Assessment of Knowledge and Attitude of General Practitioners Regarding Autism and Associated Factors at Gondar University Hospital, Gondar, Ethiopia.

BackgroundIn China, children with Autism Spectrum Disorder (ASD) can potentially benefit from universal education policies and recent initiatives designed to address the needs of children with developmental disorders. However, adequate schooling is often unavailable for children with ASD, in part because teachers lack the knowledge and skills needed to work with this population. To better understand the current state of knowledge of ASD in China, we surveyed knowledge and attitudes regarding the disorder in preschool teachers.MethodsA total of 471 preschool teachers in the cities of Guangzhou and Foshan, China completed questionnaires assessing participant demographics, knowledge of typical child development and knowledge of ASD, attitudes towards ASD, practices and self-perceptions of efficacy in the education of children with ASD, and awareness of organizations and intervention approaches devoted to the care of individuals with ASD. The correlation between individual- and school-level variables with current knowledge of typical child development and ASD was examined using univariate and multivariate analyses.ResultsThe majority (84 %) of participants answered correctly more than half of the questionnaire items assessing understanding of typical child development. In contrast, 83 % provided inaccurate responses to more than half of the questionnaire items assessing knowledge of ASD. Knowledge of typical child development and knowledge of ASD were both associated with geographic region (teachers in Guangzhou had greater knowledge than those in Foshan, p < 0.0001). Knowledge of ASD was also associated with a higher education level (p < 0.05) and school type (p = 0.023). In general, participants believed fairly strongly in the need for greater service provision for children with ASD, and were receptive towards receiving additional specialized training. Most participants were unaware of ASD-specific organizations and empirically validated intervention approaches.ConclusionsKnowledge of ASD is lacking in preschool teachers in China, and greater teacher training and instruction is needed. Nonetheless, teachers report a willingness and motivation to gain the skills needed to maximize the educational experiences of children with ASD.Electronic supplementary materialThe online version of this article (doi:10.1186/s12888-016-0845-2) contains supplementary material, which is available to authorized users.

Objectives To evaluate the level of knowledge and attitude of General Practitioners (GPs) towards migraine in Abidjan, the most densely populated city in Côte d’Ivoire, to contribute to the improvement of its management. Patients and Method A cross-sectional study, descriptive and analytical, was conducted in primary care health centers in Abidjan, Côte d’Ivoire based on a questionnaire addressed to GPs. Results This study interviewed 220 GPs whose average age was 35.3 ± 4 years. The average number of years of practice was 5.3 ± 4.4. The levels of total knowledge, general knowledge, diagnostic criteria and therapeutic knowledge of GPs were 28.6%, 26.40%, 27.90%, 32.70%, respectively. In terms of attitudes, GPs received an average of one to two migraine cases per month in 86.9% of cases. The average age of migraine patients was 30.1 years. For 83.2% of GPs, it is not necessary to perform brain imaging in the presence of migraine. In case of need, 75.5% of GPs referred migraine sufferers to neurologists and for all GPs, it is not indicated to prescribe an acute treatment and a preventive treatment in the presence of at least 3 migraine attacks in the month. All GPs were keen to have migraine training. Analytically, GPs' knowledge was associated with age group (p = 0.001), number of years of practice (p = 0.016) and workplace (p = 0.000). Conclusion Although attitudes are acceptable, the level of knowledge of GPs towards migraine is poor. The results of this study clearly suggest a need for enhancing awareness and promoting specific training about migraine in GPs working in primary care health centers in Abidjan.

We detected the general level of knowledge about the early diagnosis of Alzheimer's disease (AD) and subsequent care in general practitioners (GPs) from Southern Italy. We explored also the GP perception about their knowledge and training on diagnosis and management of AD. On a sample of 131 GPs, we administered two questionnaires: the GP-Knowledge, evaluating GPs' expertise about AD epidemiology, differential diagnosis, and available treatments, and the GP-QUestionnaire on Awareness of Dementia (GP-QUAD), assessing the GPs' attitudes, awareness, and practice regarding early diagnosis of dementia. Specific screening tests or protocols to diagnose and manage dementia were not used by 53% of our GPs. The training on the recognition of early AD signs and symptoms was considered inadequate by 55% of the participants. Females were more likely to consider their training insufficient (58%) compared to males (53%). Female GPs were less likely to prescribe antipsychotic drugs to control neuropsychiatric symptoms (NPS) and suggest specialist advice in late stage of cognitive impairment. Multiple Correspondence Analysis (MCA) performed only on GP-QUAD suggested two dimensions explaining 26.1% ("GP attitude") and 20.1% ("GP knowledge") of the inertia for a total of 46.2%, In our survey on GP clinical practice, several problems in properly recognizing early AD symptoms and subsequently screening patients to be referred to secondary/tertiary care centers for diagnosis confirmation have emerged. In the future, specific training programs and educational projects for GPs should be implemented also in Italy to improve detection rates and management of dementia in primary care.

Teacher knowledge of Autism Spectrum Disorder (ASD) plays a key role in the successful inclusion of children with the disorder in public schools. It therefore becomes important to understand what impacts upon teachers’ knowledge of ASD. As such, we aimed to investigate the role of experience and culture on teachers’ knowledge of ASD. Public teachers working in the United Kingdom (UK; n = 51) and People’s Republic of China (n = 59) completed questionnaires measuring the experience of teaching children with ASD and levels of knowledge about the disorder. Analysis was then conducted to examine how knowledge of ASD differed as a function of culture and experience. Results showed that teachers who had experience of working with children with ASD demonstrated a higher level of knowledge relating to the disorder. Further, teachers in the UK had significantly more knowledge of ASD than teachers in China. The results suggest cross-cultural differences in teachers’ understanding of ASD. Training opportunities which allow teachers to work with children with ASD should be provided in both the UK and in China.

Background/aimTeachers play an essential role in the early identification of autism spectrum disorder (ASD) and associated difficulties in children. Increasing teachers’ knowledge of ASD can be helpful in identifying these children and making the necessary referrals. This study aimed to assess teachers’ knowledge and awareness of ASD and the factors affecting them.Materials and methodsThis is a cross-sectional study conducted among school counsellors. A total of 171 school counsellors were contacted; school visits were arranged by prior appointment, and the purpose of the study was explained. Data were collected using a questionnaire prepared by the researchers and the autism awareness scale (AAS).ResultsMost teachers had heard of the concept of ASD, but the concept of shadow teaching was less familiar. Women and those with lower perceived income levels had statistically significantly higher scores on the ASD awareness scale. Participants who had received ASD-related training or had individuals diagnosed with ASD in their environment had higher ASD scores. Women had statistically significantly higher scores than men in the subdimensions of “causes of autism”, “friendship relationships in autism”, and “basic elements in the intervention process in autism”.ConclusionThis study shows that sex and previous contact with individuals diagnosed with ASD may contribute to intervention processes beyond autism identification. In particular, teachers need to be aware of early identification and referral to intervention programs in schools with pupils diagnosed with ASD. Teachers are likely to come into contact with individuals diagnosed with ASD in a variety of settings. It is, therefore, vital that they have sufficient knowledge and awareness of autism to be able to interact effectively with individuals diagnosed with ASD.

ObjectivesTo understand the knowledge, attitude and behaviour of general practitioners (GPs) towards COVID-19 and to provide evidence for improved prevention and control measures against the pandemic.Study designA cross-sectional study was...

Perceived versus actual autism knowledge in the general population

Background: Recent medical advancements have decreased absenteeism in children with chronic illnesses, emphasizing the importance of inclusive education. Epilepsy remains a common neurological disorder worldwide, yet many teachers lack the training to manage it and other neurodevelopmental disorders such as attention deficit-hyperactivity disorder (ADHD) and Autism spectrum disorder (ASD). ADHD is prevalent among school-aged children, with studies in Riyadh and Madina showing limited teacher awareness. Similarly, increasing ASD diagnoses underscore the need for enhanced educator preparedness. This study assesses the knowledge of teachers in Riyadh regarding the management of common pediatric neurodevelopmental conditions in school environments. Methods: A cross-sectional analytical design was used. A self-administered questionnaire was distributed to 369 teachers across various schools. It comprised two sections: demographic data and assessment of knowledge regarding epilepsy, ASD, and ADHD. Questions covered disease definitions, symptoms, educational impact, school strategies, and management practices. Results: Among the 369 teachers, gender distribution was nearly equal. Most worked in private schools (56.9%). While 77.5% correctly identified epilepsy and 86.7% recognized its symptoms, only 54.2% felt confident managing it. Knowledge of ASD and ADHD was moderate (65% and 70.7%, respectively). The average knowledge score was 12.66/19, with 57.7% scoring above average. Male teachers showed slightly better overall knowledge, though teaching experience and school type were not significant predictors. Conclusions: Teachers in Saudi Arabia demonstrate basic knowledge of epilepsy, ADHD, and ASD, but notable knowledge gaps remain, especially in daily management. Targeted training is crucial to enable effective educational support for children with chronic neurodevelopmental disorders.

Background: The gap between current and evidence-based management of type 2 diabetes is widely acknowledged in Australia. Therefore, there is a need to find effective strategies to encourage GP awareness and uptake of evidence-based diabetes guidelines. A well-developed and evaluated web-based education strategy is considered to be an appropriate method for practising GPs in rural and remote areas to undertake continuing medical education. This PhD research forms one part of an NHMRC project entitled “The effectiveness of continuing medical education and feedback in altering diabetes outcomes at a population level-A RCT”. Aims: 1) to examine the current knowledge, attitudes and practices of Australian rural and remote GPs regarding type 2 diabetes management, 2) to test the impact of an online education intervention on GPs’ learning outcomes, and 3) to identify barriers to GPs undertaking and completing the online educational intervention and online learning in general. Methods: The research design consisted of seven complementary studies: three systematic reviews of the literature; a cross-sectional national survey; a quasi-experimental study; and a mixed methods study comprising a short cross-sectional survey and semi-structured telephone interviews. The systematic literature reviews were conducted applying systematic approaches to the literature search, study selection and data extraction. The first systematic review (Study 1) aimed to assess evidence in the literature for the effectiveness of type 2 diabetes educational interventions specifically targeting practising GPs, and where possible, those practising in rural and remote locations. The second systematic review (Study 2) aimed to assess evidence in the literature for the effectiveness of online continuing medical education (CME) specifically targeting GPs. The third systematic review (Study 3) aimed to examine barriers to GPs undertaking and completing online CME. A national cross-sectional survey (Study 4) was conducted with 854 general practitioners (GPs) currently practising in rural and remote Australian communities with populations of between 10,000 and 30,000. A quasi-experimental design (Study 5) was used to compare the knowledge, attitudes and reported changes in practice of GPs who completed an online diabetes active learning module (ALM). The module has been offered by the main NHMRC project to 146 rural and remote GPs in the 11 intervention towns of NSW and QLD which have populations of 10,000 to 30,000. A mixed methods study, involving a short cross-sectional survey (Study 6) and semi-structured interviews (Study 7), were then used to identify enabling and inhibiting factors in undertaking and completing the online ALM. Findings: The national cross-sectional survey (Study 4) revealed that 209 completed surveys were returned, yielding an overall response rate of 24.5 %. GPs reported on their education preferences, knowledge, attitudes and practices relating to type 2 diabetes. GPs indicated a strong preference for face-to-face education options such as conferences and seminars (75.2 %). Whilst structured online education activities were less utilised than face-to-face options, GPs reported a desire to undertake more of their education online in the future. Survey findings revealed gaps in GP knowledge of the medical management of diabetes. The most prevalent self-reported learning needs related to pharmacological management (N = 87, (45.5 %)). Correspondingly, in the GP knowledge test, GPs received the lowest mean score for the section on medication management. GPs also reported having the least confidence in providing effective insulin treatment, compared with other aspects of diabetes management. GPs identified an array of difficulties encountered in providing best practice diabetes care, which were classified into three main categories: GP clinical management problems, patient-related challenges and health system-related difficulties. The quasi-experimental study (Study 5) failed to demonstrate the effect of the online ALM on learning outcomes due to inadequate responses to generate statistical inferences. Findings from the systematic review (Study 2) indicated that online CME has the capacity to improve GP satisfaction, knowledge and practice. However, there are very few well-designed studies that focus on this delivery method for GP education. A systematic review (Study 1) also showed that few studies have examined the effectiveness of GP type 2 diabetes education. Evidence to support their effectiveness in improving GP satisfaction, knowledge, practices and/or patient outcomes is partial and weak. GPs reported reasons for non-participation in the online diabetes CME (Study 6) that correspond with the findings from the systematic reviews (Study 3). Barriers to GP online learning were grouped into four main domains: 1) structure, 2) learners, 3) facilitator and 4) the online program itself. However, GPs rarely reported difficulties inhibiting their completion of the online ALM (Study 6 and Study 7). Contribution of the research: This research adds new knowledge to the field of general practice education in Australia and internationally. The research addresses some of the widespread challenges of CME evaluation: there are currently few well-designed studies focusing on (1) GP CME in general; (2) GP diabetes CME (Study 1); (3) GP online CME (Study 2). The research also provides new insights into the current knowledge, attitudes and practices of Australian rural and remote GPs regarding their type 2 diabetes management. This may further assist CME providers and policy-makers in developing and providing education that addresses GPs’ needs. Conclusions and Recommendations: The national cross-sectional survey highlights a number of barriers to GP provision of best practice diabetes care in rural and remote Australia. Despite the availability of education programs and clinical practice guidelines, the GP respondents revealed deficits in knowledge and confidence in type 2 diabetes management. GPs identified numerous challenges to effective patient care, some but not all of which can be addressed through CME. Online CME has the capacity to improve GP satisfaction, knowledge and practices, but there are very few well-designed studies that focus on this delivery method for GP education. In order to overcome challenges identified in this research, improvements are needed in planning, developing and selecting the topics of education that are needed for GPs. Based on the doctoral research findings, the following recommendations are made: First, in order to provide CME programs for GPs or health care professionals, the learning needs should be clearly identified prior to program implementation. CME providers need to tailor education programs that specifically focus on and address current GP needs. Second, there is a noticeable absence of research focussing on diabetes CME, specifically for GPs practising in rural and remote areas. The use of multiple combined education techniques showed mixed effects. Future studies may need to examine specific combinations of educational techniques and delivery methods tailored to specific desired outcomes for rural and remote GPs. Third, in order to provide online learning activities for GPs, providers who develop the learning programs need to take into account barriers to undertaking and completing online CME. The number of studies examining GP online education is very limited. Therefore, further research is warranted specifically targeting GPs. In addition, future research should focus on clarifying when to use online CME for GP education and how online teaching technologies can be used most effectively. Fourth, future studies need to examine strategies to improve GPs’ participation in CME programs, and in research evaluating these programs.

Family Physicians' Experiences With Community Mental Health Centers: A Multilevel Analysis

BACKGROUNDHypertension is a common risk factor for developing cardiovascular, brain, and kidney disorders; and today, it affects about one billion people worldwide. Insufficient clinical knowledge of the practitioners and family physicians and not following the guidelines has led to the improper control of hypertension. This study intended to investigate the knowledge, attitude, and practice of general practitioners (GPs) about hypertension in Hormozgan province, Iran.METHODSThis cross-sectional study used consecutive sampling method. A three-part researcher-made questionnaire was used to collect data on demographic, attitude, knowledge, and practice information from 220 GPs working in Hormozgan province.RESULTSThe mean and standard deviation (SD) of scores on knowledge, practice, and attitude of GPs about hypertension management were (5.00 ± 0.50), (10.00 ± 0.02) and (9.00 ± 0.15), respectively; which present a proper state. Attending training courses and increased work experience have statistically significant effects on the knowledge and attitude of GPs (P < 0.050). The only exception was the area of practice, where there was no significant relationship between the practitioners’ work experience and their practice (P = 0.266).CONCLUSIONThe results of this study can be utilized by decision-makers and general medicine curriculum designers to plan effective training courses for medical graduates to be used in clinical settings for health promotions.

BackgroundThere is a global increase in the prevalence of autism spectrum disorder (ASD). Early identification of ASD in children and intervention are key aspects in the management of ASD. However, early identification is partly dependent on knowledge on ASD among pediatricians. This study analyzed the extent of ASD knowledge and its underlying factors among pediatric residents in eastern China, to provide a reference for medical education reforms.MethodsThe study employed the Knowledge about Childhood Autism among Health Workers questionnaire. A total of 138 pediatric residents participated in the survey. Descriptive statistics were used to describe demographic characteristics and the four domains of the questionnaire. Univariate analysis was employed to assess impacts of the demographic characteristics on the questionnaire scores. On the other hand, multivariate regression analysis was used to analyze the correlation between the participants’ demographic characteristics and the questionnaire scores.ResultsThe average ASD cognitive score of 138 respondents was 13.38 ± 4.48. The ASD cognitive scores in female pediatric residents were higher compared to that in males (p < 0.05). Residents who had obtained professional doctor qualification certificate were more than those without professional doctor qualification certificate (p < 0.05). The ASD knowledge in the group which did not have rotation in both departments was lower than in the group which had rotation in both departments (p < 0.05) as well as the group that had rotation in developmental and behavioral pediatrics department only (p < 0.05). Our multivariate linear regression model demonstrated significant statistical differences (p < 0.05), and showed that gender and systematic exposure to ASD knowledge had significant effects on cognitive scores (p < 0.05).ConclusionMost participants had relatively low levels of awareness and knowledge about ASD, especially on ASD comorbidities and age of onset. Women, systematic learning of ASD knowledge in medical school, successful passing of the physician examination, and rotation in the developmental and behavioral pediatrics (DBP) department significantly influence the levels of ASD awareness and knowledge. It is, therefore, important to strengthen ASD education in medical students at the university level and make rotation in the DBP department a requisite for pediatric trainees.

ASDs are lifelong neurodevelopmental conditions characterized by impaired social interaction, communication challenges, and repetitive behaviors. This study assessed general practitioners' knowledge and attitudes toward ASDs at Gondar University Hospital and explored influencing factors. A cross-sectional study (May 1-June 30, 2023) involved 360 participants selected via convenience sampling. Data were collected using a 19-item self-administered questionnaire covering socioeconomic characteristics (4 items), knowledge (10 items), and attitude (5 items), adapted from previous studies with some modifications. The mean age of participants was 31.82years, with an average of 18years post-graduation and 16years of practice. Knowledge and attitude scores averaged 15.83 (SD = 3.265) and 29.54 (SD = 3.206), respectively, indicating moderate levels. Male practitioners exhibited significantly different attitudes from females (p < 0.001). Weak correlations were found between attitudes and age (r = 0.271, p < 0.001) and practice years (r = 0.105, p = 0.046), while no significant correlation existed between knowledge and demographic factors. A weak but significant correlation was observed between knowledge and attitudes (r = 0.004, p < 0.001). General practitioners demonstrated moderate knowledge and attitudes toward ASDs, with attitudes positively linked to experience and knowledge levels.

BackgroundThe increasing attention on functional assessments in medical and vocational rehabilitation requires a focus change for the general practitioners (GP) into paying attention to patient resources, possibilities and coping instead of symptoms, problems and limitations. The GPs report difficulties in performing the requested explicit functional assessments. The purpose of this study was to implement a structured method in general practice for assessing functional ability in persons with long-term sick leave. The study aim was to evaluate intervention effects on important GP parameters; knowledge, attitudes, self-efficacy towards functional assessments and knowledge about patient work factors.MethodsFifty-seven GPs were randomly assigned to an intervention or a control group. The intervention group GPs attended an introductory one-day work-shop and implemented structured functional assessments during an eight months intervention period. GP knowledge, GP attitudes, and GP self-efficacy towards functional assessments, as well as GP knowledge of patient work factors, were collected before, after and six months after the intervention period started. Evaluation score-sheets were filled in by both the intervention GPs and their patients immediately after the consultation to evaluate the GPs' knowledge of patient work factors.ResultsThe intervention GPs reported increased knowledge (B: 0.56, 95% CI (0.19, 0.91)) and self-efficacy (B: 0.90, 95% CI (0.53, 1.26)) towards functional assessments, and increased knowledge about their patients' workplace (B: 0.75, 95% CI (0.35, 1.15)) and perceived stressors (B: 0.55, 95% CI (0.23, 0.88)) with lasting effects at the second follow-up. No intervention effect was seen in relation to GP attitudes. Both before and after the intervention, the GPs were most informed about physical stressors, and less about mental and work organisational stressors (Guttman's reproducibility coefficient: 0.95 and 1.00). After the consultation, both the intervention GPs and their patients reported that the GPs' knowledge about patient work factors had increased (GP B: 0.60 (95% CI: 0.42, 0.78); patient B: 0.50 (95% CI: 0.34, 0.66)).ConclusionIntroducing and implementing structured functional assessments in general practice made the GPs capable to assess functional ability of their patients in a structured manner. Intervention effects of increased GP knowledge and GP self-efficacy sustained at the second follow-up.

Awareness of Effective Interventions for Autism among Practicing Pediatricians in the UAE