Formal Training Programs Research Articles

Research fellowship in a Lebanese academic medical center: What does it take to shift from an informal to a formal program?

Research fellowship programs help medical graduates acquire research skills for an academic career. While our institution employed a large number of research fellows, it did not offer them a formal training program. This study aimed to assess the views of fellows and their mentors regarding the current research fellowship program, and to seek their suggestions for a formal training program at our medical center. We conducted a qualitative descriptive study using both focus group discussions and individual interviews with research fellows, and individual interviews with their mentors. We recruited all eligible participants by email. We collected data in person and analyzed it thematically. We followed the consolidated criteria for reporting of qualitative research (COREQ) checklist. A total of 17 research fellows and 17 mentors participated in the study. Participants described the current non-formal program and proposed suggestions for a formal training program. The identification of available vacant positions and the recruitment process followed an unstructured approach, through networking with mentors and previous fellows. Although there is a formal contract, there is no job description, and no definition of roles, responsibilities and rights. Some fellows get the opportunity of being involved in all aspects of research and benefit from a favorable mentor-mentee relationship. Conversely, others struggle with authorship and with the projects allocated to them, some being "non-research" related. Not all fellows end up publishing their projects. Participants provided suggestions to shift into a formal training, including measures to improve on the recruitment process of fellows, defining roles and exposure to all aspects of research. Research fellows are eager to learn, but the currently available program is unstructured. They need a formal training program that meets their expectations, one that offers equitable learning opportunities and benefits to all.

Experience and perceptions of laparoscopic appendectomy amongst surgical trainees in South Africa

TThis study is a survey amongst surgical trainees in South Africa (SA) designed to document their exposure to laparoscopic appendicectomy (LA) and their perceptions about the procedure and to identify possible barriers to its uptake. A structured survey was developed using a combination of quantitative and qualitative questions designed to determine the clinical exposure of surgical trainees to laparoscopic appendectomy and then probe possible factors limiting their access to the procedure. A questionnaire was created online, and a link was distributed to various surgical trainees in Southern Africa. A list of trainees was obtained from the Surgreg Training Association of South Africa (STA). One hundred and thirty-two (47%) trainees completed the survey out of an estimated 280 general surgery registrars. Ninety-five (72%) were male and 37 (28%) were female respondents. Their median age was 31 years (25-36). There were 14 (11%) year-1 and 21 (16%) year-2, 32 (24%) year-3, 37 (28%) year-4 and 28 (21%) year-5 trainees. The breakdown according to region was area 1 (inland and central) 47 (36%), area 2 (western seaboard) 12 (9%) and area 3 (eastern seaboard) 73 (55%). Forty-three (33%) respondents experienced face-to-face teaching on how to perform a LA. Forty-two (32%) had exposure to laparoscopic simulators. Respondents reported a general lack of experience in performing this procedure. Sixty-nine (52%) had performed this procedure without a senior (i.e., solo) and 13 (10%) had only assisted a senior to perform this procedure. Seventy-four (56%) respondents felt confident performing a LA independently. One hundred and thirteen (86%) respondents expected to be taught this procedure. One hundred and five respondents (80%) were keen to learn to perform LA. One hundred and five respondents (80%) stated that they would be interested in attending an online course on LA. The respondents felt that the following were the significant barriers to performing LA: resource constraints 49 (37%) and time constraints 46 (35%). Thirty per cent of respondents (22) in area 3 reported a reluctance by seniors to teach the procedure. There appears to be a lack of exposure to and confidence with LA amongst South African surgical trainees. This implies a deficiency in formal surgical training programmes. Addressing this deficiency will require innovative solutions.

Use of Point-of-Care Ultrasonography in the NICU for Diagnostic and Procedural Purposes.

Point-of-care ultrasonography (POCUS) refers to the use of portable imaging performed by the provider clinician at the bedside for diagnostic, therapeutic, and procedural purposes. POCUS could be considered an extension of the physical examination but not a substitute for diagnostic imaging. Use of POCUS in emergency situations can be lifesaving in the NICU if performed in a timely fashion for cardiac tamponade, pleural effusions, pneumothorax, etc, with potential for enhancing quality of care and improving outcomes. In the past 2 decades, POCUS has gained significant acceptance in clinical medicine in many parts of the world and in many subspecialties. Formal accredited training and certification programs are available for neonatology trainees as well as for many other subspecialties in Canada, Australia, and New Zealand. Although no formal training program or certification is available to neonatologists in Europe, POCUS is widely available to providers in NICUs. A formal institutional POCUS fellowship is now available in Canada. In the United States, many clinicians have the skills to perform POCUS and have incorporated it in their daily clinical practice. However, appropriate equipment remains limited, and many barriers exist to POCUS program implementation. Recently, the first international evidence-based POCUS guidelines for use in neonatology and pediatric critical care were published. Considering the potential benefits, a recent national survey of neonatologists confirmed that the majority of clinicians were inclined to adopt POCUS in their clinical practice if the barriers could be resolved. This technical report describes many potential POCUS applications in the NICU for diagnostic and procedural purposes.

Use of Point-of-Care Ultrasonography in the NICU for Diagnostic and Procedural Purposes

Point-of-care ultrasonography (POCUS) refers to the use of portable imaging performed by the treating clinician at the bedside for diagnostic, therapeutic, and procedural purposes. POCUS may be considered an extension of the physical examination but not a substitute for diagnostic imaging. Use of POCUS in emergency situations can be lifesaving in the NICU if performed in a timely fashion for cardiac tamponade, pleural effusions, pneumothorax, etc, with potential for enhancing the quality of care and improving outcomes. In the past 2 decades, POCUS has gained significant acceptance in clinical medicine in many parts of the world and in many subspecialties. Formal accredited training and certification programs are available for neonatology trainees, as well as for many other subspecialties in Canada, Australia, and New Zealand. Although no formal training program or certification is available to neonatologists in Europe, POCUS is also widely available to providers in NICUs. A formal institutional POCUS fellowship is now available in Canada, and recently, the Royal College of Physicians and Surgeons (Canada) recognized targeted neonatal echocardiography performed by the neonatologist as area of focus competency for certification. In the United States, many clinicians have the skills to perform POCUS and have incorporated it in their daily clinical practice. However, appropriate equipment remains limited, and many barriers exist to POCUS program implementation. Recently, the first international, evidence-based POCUS guidelines for the use in neonatology and pediatric critical care were published. Considering the potential benefits, a recent national survey of neonatologists confirmed that the majority of clinicians were inclined to adopt POCUS in their clinical practice if the barriers could be resolved. This clinical report describes the current landscape of neonatal POCUS, outlines barriers for implementation, and provides a suggested educational framework and overall strategy for successful implementation of a POCUS program. Diagnostic and procedural applications of POCUS in the NICU will be explored in detail in the accompanying technical report, which can be found in this issue of Pediatrics.

Relevance of batik art therapy in emotional regulation teaching method

In the school setting, intervention for children with special educational needs typically focuses on reading, writing, and counting skills, with less attention paid to the aspects of emotional regulation. Emotional regulation and management skills are essential for students with special education needs . This article, therefore, aims to identify and discuss the need for exposure and the development of an emotional regulation teaching method, that utilizes batik art therapy as a pedagogical strategy. For a need’s assessment, an open-ended survey was conducted with 35 special education teachers identified using the purposeful sampling technique. The research used thematic analysis, which showed the need to develop emotional regulation teaching methods and a strong teachers’ interest in attending formal emotional regulation training programs. At the same time, the relevance of batik art therapy as a teaching method for emotional regulation was strongly supported by the special education teachers involved. The research findings pointed to the need to develop an emotional regulation teaching method using the batik art therapy approach. Keywords: Batik Art; Emotional Regulation; Special Education Teacher; Teaching Method; Therapy.

Current Endoscopy Training in Korea and Future Aspects

The training of trainees to perform endoscopies is challenging. There is no standardized training program in Korea. Trainees usually learn to perform endoscopies under the supervision of an educator, an expert endoscopist. However, most of educators have never received formal training. For high quality and effecting training, formal training program for educators is needed. Also, specific assessment tools measuring performance and improving training are required. The use of simulators for acquiring, maintaining, and assessing skills in endoscopy has grown over the past decade. Many data suggest that simulation training may accelerate the acquisition of specific technical skills in endoscopy early in training. If we include education using simulators in basic endoscopy education, it will be of great help to shorten the endoscopy training time and improve the endoscopy training environment. A significant portion of medical lawsuits against gastroenterologists in Korea are related to complications related to sedation. Therefore, endoscopy education should include contents related to sedation education. Also, systematic and thorough education program along with assessment tool measuring true competence of sedation in endoscopy is needed. Changes should be made at all levels to improve our endoscopy training system.

Data science for empowerment: understanding the data science training landscape for women and girls in Africa

The increasing datafication of African societies has led to a proliferation of data science-related training opportunities. These trainings provide young people with the opportunity to learn the skills to work on Data science, with some focused specifically on women and girls. While this is encouraging and brings new opportunities for women and girls to participate in the knowledge economy, it is important to understand the wider context of data science training in Africa, in particular, how women and girls experience their (data science) education, and how this knowledge can impact their lives, sustain livelihoods and bring empowerment. Through a review of the literature, as well as an examination of different pedagogical approaches and practices used by various formal and informal training programs in Africa, we examined the experience of women and girls. We conducted a mapping of the training and networks that have been set up to provide knowledge and skills and to empower women in data science. We highlight some of the facilitators that have positively contributed to a greater participation of women and girls in data science education, while also revealing some of the barriers and structural impediments to fair access to training for women in data science.

Developing a leadership programme for junior nurses.

Lifelong learning is an expectation of all nurses and nursing associates. However, after preceptorship there is limited guidance on how junior nurses can progress in their careers. Formal training programmes were limited by pressures associated with the coronavirus disease 2019 (COVID-19) pandemic, as well as long-term financial and resource restrictions across the NHS. Nurses' expectations of professional development and well-being have also been affected by their experiences during the pandemic. This article explores how nurses in management positions can create professional development opportunities for nurses, particularly in leadership. The author identifies how leaders can support their staff to broaden their skills and knowledge despite pressures on staffing and resources.

Mental health literacy among primary healthcare workers in South Africa and Zambia.

In developing countries, mental health literacy (MHL) still needs to be improved due to the high prevalence of mental disorders. It is widely recognized that MHL can improve health outcomes for both individuals and populations. Healthcare professionals' development in MHL is crucial to the prevention of mental disorders. The aim of this study was to assess MHL of primary healthcare (PHC) workers in South Africa (SA) and Zambia and determinants thereof. Limited evidence is available on the levels of MHL among PHC workers in the sub-Saharan Africa region, which faces a large burden of mental disorders. The study population for this cross-sectional survey comprised PHC workers (n=250) in five provinces of SA and Zambia. MHL was measured with the Mental Health Literacy Scale (MHLS). We conducted a multivariate analysis to explore determinants of MHL. Results showed moderate MHL among PHC professionals, but with a wide range from low to high MHL. Knowledge-related items had a greater dispersion than other attributes of MHL. PHC workers with more education showed a greater ability to recognize mental health-related disorders. Those who had experience in the use of mental health-related assessment scales or screening tools reported a higher total MHL. The results confirmed strong internal consistency for the MHLS. The results highlighted varying mental health perceptions and knowledge in PHC. Implementation of specifically developed formal training programs and interventions to improve MHL in PHC workers to strengthen their competence may help bridge the treatment gap.

Teacher Educator Reflections on Preparing First Year Pre-Service Teachers for School-Based Work Integrated Learning in An Online Learning Environment

Due to the COVID 19 pandemic in 2020 and 2021, higher education institutions were forced to embark on online teaching and learning. This came at a point where the entire teacher fraternity was not prepared for this shift from traditional face-to-face interaction to virtual learning. This qualitative, exploratory study was undertaken as a comparative analysis of the teaching, learning and facilitation experiences of three Teacher Educators. The focus was on teacher educators who engaged in a formal online teacher training program with first year pre-service teachers enrolled on the Bachelor of Education qualification. Data was collected from the Teacher Educators in the form of interviews and reflective reports prepared at the conclusion of the 2021 academic year. The data was thematically analysed to distil common lessons, challenges and points for the 3 Teacher Educators with the intention of learning from and improving on practice. The paper addressed three research questions which guided the study and presents the researchers findings in the areas of student access to the learning platform; knowledge transfer from online lectures to practical application in the form of portfolio of evidence and the alignment between theory and practice. Recommendations include using a hybrid approach to preservice teacher preparation; using formative and summative assessment in making a judgement on competence and mastery and re-focussing student feedback as reflective essays.

Agricultural education for youth empowerment in Nigeria: a brief review.

This study was carried out to review agricultural education for youth empowerment in Nigeria. The study adopted a qualitative research approach and existing studies on related studies were sourced online. The major findings of the study disclosed that motivational strategies for effective implementation of youth empowerment programmes in Nigeria include: adequate remuneration of trainers, disbursement of long and short term loans, bursary scheme for youth educational empowerment, sharing of sewing machines, among others. Supervisory strategies for effective implementation of youth empowerment programmes in Nigeria include, provision of adequate supervision task force for youth empowerment programmes and preparation of guidelines for reporting youth empowerment training activities. Managerial strategies for effective implementation of youth empowerment programmes in Nigeria among others include: development of scopes and sequence of the training programmes, provision of a curriculum for youth empowerment programmes and proper adherence to the curriculum contents. The policy strategies for effective implementation of youth empowerment programmes in Nigeria include, promulgation of decree for compulsory youth empowerment training programmes and centres, adoption of youth oriented policies in the States and formulation of decrees for formal entrepreneurship training programmes in institutions. Based on the findings of the study, the following recommendations were made: youth empowerment programmes should be introduced in the curriculum of institutions of higher learning. Tertiary institutions should put in efforts in teaching vocational education and agricultural skills acquisition programmes to enable every Nigerian to be self-reliant, self-developed and creative.

Иммернет как естественная среда развития иммерсивного технологического и профессионального обучения

The modern environment surrounding a young person is multidimensional and contains a significant number of attractive factors that make it difficult to focus on educational technologies. This negatively affects the effectiveness of training. Therefore, it is important to minimize such distracting phenomena in the learning process. The solution of these problems, according to the authors, lies in the development of immersive learning, which uses an artificial environment. This minimizes distracting phenomena, activates motivation through increased involvement in the learning process, and provides stimulating visualization. The article is devoted to the presentation of the results of the analysis of definitions, the role and connections of the components of immersive technological and vocational training, including the "immernet" as a natural environment for the development of immersive learning. It is shown that today the time factor is becoming relevant not only for specific individuals, but also for enterprises and for the state. The rapid pace of technological development leads to the fact that most formal training programs become obsolete almost immediately after its launch. The programs are poorly modifiable and the students studying on them do not acquire the skills of adaptability and mobility. This is due to the fact that software developers do not always take into account the interests of production or business, that is, they are not sensitive to the learning processes at the enterprise. In other words, the "traditional formal education system" does not meet the urgent needs of today's graduates. Most courses are organized not by tasks, but by topics. Therefore, many students are not able to solve rapidly changing production tasks. The content of the subjects around the topic gives an additional load, which in many cases is unjustified. In a 3D learning system, information in specific situational contexts is more important than outside of any problem or practice of action. As a result, many teachers began to identify a set of strict practical procedures in the content of formal training, allowing students to adapt to production processes at specific workplaces.

Resuscitation Leadership Training: A Simulation Curriculum for Emergency Medicine Residents.

IntroductionThroughout training, emergency medicine (EM) residents must learn to work within, and eventually lead, multidisciplinary teams in high-acuity dynamic situations. Most residents do not undergo formal resuscitation team leadership training but learn these skills through mentorship by and observation of senior physicians. We designed and implemented a formal simulation-based leadership training program for EM residents.MethodsWe developed a resuscitation team leadership curriculum in which 24 junior EM residents participated in an initial simulation of a critically ill patient before undergoing a didactic presentation regarding crisis resource management (CRM) principles. Residents applied those principles in three subsequent simulations. Faculty observers evaluated each case using EM Milestones, the Ottawa Global Rating Scale (GRS), and critical actions checklists. Residents then completed surveys evaluating their own leadership and communication skills before and after the course.ResultsScores from the Ottawa GRS, critical actions checklists, and several of the EM Milestones were significantly better in the latter three cases (after completing the CRM didactics) than in the first case. After completing this curriculum, residents felt that their ability to both lead resuscitations and communicate effectively with their team improved.DiscussionImplementation of the resuscitation team leadership curriculum improved EM residents’ leadership performance in critically ill patient scenarios. The curriculum also improved residents’ comfort in leading and communicating with a team. Similar formal leadership development curricula, especially when combined with simulation, may enhance EM physician training. Future studies will include other multidisciplinary team members to create a more realistic and inclusive learning environment.

AN INQUIRY OF EFL TEACHERS’ ASSESSMENT IDENTITY FORMATION THROUGH THE PERSPECTIVES OF CRITICAL INCIDENTS

This study is an exploration of how critical incidents shape teachers’ assessment identity. Through a narrative analysis based on data collected from seven teachers, four assessment-related critical incidents in the career of these teachers were identified. They include the early education experience before the participants joined the teacher training programs, the time spent in formal teacher training programs, in-service teacher training programs, and major promotions in their careers. The study urges teacher training institutions and professional development programs to acknowledge and devote an important part of their curriculum and learning activities to more localized, ongoing and sustained professional development for teachers, accentuating that attention should also be directed to nurturing teacher assessment identity right from pre-service teacher education and during in-service professional development programs. Teachers should also be encouraged to develop the habit of frequently reflecting on their assessment identity formation.

A Survey to Understand Necessity of Administrative Training of A Medical Teacher

Medical teacher has an indispensible role in teaching, patient care and research work. However, it is difficult to define the array of roles of a medical teacher. For the various roles, leadership, managerial and administrative skills of teachers are crucial. But usually medical teachers are not trained to enhance these skills. This survey aims to assess perception of medical teachers about their administrative and managerial skills beyond academic work, research and patient care. A questionnaire was designed, pilot-tested and administered to all faculty members (N=197). A self-administered questionnaire containing 20 items was developed on Google form. 146 responses were recorded on Google form (response rate of74 %) and analysed. The majority of the teachers' were of the opinion that there is a need to improve their individual administrative skill. However, in the absence of formal faculty administrative training programs in the college, most of the teachers indicated that their administrative skills are currently being improved through sporadic informal community of practice involving interested colleagues and modelling identified good teachers. A well-structured training to departmental administrative requirements shall have positive impact not only on academics, research and patient care but also on job satisfaction among medical teachers. This will also lead to better utilization of various resources in health sector. While setting up separate health administration department in each medical college will lead to better management of multidisciplinary challenges of healthcare. This will further decrease the administrative burden on Medical teachers.

Development of a simulation technical competence curriculum for medical simulation fellows

Background and needsMedical educators with simulation fellowship training have a unique skill set. Simulation fellowship graduates have the ability to handle basic and common troubleshooting issues with simulation software, hardware, and equipment setup. Outside of formal training programs such as this, simulation skills are inconsistently taught and organically learned. This is important to address because there are high expectations of medical educators who complete simulation fellowships. To fill the gap, we offer one way of teaching and assessing simulation technical skills within a fellowship curriculum and reflect on lessons learned throughout the process. This report describes the instructional designs, implementation, and program evaluation of an educational intervention: a simulation technology curriculum for simulation fellows.Curriculum designThe current iteration of the simulation technical skill curriculum was introduced in 2018 and took approximately 8 months to develop under the guidance of expert simulation technology specialists, simulation fellowship-trained faculty, and simulation center administrators. Kern’s six steps to curriculum development was used as the guiding conceptual framework. The curriculum was categorized into four domains, which emerged from the outcome of a qualitative needs assessment. Instructional sessions occurred on 5 days spanning a 2-week block. The final session concluded with summative testing.Program evaluationFellows were administered summative objective structured exams at three stations. The performance was rated by instructors using station-specific checklists. Scores approached 100% accuracy/completion for all stations.ConclusionsThe development of an evidence-based educational intervention, a simulation technical skill curriculum, was highly regarded by participants and demonstrated effective training of the simulation fellows. This curriculum serves as a template for other simulationists to implement formal training in simulation technical skills.

Endoscopy-related injury among gastroenterology trainees.

Background and study aims Endoscopy-related injury (ERI) is widespread among practicing gastroenterologists. However, less is known about the incidence among trainees. This study assesses the rate of self-reported ERI occurrence, patterns of injury, and knowledge of preventive strategies in a nationally representative sample of gastroenterology fellows. Methods A 38-item electronic survey was sent to members of the American College of Gastroenterology. One hundred and sixty-eight gastroenterology fellows were included in analyses. Descriptive and univariate analyses evaluated the likelihood of ERI by workload parameters and gender. Results ERI was reported by 54.8 % of respondents. ERI was most common in the thumb (58.7 %), hand/finger (56.5 %), and wrist (47.8 %). There was no significant difference in the reported occurrence of ERI between male and female gastroenterology fellows. However, female fellows were significantly more likely to report a greater number of body areas affected by ERI, and male fellows were more likely to report elbow pain. Most respondents (85.1 %) reported discussion about, or training in, ergonomic strategies during gastroenterology fellowship. Conclusions ERI is reported to occur as early as gastroenterology fellowship. Results of this study support this finding and highlight the need for ongoing implementation and monitoring of a formal ergonomics training program as well as development of ergonomically appropriate instruments. Implications of these findings likely extend to trainees in other procedural related specialties like orthopedics and general surgery, though further research is required. Ergonomics training in gastroenterology fellowship and monitoring of its impact on trainees reported ERI is important due to negative effects on productivity and career longevity.

Specific Learning Disabilities in the Eyes of Schoolteachers in Ethiopia

This study assessed the level of awareness of Specific Learning Disabilities (SLDs) among schoolteachers in Ethiopia. A descriptive quantitative research design was adopted with a survey method that used a questionnaire. Data were collected from a total of N = 305 schoolteachers (age: M = 24.8, SD = 7.4, range 18–55 years; Male = 150; Female = 155), in 40 public schools in 3 regional states and 2 city administrations. Findings showed that almost all schoolteachers studied demonstrated no knowledge of SLDs at all, with very few exhibiting profoundly poor level of knowledge. The teachers reported that they received no training on SLDs as part of their formal training or professional development programmes. The results call for evidence-informed measures to address issues of policy and practice related to SLDs in Ethiopia and reinforce the urgent need for improving awareness not only among educators and policymakers but also among parents and the general public.

Assessing Knowledge of, Experience with, and Willingness to Prescribe Hormone Therapy to Transgender Individuals with HIV: A National Survey of HIV Practitioners.

The purpose of this study was to determine if human immunodeficiency virus (HIV) practitioners offer gender-affirming hormone therapy (GAHT) to their transgender patients living with HIV, as previous studies have shown that these patients are more likely to be virally suppressed and retained in care. We conducted an online survey sent to 2570 HIV practitioners who attended an International Antiviral Society-USA event between 2017 and 2019. We also assessed demographics, transgender care training, comfort, prescribing practices, and knowledge. Respondents (N=385) were mainly primary care (49%) and infectious disease (ID)/HIV (42%) practitioners. Fifty-seven percent prescribed GAHT to transgender people living with HIV, but only 7% received formal training. Thirty-five percent were ID/HIV, 60% were primary care, and 5% were other specialty practitioners. Most felt that it would be beneficial to have formal education in GAHT practices during training (83%). There were statistically significant differences in GAHT education, experiences, knowledge, and interest in future training and prescribing by health care specialty. Commonly cited barriers to providing therapy included lack of training (33%), lack of transgender people living with HIV in practice (18%), and lack of qualified mental health professionals (15%). This survey is the first to assess GAHT practices among HIV practitioners from across the United States. The majority of those surveyed prescribe GAHT to their transgender patients living with HIV. Although most felt comfortable doing so, few had formal training and knowledge scores were low. We advocate for the integration of GAHT education into formal training programs and offer resources for those who wish to pursue education.

Prostate Cancer Screening Behavior Based on the Health Belief Model in Men Aged Over 40 Years

Background: Prostate cancer is the second most commonly diagnosed cancer and the fifth leading cause of cancer death among men worldwide. The early detection of prostate cancer with prostate-specific antigen (PSA) increases the disease treatment in the early stages. Moreover, knowledge and screening for PSA for prostate cancer in men decreases the mortality rate. Objectives: The present study aimed to screen prostate cancer behaviors according to the Health Belief Model in Men Aged above 40 in Dezful. Methods: This cross-sectional study encompassed 120 male employees aged above 40 years working at the Dezful University of Medical Sciences in 2018. The participants were selected using a random cluster sampling method. Data collection tools were a researcher-made, three-section questionnaire with questions on demographic characteristics, awareness, Health Belief Model (HBM) constructs, and prostate cancer screening behaviors. Results: The participants’ mean age was 46.22 ± 4.56 years (ranging from 40 to 60 years). Total awareness of prostate cancer and screening behavior among men was acceptable (5.59 ± 4.13). The performance of PSA was 20.8%. There was no significant difference between the mean age and PSA (P = 0.39). In the logistic regression analysis, perceived sensitivity to prostate cancer yielded a psychological predictor of prostate cancer screening behaviors (OR = 0.92, P value = 0.01). Conclusions: The findings showed a relationship between perceived sensitivity and the frequency of PSA. Moreover, the participants’ poor knowledge and performance indicated an urgent need for formal training programs to promote their sensitivity to the significance of prostate cancer screening. Factors affecting prostate cancer screening behaviors should be included in these training programs.