squared tests. Four hundred twenty seven trainees participated (182 students, 120 interns, 125 residents/fellows). Proportions of students perceiving mistreatment differed significantly from those of interns and residents/fellows in domains of verbal abuse, specialty discrimination and gender/racial insensitivity (p < 0.05). In scenarios comparing interns to residents/fellows, no significant differences were noted in perceptions of mistreatment in the domains of non-educational tasks, withholding learning and neglect. Perceptions of mistreatment differ at different developmental stages of medical training. After exposure to the clinical learning environment, perceptions of incoming interns did not differ from those of residents/fellows, implicating clinical rotations as a key period in indoctrinating students into the prevailing culture. More longitudinal studies are needed to confirm or better examine this phenomenon.

Knowledge of Prenatal Healthcare among Pregnant Women in Boyer-Ahmad and Dena County of Kohgiluyeh and Boyer-Ahmad Province, Iran.

PubMed

Safari, Mitra; Bahadornegad, Mohammad Hosien; Yazdanpanah, Behrouz; Safari, Marjan

Prenatal care knowledge is critical for pregnant women's use of antenatal services. The aim of the study was to assess the extent of prenatal healthcare knowledge among pregnant women of the Boyer-Ahmad and Dena County of Kohgiluyeh and Boyer-Ahmad Province, Iran. A cross-sectional survey was conducted between April and June 2013. Pregnant women who came for delivery to the only available public hospital were interviewed by trained research assistants. Interview questions were designed to assess their knowledge on five broad categories of prenatal care practices of immunization, diet, supplementation, antenatal checkups and warning signs. Collected information was converted into numerical scores and average score for each individual was calculated. Independent-samples t-test, analysis of variance and multiple comparison tests were used to compare scores among groups with different demographic and socioeconomic status. A total of 400 pregnant women with 66.8% illiterate or lowly educated and an average age of 28.5 ± 6.1 years participated in the study. The average care knowledge score was 16.8 out of a maximum of 30. The highest awareness was observed on immunization (54.4%) and the lowest for prenatal checkup (20.3%).The average knowledge scores were significantly different among age groups, educational level, number of gravidity, type of occupation, place of residence and time of starting of prenatal care. There were no significant differences between women with and without obstetric complications. Not surprisingly, the level of education was the most significant factor influencing women's knowledge of parental healthcare, reinforcing the need for the improvement in literacy and expansion of health education among pregnant women using various educational methods.

Undergraduate exposure to urology: impact of the distributed model of medical education in British Columbia.

PubMed

Hoag, Nathan A; Hamidizadeh, Reza; MacNeily, Andrew E

2013-01-01

With the increased development of distributed sites for medical education across Canada, it is imperative we ensure that the quality of education is comparable between the different campuses. Our objective was to assess medical student experience and comfort with common urologic clinical encounters and to determine whether any differences exist between the distributed education sites at the University of British Columbia (UBC). Questionnaires assessing urologic education were delivered simultaneously to all final-year UBC medical students attending campuses in Vancouver, Victoria and Prince George. Results were analyzed using descriptive statistics. Overall, 55.8% of students felt their exposure to urology was adequate in the medical curriculum; learners in the Northern Program (Prince George) ranked their clinical and didactic experiences significantly higher. Areas requiring improvement include teaching of the male genitourinary exam, digital rectal exam and sexual history, in which learners rated teaching "good/outstanding" in only 18.2%, 47.7% and 43.2% of cases, respectively. Overall, students were most comfortable with the following clinical encounters: urinary tract infection, nephrolithiasis, benign prostatic hyperplasia, hematuria, incontinence and prostate cancer. Few differences in student experience or comfort were noted related to campus site, gender or urology clerkship exposure. A significant minority of learners perceived that they had inadequate exposure to urology in the undergraduate curriculum. Experience in urology was comparable across the distributed sites and was congruent with teaching objectives. Students were comfortable with the clinical scenarios deemed most important in the literature. Learners in the Northern Program were significantly more satisfied with their urologic teaching, which potentially highlights the advantages of learning in a smaller academic setting.

An examination of the factors related to women's degree attainment and career goals in science, technology, and mathematics

NASA Astrophysics Data System (ADS)

Nitopi, Marie

During the last 30 years, women have made tremendous advances in educational attainment especially in post-secondary education. Despite these advances, recent researchers have revealed that women continue to remain underrepresented in attainment of graduate degrees in the sciences. The researcher's purpose in this study was to extend previous research and to develop a model of variables that significantly contribute to persistence in and attainment of a graduate degree and an eventual career in the science, mathematics, or technology professions. Data were collected from the Baccalaureate and Beyond Longitudinal Study (B&B:93/03). Variables in the categories of demographics, academics, finances, values and attitudes toward educational experiences, and future employment were analyzed by t tests and logistic regressions to determine gender differences in graduate degree attainment and career goals by male and female who majored in science, technology and mathematics. Findings supported significant gender differences in expectations for a graduate degree, age at baccalaureate degree attainment, number of science and engineering credits taken, and the value of faculty interactions. Father's education had a significant effect on degree attainment. Women and men had similar expectations at the beginning of their educational career, but women tended to fall short of their degree expectations ten years later. A large proportion of women dropped out of the science pipeline by choosing different occupations after degree completion. Additionally, women earned fewer science and math credits than men. The professions of science and technology are crucial for the nation's economic growth and competitiveness; therefore, additional researchers should focus on retaining both men and women in the STEM professions.

The effectiveness of a stroke educational activity performed by a schoolteacher for junior high school students.

PubMed

Miyashita, Fumio; Yokota, Chiaki; Nishimura, Kunihiro; Amano, Tatsuo; Inoue, Yasuteru; Shigehatake, Yuya; Sakamoto, Yuki; Tani, Shoko; Narazaki, Hiroshi; Toyoda, Kazunori; Nakazawa, Kazuo; Minematsu, Kazuo

2014-07-01

The purpose of this study was to determine whether our stroke education system can help junior high school students acquire stroke knowledge when performed by a schoolteacher. A stroke neurologist gave a stroke lesson to 25 students (S group) and a schoolteacher through our stroke education system. After instruction, the schoolteacher performed the same lesson using the same education system to another 75 students (T group). Questionnaires on stroke knowledge were examined at baseline, immediately after the lesson (IL), and at 3 months after the lesson (3M). We analyzed the results of stroke knowledge assessment by linear mixed effects models adjusted for gender and class difference using the student number. We assessed 24 students in the S group and 72 students in the T group. There were no significant differences in the changes of predicted scores of symptoms and risk factors adjusted for gender, class difference, and each student knowledge level until 3M between the 2 groups. Correct answer rates for the meaning of the FAST (facial droop, arm weakness, speech disturbance, time to call 119) at IL were 92% in the S group and 72% in the T group, respectively. At 3M, they were 83% in the S group and 84% in the T group. The correct answer rates of FAST at 3M were not significantly different adjusted for group, gender, class difference, and correct answer rate at IL. A schoolteacher can conduct the FAST message lesson to junior high school students with a similar outcome as a stroke neurologist using our stroke education system. Copyright © 2014 National Stroke Association. Published by Elsevier Inc. All rights reserved.

French healthcare professionals' perceived barriers to and motivation for therapeutic patient education: A qualitative study.

PubMed

Lelorain, Sophie; Bachelet, Adeline; Bertin, Nicole; Bourgoin, Maryline

2017-09-01

Therapeutic patient education is effective for various patient outcomes; however, healthcare professionals sometimes lack the motivation to carry out patient education. Surprisingly, this issue has rarely been addressed in research. Therefore, this study explores healthcare professionals' perceived barriers to and motivation for therapeutic patient education. Healthcare professionals, mainly nurses, working in different French hospitals were interviewed. Thematic content analysis was performed. Findings included a lack of skills, knowledge, and disillusionment of the effectiveness of therapeutic patient education were features of a demotivated attitude. In contrast, a positive attitude was observed when therapeutic patient education met a need to work differently and more effectively. A key factor motivating professionals was the integration of therapeutic patient education in routine care within a multidisciplinary team. To keep healthcare professionals motivated, managers should ensure that therapeutic patient education is implemented in accordance with its core principles: a patient-centered approach within a trained multidisciplinary team. In the latter case, therapeutic patient education is viewed as an efficient and rewarding way to work with patients, which significantly motivates healthcare professionals. © 2017 John Wiley & Sons Australia, Ltd.

Development of a new technique (ATP) for training visually impaired children in oral hygiene maintenance.

PubMed

Hebbal, M; Ankola, A V

2012-10-01

To develop a special oral health education technique and compare plaque scores before and after health education. Non-randomised before and after comparison trial without controls. The final study population comprised of 96 visually impaired children aged 6-18 years old. Silness and Loe plaque index scores were recorded at baseline. 'Audio tactile performance technique' (ATP Technique) a specially designed health education method was used to educate these children regarding oral hygiene maintenance. Periodic reinforcement of health education was performed at an interval of 9 months. Re-examination was carried out after 18 months of health education to assess plaque scores. Wilcoxon's sign rank test and paired t test was used to assess the difference between the scores before and after health education. There was increase in frequency of tooth brushing after health education. The mean plaque scores pre- and post-health education were 1.41 (+/-0.58) and 0.63 (+/-0.39) respectively. The difference was statistically significant (p<0.001). Visually impaired children could maintain an acceptable level of oral hygiene when taught using special customised methods.

[Analysis of musculoskeletal disorders, work load and working postures among manufacturing workers].

PubMed

Yu, Shan-fa; Gu, Gui-zhen; Sun, Shi-yi; Wang, Hai-sheng; Cui, Shou-ming; Yang, Xiao-fa; Yang, Shu-le; He, Li-hua; Wang, Sheng

2011-03-01

To analyze the distribution of the musculoskeletal disorders, work load and working postures in different factories, gender, education levels, age and working years among manufacturing workers. In a cross-sectional study of 5134 manufacturing workers in 12 factories, the morbidities for musculoskeletal disorders in one year period were measured with questionnaires. The morbidities for musculoskeletal disorders in body sites: waist, neck, shoulder, wrist, ankle/feet, knee, hip/buttocks and elbows were 59.7%, 47.9%, 38.1%, 33.7%, 26.9%, 25.4%, 15.2%, and 14.9%, respectively in one year period. There were significant differences of morbidities for musculoskeletal symptoms in body sites of workers among different factories (P < 0.05 or P < 0.01). The morbidities of musculoskeletal symptoms in elbows, waist, wrists and ankle/feet of the workers in refractory material and chemical fiber factories were higher than those in other factories, the morbidities for musculoskeletal symptoms of workers in garments and diamond factories were lower than those in other factories. The morbidities for musculoskeletal symptoms in neck, shoulders and wrists of female workers were significantly higher than those of male workers (P < 0.01). There were significant differences of the morbidities for musculoskeletal symptoms in body sites among workers with different educational levels (P < 0.05 or P < 0.01). There were significant differences of the morbidities for musculoskeletal symptoms in neck, shoulders, wrists, hip/buttocks and knee among groups with different age or different working years (P < 0.01), and the morbidities for musculoskeletal symptoms increased with age and working years. The proportions of unhealthy working postures and high working load among workers in refractory material and chemical fiber factories were higher; but those in garments and diamond factories were lower. The morbidities for musculoskeletal symptoms in waist, neck, shoulder and wrists of workers in manufacturing workers were higher; the gender, education level, age and working years could influenced the morbidities for musculoskeletal disorders.

How much is not enough? A Community Randomized trial of a Water and Health Education program for Trachoma and Ocular C. trachomatis infection in Niger

PubMed Central

Abdou, Amza; Munoz, Beatriz E; Nassirou, Baido; Kadri, Boubacar; Moussa, Fati; Baarè, Ibrahim; Riverson, Joseph; Opong, Emmanuel; West, Sheila K

2009-01-01

Summary Objective To determine the impact after two years of a water and health education (W/HE) program on ocular C. trachomatis infection and trachoma. Methods We randomized 12 trachoma-endemic communities in Maradi, Niger 1:1 to W/HE intervention and control arms and collected data on 10 of the 12 villages. In the intervention villages, at least one clean water well was constructed, and a three-month, modest health education program was provided immediately prior to the two year survey. We censused all households, and 557 children ages 1 to 5 years were randomly selected as sentinel children and examined at baseline and at one and two years from baseline. Trachoma was clinically assessed and a swab taken and analyzed for C. trachomatis. Tetracycline eye ointment was provided to all children in either arm during the surveys who had signs of trachoma. Results Infection with C. trachomatis declined slightly, and not significantly, in the children in the control villages over the two years, from 15% to 11%. The decline in infection was more pronounced, and significant, in the children in the intervention villages, from 26% to 15%. However, the change in infection rates in the intervention villages was not significantly different from the change in infection rates in the control villages (p=0.39, and 0.11 for change from baseline to one year and two year respectively). There was also no difference in the change in overall trachoma rates between the two arms. Conclusion These data suggest that the provision of water plus a modest health education program did not result in a significant difference in trachoma or ocular C. trachomatis infection in endemic communities in Niger. A more substantial health education intervention is likely necessary to produce change. PMID:20409284