Health Teaching Research Articles

Factors and Reasons of Self-Medication: For Health Education on Self-Medication Risks and Healthy Safecare Practices

The public has turned to self-medication during the pandemic due to the rising social media influence, the availability of over-the-counter drugs, and the public’s fear of getting the virus. Self-medication is a widespread practice in both developed and developing nations. Self-medication has been noted to be on the rise worldwide. Health professionals are worried on the practice of self-medication by adamant sick persons, and prescription drugs over-the-counter are persisted for the treatment of diseases. This study critically examined the factors and reasons for the self-medication of the elderly in the City of San Jose Del Monte, Bulacan. The results of the study served as a baseline reference to develop health education on self-medication risks to promote healthy safety practices. Furthermore, the objectives of this research were to examine the prevailing opinions of the elderly about the factors of self-medication and to assess the main ideas of the elderly on the reasons for self-medication. The study employed a descriptive research design that determined the nature of the specific occurrences under investigation. [1] The adopted standardized Factors and Reasons of Self-Medication Survey Questionnaire was utilized. It was revealed that age and monthly income were two factors that had a significant impact on the decisions that older people made regarding their self-medication. In terms of reasons, these include: the similarity of symptoms with past illnesses, perceived illness as mild, need for quick relief/urgency, distance of health institutions, drug access to pharmacy, high healthcare cost, long lines or waiting time in the physician’s clinic and hospital, and self-medication is cheaper were the common reasons for self-medication. The findings of the study provided components of health teachings in framing health education on self-medication risks and healthy safety practices.

The effect of intrahepatic cholestasis of pregnancy and ursodeoxycholic acid treatment on Doppler parameters of fetal and maternal circulation.

We aimed to evaluate feto-maternal blood flow parameters using Doppler ultrasonography (USG) in pregnant women with intrahepatic cholestasis of pregnancy (ICP) and the effect of ursodeoxycholic acid (UDCA) treatment on these parameters. This prospective cohort study was performed at Dr. Sami Ulus Women's and Children's Health Teaching and Research Hospital, in Turkey between September 2022 and February 2023. Sixty pregnant women, 30 with ICP disease and 30 healthy women were included in the study. Obstetric Doppler parameters were measured by USG at diagnosis and after 48 hours of UDCA treatment for the ICP group. The obstetric Doppler parameters did not significantly differ in the ICP group and the healthy control group. The Doppler findings were similar after UDCA treatment in the ICP group. Gestational week at delivery and birth weight were lower in the ICP group in our study. We demonstrated that pregnant women with ICP had similar obstetric Doppler parameters when compared with healthy pregnant women and that the UDCA agent used for treatment of ICP disease did not affect these parameters.

Secondary school students’ perception of health and teaching of health dimensions in physical education

ABSTRACT Background Physical education (PE) aims to promote health and strengthen students’ health resources, and the concept of health is a central part of PE. curricula. However, little is known about how students understand health and experience teaching related to the concept of health in PE. Purpose This study aims to provide insight into how students understand the concept of health and how they experience and perceive teaching about health dimensions in PE. Participants A sample of 10th graders was recruited from two primary schools in Norway. Data collection and analysis Three focus group interviews were conducted with 12 students (5 boys) in 10th grade (15-16 years old). The first focus group consisted of five girls, the second of four boys, and the third of two girls and one boy. The students were asked to reflect on and discuss what health is, how it can be promoted, and their experiences of learning and teaching health in PE. The interviews were recorded using a voice recorder and lasted for between 40 and 55 min. The transcripts were analysed using reflexive thematic analysis. Analysis Through the analysis, we interpreted that students mainly focused on the physical dimension of health but became aware of the mental dimension when they discussed and reflected during interviews. Overall, students found the term health to be complex and somewhat difficult to understand. The students experienced little or no development of their health competence through PE. Although they considered that it was important to learn about health, they were concerned that, if more learning about health was implemented in PE, this would make the subject more theoretical and result in less movement and practical activities. Further, the strong activity discourse in PE is discussed in relation to students’ health perceptions. Final reflections Although curricula in PE seem to be developing towards a holistic perspective on health, students do not seem to understand health from this perspective. It seems that they encounter a biomedical approach to health and that PE teachers emphasize the physical dimension of health in teaching. The students' understanding of the concept of learning as theoretical and the teachers' instrumental teaching about health in PE could substantiate a narrow view of health in PE. To promote learning about health from a more holistic perspective, the learning focus of the subject should be highlighted. Furthermore, pedagogical approaches that aim to increase students' reflections and experiences of various dimensions of health through practical learning processes should be emphasized.

A Pilot Implementation and Evaluation of Speech Recognition Technology for Nurses and Health Disciplines.

This pilot study addresses the pervasive issue of burnout among nurses and health disciplines, often exacerbated by the use of electronic health record (EHR) systems. Recognizing the potential of dictation to alleviate documentation burden, the study focuses on the adoption of speech recognition technology (SRT) in a large Canadian urban mental health and addiction teaching hospital. Clinicians who participated in the pilot provided feedback on their experiences via a survey, and analytics data were examined to measure usage and adoption patterns. Preliminary feedback reveals a subset of participants rapidly embracing the technology, reporting decreased documentation times and increased efficiency. However, some clinicians experienced challenges related to initial setup time and the effort of adjusting to a novel documentation approach.

Sparking Intentional and Antiracist Pedagogy: A Narrative Analysis of COVID-Era Interviews with Public Health Faculty

The COVID-19 pandemic and the racial justice uprisings of 2020–2022 created an altered and challenging landscape for teaching public health. Challenging and direct experiences with these public health issues and their reverberations shaped how some faculty and many students participated in both online and in-person classrooms. In this project, we conducted a narrative analysis of oral history interviews with eight faculty members at a public university in New York City to understand how they reacted to these events and reconsidered their public health teaching during this period. We map what propelled faculty along paths of change and where these paths led. We learn that participating faculty shifted in varied ways toward more intentional and sometimes more antiracist teaching practices. Two experiences were foundational to these shifts: (1) faculty attunement to student realities during this time, and (2) faculty reflection on their own social positionings (i.e., race, gender identity, sexual orientation, class, age, immigration status, etc.) and their development of critical consciousness. These findings provide insights into how faculty conceptualize, support, and change their teaching approaches during periods of upheaval, particularly in the context of limited institutional support for faculty development. Finally, we discuss key issues for institutions seeking to formalize and enhance shifts like those described.

Australian and New Zealand nursing and midwifery educators' planetary health knowledge, views, confidence and teaching practices: A descriptive survey study.

To explore Australian and New Zealand nursing and midwifery educators' planetary health knowledge, views, confidence and teaching practices. A cross-sectional survey design. An online survey was sent to Australian and New Zealand nursing and midwifery educators across the 45 Schools of Nursing and Midwifery between July and September 2023. The online survey consisted of 29 open- and closed-ended questions about nursing and midwifery educators' planetary health knowledge, views, confidence and teaching practices. There was a total of 127 responses to the first open-ended question. A total of 97 nursing and midwifery educators then completed the remaining questions. While educators had mostly positive views about integrating planetary health into their teaching, they lacked the knowledge and/or confidence to do so effectively. Australian and New Zealand nursing and midwifery educators acknowledge that planetary health should be included in nursing and midwifery curricula, but most reported a deficit in knowledge and/or confidence to integrate these complex concepts into their teaching. When considering planetary health, most educators focussed on climate change, which demonstrates their limited understanding of the concept of planetary health. All nurses and midwives need to understand how the health of the planet and human civilization are interconnected and be prepared to address complex global health challenges now and in the future. Across the world, key healthcare organizations have called upon nursing and midwifery educators to prepare the healthcare workforce to practice in a more sustainable way, including supporting decarbonization of healthcare. However, our study has demonstrated that nursing and midwifery educators do not feel ready to respond due to a lack of required knowledge and/or confidence. We used the Consensus-Based Checklist for Reporting of Survey Studies (CROSS). No patient or public contribution.

Guiando el aprendizaje a través de simulación en salud: el papel transformador del docente

The parameters to define what “a general teaching role” should be have varied in the history of higher education. The existing evidence in favor of generating spaces for controversy, questions, active and greater participation of students, guiding learning and not directing it, is overwhelming. Although the clinical simulation teacher does not escape this definition, there are still controversies as to whether there are true differences in their role compared to other areas of health teaching. In this article we intend to break down some issues that differentiate the teachers in charge of the facilitation process, such as clinical simulation, which stimulates autonomous learning, meaningful learning, vicarious learning, cooperative and reflective learning, learning in action and experiential learning.

Team-Based Learning as a Teaching Tool in Healthcare Teaching: Scope Review Protocol

Introduction: The new methodologies, considered active in teaching, have fostered learner engagement in the teaching process, making them capable of critically reflecting and problematizing what they are doing or where they are immersed. Objective: to map the available evidence on the effectiveness of Team-based learning as a teaching tool used by teachers in health education. Method: scoping review protocol (Open Science Framework registry: https://osf. io/n95wy), using the Joanna Briggs Institute methodology and PRISMA-ScR checklist, following the research question elaborated according to the acronym PCC: Which the effectiveness of Team-based learning (concept) developed by teachers (population) in health teaching (context)? The search for texts will be carried out in four databases (LILACS; Embase, Scopus e Scielo) . The selection of studies will be carried out by two reviewers, with the help of Rayyan software. If any divergences occur in the process, a third reviewer will help to minimize these divergences. The data will be extracted according to a categorized and organized table in the Excel software and the conclusions of the studies will be analyzed with the help of the IraMuTeQ software. The results will be presented, aiming to achieve the objective and review question.

Engaging Global Health Pedagogy: The Story Behind an Transborder online problem-based learning course between Canadian and Haitian Occupational Therapy Students

International and intercultural educational partnerships facilitate exporting a curriculum or course from a home university situated in a developed country (North) to a host university situated in a low-income country (South). Decolonization of health pedagogy principles were applied throughout a synchronous virtual cross-border intercultural course by videoconference (SVCIV) was carried out. The aim of this study was to determine the feasibility and to identify facilitators and barriers to conducting a SVCIV involving students in Quebec and in Haiti. Five Quebec students and five Haitian students, all volunteers, took part in a 3-weeks course using problem-based learning (PBL) methods. A thematic analysis of data drawn from a 120-minute recorded focus group discussion held one week after the SVCIV reveals the feasibility issues regarding implementing an international cross-cultural North-South educational collaborative project. In order to successfully replicate such a project, the criteria deemed important relate to: 1) the attributes of the students and teachers involved; 2) pedagogical preparation activities; and 3) the use of multiple communication strategies. In addition to the acquisition of course content not readily available in Haiti, the social interactions inherent in the PBL method supported the acquisition of competencies such as collaboration, communication, and change agent advocacy promoted by the Canadian association of occupational therapy and contribute greatly to strengthening the students’ professional identity.

A study on Hematological and Biochemical Parameters of Dengue Fever Patients in Janakpurdham, Madhesh Province, Nepal

Background: Over 350 million people are estimated to get the counter with flavivirus each year, causing dengue one of the most common arboviral diseases. Following the COVID-19 outbreak, there has been a recorded rise in the prevalence of dengue fever in the South Asian countries. In 2022, there was a significant dengue outbreak in Nepal. Data on haematological and biochemical parameters, which are crucial for the clinical management of dengue patients, are lacking in Nepal's Madhesh Province. The purpose of this study was to present the first baseline data on the haematological and biochemical parameters of dengue virus-infected patients. Methods: The data was extracted from admitted patients at Janaki Medical College, Teaching Hospital (JMCTH) and Janaki Health Care and Teaching Hospital (JHCTH) diagnosed with dengue fever between August to November-2023. Hematological and biochemical parameters were recorded from the medical records and analyzed. Results: There were 74 serologically positive dengue cases in all, with 32.4% being female and 67.6% being male. Of the 74 patients, one-fourth had NS1 positive, 24.3% had IgM, and 21.6% had IgG. Leucopenia (87.2%) and thrombocytopenia (66.2%) were the most frequent haematological findings, whereas serum glutamic-oxaloacetate transaminase (76.6%) and Serum glutamic pyruvic transaminase (58.1%) were the biochemical markers with higher levels. Conclusion: The study explores the most common haematological and biochemical parameters of the patients diagnosed with dengue that may alarm clinicians of the possibility of dengue virus infection in the study region.

What's in your social determinants of health teaching toolbox? Nursing pedagogical considerations

Although the concept of Social Determinants of Health (SDOH) has been around for more than two decades, teaching methods and standards of curricula for nursing education related to SDOH are relatively new concepts. Here, we explore pedagogical frameworks, national standards, and recent progress in the study and implementation of SDOH curricula and the top teaching strategies implemented in various nursing and healthcare disciplines and across educational levels (undergraduate and graduate programs). Selected examples are used to illustrate lessons learned across disciplines in effective teaching strategies related to SDOH. Effective teaching strategies include experiential learning, longitudinal and community-based interactions, reflective opportunities, and structured assessment.

Navigating the Online Classroom: Developing Online Teaching Skills in Graduate Public Health & Health Professions Education

The absence of targeted online teaching development opportunities in graduate education may hamper faculty readiness to ensure engagement, learning, and student success in the online learning environment. Faculty are often hired for their subject matter expertise rather than their proficiency in teaching online. Student and faculty success in the online environment requires foundational teaching knowledge and an understanding of the differences between traditional and online teaching. A 4-week asynchronous course was designed to mirror a real-world online course aimed at educating educators. The course consisted of foundational learning theories and practices, curriculum and course design, engagement and presence, and course delivery methods. The course was offered 10 times over 3 years and completed by 258 public health and health profession faculty, teaching and postdoctoral staff, and doctoral students. End-of-course evaluations indicated that participants found it valuable to be in an online course in the student role and felt more prepared to teach online. The teaching online professional development course has highlighted the importance of new or continuing faculty development in asynchronous learning.

Lanka Mahila Samiti, Mary Rutnam and girls’ education

This article engages with the maternal education politics in late colonial Sri Lanka by looking at the implementation of maternal health in the gendered syllabus of middle-class girls’ schools. After...

A Proposed Cognitive Model for Teaching and Training in Occupational Safety and Health, and an Evaluation by Experts

A Proposed Cognitive Model for Teaching and Training in Occupational Safety and Health, and an Evaluation by Experts

Adopting Trauma-Informed Approaches to Teaching & Learning in Health & Exercise Sciences: a Case Study

The School of Health & Exercise Sciences at the University of British Columbia Okanagan offers a competency-based undergraduate program that prepares students for professional practice in kinesiology and allied health, clinical exercise physiology, and/or health behaviour change. In delivering this program, we aim to 1) provide a safe and inclusive learning environment for all students, and 2) intentionally prepare students for equity-minded and anti-oppressive professional practice. To support both of these goals, we have recently embarked on a multipronged initiative to implement trauma-informed approaches to teaching and learning across our program. Trauma-informed approaches are critical due to the high prevalence of trauma exposure in both the university student and general adult population. Since people from historically, persistently or systemically marginalized groups are more likely to have experienced trauma, trauma-informed approaches should be considered an essential tool for supporting equity and inclusion in higher education. Finally, trauma-informed practice is especially relevant in a discipline like ours, where learning activities and professional practice commonly involve close examination of the body, touching, and other potentially triggering interactions and events. We have taken several steps to support the adoption of trauma-informed teaching practices in our School. These include characterizing the need for trauma-informed approaches in our laboratory courses, selecting an appropriate framework to guide our recommendations, creating an educator guide for designing and facilitating trauma-informed learning experiences, and developing and launching a training program for instructors and teaching assistants. We have also made progress with integrating learning about trauma-informed approaches into our curriculum. To support backward design, we defined one program-level competency related to trauma-informed practice, with five associated learning outcomes. These learning outcomes have been mapped across the curriculum to support mastery of the competency by graduation. This year, we employed two different instructional approaches (large vs. small group and instructor-led vs. guest expert-led sessions) in one first- and fourth-year course (n=209 and 100 students, respectively). Formative assessments indicate that individual learning outcomes were attained by 72-91% of students. Summative assessments of learning and student evaluations of instruction and perceived learning are forthcoming. Here we describe a comprehensive effort to revise both pedagogy and curriculum in support of trauma-informed teaching and learning in health and exercise sciences. By sharing our process, early successes, and lessons learned, we offer a valuable example for educators and educational designers across disciplines related to human anatomy, physiology, and health. This work is happening on the traditional, ancestral, and unceded territory of the Syilx Okanagan people and is supported by the UBCO School of Health & Exercise Sciences and the UBCO Sexual Violence Prevention & Response Offce. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Assessing knowledge, attitude, and practice regarding conjunctivitis among patients

Aims and Objectives: (1) To assess the knowledge, attitude, and practice about conjunctivitis among patients. (2) To educate society regarding preventive and therapeutic measures. Methodology: A cross-sectional study, in which 500 patients were selected as participants, knowledge, attitude, and practice were assessed regarding conjunctivitis using prevalidate questionnaire, which contains 20 questions. Descriptive statistics were used to elaborate patients’ demographic characteristics. Categorical variable was percentage while the continuous variable was conveyed as mean ± standard deviation. A significance P < 0.05 was used for comparison. All analyses were performed using the Statistical Package for the Social Science Version 20. Results: Out of 500 distributed questionnaires, 328 were male, 172 were female, majority having age range between 25-60 years. It was seen that 370 participants (74%) have adequate knowledge regarding conjunctivitis. Conclusion: Patients have sufficient knowledge and awareness about conjunctivitis, yet effort should be made to bring change about conjunctivitis. Proper eye health facilities and teaching should be involved in institute health services, and early presentation to eye care centers for its treatment should be encouraged.

Evaluating Teaching Material Needs for Active Adults in West Java: A Study on Cholesterol, Blood Sugar, and Uric Acid Examinations

Background: West Java is the province with the highest number of productive age population in Indonesia. The productivity of this age group is significantly influenced by health and education factors, with health teaching materials serving as educational tools. Among the challenges that hinder the productivity of active adults, chronic disease poses a significant threat. Purpose: This study aimed to describe the cholesterol, blood sugar, and uric acid examinations in active adults, including the need for health teaching materials. Method: The sampling method used was purposive sampling, with inclusion criteria being active adults aged 18 to 60 years, who work or study at an educational institution in Bandung Regency. Meanwhile, adults with mental illness were excluded, resulting in a sample size of 70 participants. The method for checking cholesterol, blood sugar, and uric acid used a Glucose Cholesterol Uric acid (GCU) meter. Results: The results showed that 12 adults had high cholesterol levels, while 6 had elevated blood sugar and uric acid levels. In the young age group (aged 18-44 years), 2 adults experienced hypercholesterolemia. The most sought-after teaching material for chronic disease was preventing sugar intake in soft drinks and the benefits of enhancing a healthy lifestyle through education. Furthermore, establishing prevention programs in educational institutions is an essential requirement to prevent the development of chronic and safeguard the productivity of active adults. Conclusions: Based on the results, it was recommended that productive and active adults receive training in chronic disease awareness and facilitate regular general check-ups (GCUs). This proactive approach was expected to contribute to the development and health security of the country.

National survey on understanding nursing academics' perspectives on digital health education.

This study explored the knowledge and confidence levels of nursing academics in teaching both the theories and practical skills of digital health in undergraduate nursing programs. A cross-sectional study. A structured online survey was distributed among nursing academics across Australian universities. The survey included two sections: (1) the participants' demographics and their nursing and digital health teaching experience; (2) likert scales asking the participants to rate their knowledge and confidence to teach the theories and practical skills of four main themes; digital health technologies, information exchange, quality and digital professionalism. One hundred and nineteen nursing academics completed part one, and 97 individuals completed part two of the survey. Only 6% (n = 5) of the participants reported having formal training in digital health. Digital health was mainly taught as a module (n = 57, 45.9%), and assessments of theory or practical application of digital health in the nursing curriculum were uncommon, with 79 (69.9%) responding that there was no digital health assessment in their entry to practice nursing programs. Among the four core digital health themes, the participants rated high on knowledge of digital professionalism (22.4% significant knowledge vs. 5.9% no knowledge) but low on information exchange (30% significant knowledge vs. 28.3% no knowledge). Statistically significant (p < .001) associations were found between different themes of digital health knowledge and the level of confidence in teaching its application. Nursing academics with more than 15 years of teaching experience had a significantly higher level of knowledge and confidence in teaching digital health content compared with those with fewer years of teaching experience. There is a significant gap in nursing academics' knowledge and confidence to teach digital health theory and its application in nursing. Nursing academics need to upskill in digital health to prepare the future workforce to be capable in digitally enabled health care settings. Nursing academics have a limited level of digital knowledge and confidence in preparing future nurses to work in increasingly technology-driven health care environments. Addressing this competency gap and providing sufficient support for nursing academics in this regard is essential. What problem did the study address? Level of knowledge and confidence among nursing academics to teach digital health in nursing practice. What were the main findings? There is a significant gap in nursing academics' knowledge and confidence to teach digital health theory and its application in nursing. Where and on whom will the research have an impact? Professional nursing education globally. The STROBE guideline was used to guide the reporting of the study. The call for participation from nursing academics across Australia provided an introductory statement about the project, its aim and scope, and the contact information of the principal researcher. A participant information sheet was shared with the call providing a detailed explanation of participation. Nursing academics across Australia participated in the survey through the link embedded in the participation invite.

The preventive direction of modern theories of health and health-saving in public health and education

Background. The modern understanding of health is related to the need to prevent diseases caused by infections, lifestyle, environmental and genetic factors. Ukrainian legislation guarantees health care, but the practice of implementing laws is imperfect. The teaching of valeological disciplines in educational institutions is of great importance for the prevention of diseases. But the content of these disciplines requires constant revision from the point of view of evidence-based medicine, and the creation of new preventive programs requires theoretical justification. Aim. To determine the content and practical significance of the modern understanding of health care in public health care and education. Materials and Methods. Methods of bibliosemantic and system analysis were used. Results. The theory of health and health-saving is considered using cross-cultural, discursive, norm-centric, phenomenological, holistic, axiological and integral approaches, from the perspective of evidence-based and "4P" medicine. Health-saving is shown as derived from a healthy lifestyle and valeological competence formed in the population. The best environment for the formation of a healthy lifestyle is shown to be an educational environment, the tools of formation are valeological disciplines and education of medical and social non-government organizations. The need for joint efforts of the population and medical workers to achieve better results in the prevention of socially significant diseases is determined. Conclusions. Improvement of the preventive direction of valeological education is closely related to the competence approach, in particular, with the formation of valeological competence. The public health system should use the potential of educational valeological programs to form a healthy lifestyle in new generations during their studies at higher education institutions. For the formation of high-quality valeological programs, a permanent partnership of educators and medical professionals is necessary. Keywords: valeological competence, evidence-based medicine, 4P medicine, Health Pedagogy.

Mapping the Terrain of Learning: A Study on the Association between Self-Directed Learning Readiness and Learning Environment Dynamics among Students studying in a Public Health Institute At Kolkata, India

Introduction: Self-directed learning (SDL) is the process in which individuals take the initiative and learning environment involves all other aspects of the institute. Good SDL ability is the foundation of lifelong learning. Students’ perception of the educational environment plays a subtle role in learning and contributes to learning input and students’ achievement. Self- directed learning is integral to public health teaching. Objectives: To assess the perceptions of learning environment and self-directed learning readiness and association between the two among public health researchers and also to elicit the factors associated with SDLRS. Method: A cross-sectional study was conducted from July to December 2023 in a public health institute in Kolkata. A total of 102 participants across five courses were selected by Complete Enumeration method and their self-directed learning readiness (SDLRS) and perceptions of learning environment were assessed using a self-administered questionnaire. The data was analysed in SPSS, version 16. Ethical approval was taken. Results: The mean age of the study participants was 26.7 years and 64.7% of the study participants were from MBBS background. The median academic hours was 18 hours per week, 37.3% of the participants were studying in the institute for less than 6 months and 20.6% for more than 24 months. The overall perception of learning environment was more positive than negative. There was significant positive correlation between SDLRS and Learning Environment (Spearman’s rho=0.281, p=0.004). Age (p=0.015) and prior academic qualification (p=0.016) were significantly associated with SDLRS. Conclusion: SDLRS was associated with positive Learning Environment. The overall perception of SDLRS was average and the SDL ability improved with duration of study in the institute and deteriorated with age of the study participants