School Of Physiotherapy Research Articles

Education about sexuality in the elderly by healthcare professionals: a survey from the Southern Hemisphere

Education about sexuality is one method of reducing common negative stereotypes about this aspect of the life of older people. Knowledge and attitudes toward sexuality are therefore particularly important in those who educate healthcare professionals. We surveyed schools of medicine, nursing, occupational therapy, physiotherapy, psychology, and social work in Australia, New Zealand, and South Africa using White's Aging Sexuality Knowledge and Attitudes Scale. A total of 364 usable surveys were returned, revealing no main effects for differences in generally above-average levels of knowledge and attitudes across professions and the three countries. Some country-by-profession interactions were found for both knowledge and attitudes. Age was found to be the sole demographic factor able to predict both attitude toward and knowledge of sexuality. Findings suggest that levels of knowledge about sexuality and attitudes toward it have improved over earlier studies in North America.

Barcelona Scoliosis Physical Therapy School – BSPTS – based on classical Schroth principles: short term effects on back asymmetry in idiopathic scoliosis

Materials and methods Retrospective, including 47 patients with IS treated exclusively with exercises. Mean age 18.64 ± 5.78 years. Outpatient Intensive Rehabilitation was carried out, three hours a day, five days a week, 4 weeks. Surface topography (Formetric) was performed to measure trunk imbalance, surface rotation and lateral deviation before and after the treatment period. The obtained preand posttreatment values were then compared.

Cervical multisegmental motor responses in healthy subjects

Experimental design. This descriptive design study presents multisegmental motor responses in the upper extremities after stimulation of cervical spinal vertebrae. Neuro Lab of Texas Woman's University, School of Physical Therapy, Texas, USA. In trial 1, C7 spinal segment was electrically stimulated in 13 healthy subjects using surface electrodes while recording responses from abductor digiti minimi (ADM), abductor pollicis brevis (APB), flexor carpi radialis (FCR) and biceps brachii (BB) in the right upper extremity. In trial 2, C7 stimulation was carried out while recording responses from the APB and BB bilaterally. In trial 3, C7 stimulation was carried out while recording responses from the flexor hallucis brevis (FHB), soleus, vastus medialis (VMO) and gluteus medius (GM) in the right lower extremity. The amplitude of the signal and the deflection latency were the measured parameters. Descriptive statistics were completed on the data. Results showed response amplitudes in all muscles of the upper extremities ranging from 328 to 1239 μV, with the largest recorded from the APB and ADM, then the FCR and BB. Muscular responses were recorded simultaneously in bilateral muscles. Response latency was comparable, in bilateral similar muscles, and was varied from 6 to 16.5 msec, being longer in the ADM and APB, shorter in FCR and shortest in the BB. No lower limb muscles responded to C7 spinal stimulation, using current setup/method. These responses appear to be caused by stimulating the dorsal roots or motor nuclei of the cervical region and could be useful in testing patients with cervical spinal disorders.

Pauline Cerasoli Lecture 2012 Googling and Texting and Browsing, Oh My! Mentoring and Teaching in an Electronic Age

INTRODUCTION The Way We Were . . . A lot has changed over the years since I was a student in physical therapy school, as I began my clinical practice, and since I entered academia. As students, we walked to class (when living in the dorm on campus), attended face-to-face classes, took notes based on the statements made by the sage on the stage, read textbooks, and viewed slides projected on the screen (or wall!). We studied in groups in dorms or in the library or Student Union Building (SUB), and researched for hours in the stacks in the library- using a card catalog to find books. We took tests that were copied on mimeographed paper (and left purple ink on our hands). We registered for classes by going to tables setup in a gymnasium, standing in lines to wait our turn, and paid by check at the last table. A lot has changed over the years since I began my clinical practice. As a young clinician, I wore the dress code of my facility: brown pants and a white zippered top with the American Physical Therapy Association (APTA) patch on the sleeve (as a student, I also wore a university pin on my lapel); scrubs were only worn by MDs in surgery. I wrote assessments and progress notes by hand. I communicated with other health care providers by mailed letters and a desk phone. I expanded my knowledge and clinical expertise by watching colleagues and attending continuing education courses. Word-of-mouth and personal testimonies of works were all the proof we needed to change our interventions and techniques. A lot has changed over the years since I entered academia. As a new faculty member, I taught exclusively face-to-face in classrooms, asked questions of individual students in class, posted grades by students' social security number outside my office door to maintain confidentiality. I purchased VHS tapes to show in labs so that students could see a movement pattern or a child with a particular medical condition. I had slides made from pictures in textbooks. I made transparencies for overhead projectors and saved them in a paper file folder so I didn't have to recreate them in future classes. I expected students to attend my class and take notes; classroom interruptions were limited to fire drills or small discussions that might occur among students. I wrote lecture outlines and exams in longhand and gave them to a departmental administrative support person (secretary) to be typed. I did not have a computer in my office to serve as a word processor; none of the faculty did. Do I want to go back to those times? No. So many things have changed and for the most part, they are advances, but life was a bit simpler then, it seems. I want to spend some time looking at some of the changes in the technology used in health care education and how these changes impact our teaching and mentoring of students/clinicians and our patient education, and review what the literature has revealed to us about those technological changes. It seems our vocabulary has changed dramatically since those days: Laptops? Podcasts? Blogs? (Figure). Certainly, students have changed. Today's students are no longer the people that our education system was designed to teach. Another way to think of this might be to sort ourselves into or Immigrants, terms coined by Marc Prensky about 10 years ago.1 Digital Natives, Digital Immigrants Digital Natives are today's students, K through college, which represent the first generations to grow up with these new technologies. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Our students today are all native speakers of the digital language of computers, video games, and the Internet. Digital Natives are used to receiving information really fast. They like to parallel process and multi-task. …

Topics on HIV/AIDS for Inclusion Into a Physical Therapy Curriculum: Consensus Through a Modified Delphi Technique

Introduction. An understanding of Human Immunodeficiency Virus and Acquired Immune Deficiency Syndrome (HIV/AIDS) has become increasingly important for physical therapists due to the changing nature of the morbidity and mortality patterns of the syndrome. The involvement of physical therapists in management, treatment, and care for people with HIV/AIDS is growing, and with this involvement the need to educate both pre- and post-graduate physical therapists also is growing. Subjects/Methods. This study determined the level of consensus among academic staff at 8 South African universities with regard to the curriculum topics related to HIV/AIDS. The list of themes and topics considered core to understanding HIV in physical therapy and deemed necessary for inclusion in a mainstreamed curriculum was developed from the results of 3 preceding studies and incorporated into a questionnaire. Sixty-eight faculty members from physical therapy schools in South Africa were invited to participate in a modified Delphi process using e-mail as the method of contact. Consensus was set at 80%. Results. The final sample used in the study was 58, 10 being excluded from the sample due to unavailability. Forty-seven faculty members responded to the first round of the Delphi study, giving a response rate of 81%. A response rate of 91% was attained in the second round with 43 of the 47 respondents from the first round answering. Consensus was obtained in the first round for all topics except hematology and anemia, lipodystrophy (abnormal distribution of the body's adipose tissue), and the relation of anemia and lipodystrophy to physical therapy. These 3 topics obtained consensus in the second round. Discussion and Conclusion. The level of consensus was considered to be high, as the majority of topics attained at least 90% consensus after 2 rounds. The comprehensive list of topics that had consensus and emerged out of this study represents a solid starting point for the inclusion of HIV into physical therapy curricula in a mainstreamed manner. Key Words: HIV/AIDS, Physical therapy, Education, Delphi study. INTRODUCTION Over 20 years after the first case of Acquired Immune Deficiency Syndrome (AIDS) was described, 33.4 million people are reported to be living with Human Immunodeficiency Virus (HIV) or AIDS in Sub-Saharan Africa.1 Developments in the pharmacological management of HIV /AIDS have resulted in longer life expectancies. Longer life expectancy and the chronic nature of HIV lead to the need for rehabilitation intervention among people with HIV/AIDS.2 Studies have shown that problems from contracting HIV manifest across the entire spectrum of disability. These manifestations include impairments, activity limitations, and participation restrictions.3 Specific problems at the impairment level include pain, proximal muscle weakness, breathlessness, and poor energy and drive. Activities such as mobility, self-care, and domestic life tasks (eg, lifting and carrying) can become difficult. Participation in social and civic life and interpersonal relationships are negatively affected for reasons ranging from immobility to fear of stigma and lack of availability of public toilets (especially for those suffering from conditions such as diarrhea).3'4 The association between the problems experienced at impairment, activity, and participation levels is evident; for example, people who experience pain also experience mobility problems that may in turn affect their community, social, and civic-related activities.3 These problems experienced by people with HIV/ AIDS can be minimized or counteracted by physical therapy and rehabilitation interventions.5 Many physical therapists already work with people with HIV/AIDS, and with the exception of a few, most feel ill-equipped to do so.3'6 It is therefore important for physical therapist education to be re-evaluated to meet health and community needs for this population. …

Aynı elde karpal tünel operasyonu ile birlikte yapılan diğer operasyonların hasta memnuniyeti etkisi

Objectives: Carpal tunnel syndrome is the most common type of compression neuropathy where the median nerve passes beneath the transverse carpal ligament. Regarding demographic specialities of the population, most of these patients are suffering from other hand and upper limb disorders such as trigger finger, carpometacarpal osteoartitis, hand tumors, and the other compression neuropaties. Our aim was to compare postoperative hand disability of the patients who underwent only median nerve decompression (Group A) with the patients operated for carpal tunnel syndrome and other hand disordes at the same session (Group B). Methods: A series of 43 patients who were operated for carpal tunnel syndrome (Group A) or carpal tunnel syndrome with another hand operation at the same session (Group A) were compared pre- and postoperatively by QuickDASH questionnaire (The Quick Disabilities of the Arm, Shoulder, and Hand, Turkish by Hacettepe University School of Physical Therapy and Rehabilitation). Results: In cases of Group A, the average DASH score dropped from 81.9 to 29.8 and pre- and postoperatively, using of patients their hands and degree of satisfaction was found to be statistically significant different (ANOVA F= 60.2, p

The Community Patient Resource Group: A Novel Strategy for Bringing the Clinic to the Classroom

Background and Purpose. Creating an authentic context for learning within the classroom setting can be challenging for academic educators. The use of case studies and standardized have been described in the literature; however, the use of real in the classroom has not been extensively reported. The Krannert School of Physical Therapy (KSPT) at the University of Indianapolis has developed a unique program called the Community Patient Resource Group (CPRG) that provides the opportunity for faculty members to systematically access and integrate actual within the classroom setting on an ongoing basis throughout the curriculum. The purpose of this paper is to describe the CPRG and how faculty and students perceive it contributes to student learning. Method/Model Description and Evaluation. The CPRG consists of members from the community with chronic neurological, orthopedic, and/or cardiopulmonary conditions, and who volunteer as patients for use in the classroom. Student and faculty perceptions of how CPRG use contributes to student learning were assessed using a 65-item survey with questions designed from the professional practice expectations from the Commission on Accreditation in Physical Therapy Education criteria. The survey used a 5-point Likert scale and was distributed to faculty and second and third year Doctor of Physical Therapy (DPT) degree students (n = 90). Between June 30, 2008, and July 1, 2009, CPRG members were used for 28 different classroom-learning experiences across 10 different courses for a total of 198 individual CPRG visits. Adult CPRG members with neurological diagnoses constituted 69% of the individual CPRG visits. The types of learning activities were primarily classroom practice of examination or intervention techniques. Outcomes. The return rate for the survey was 71.6%. Internal consistency of the survey as determined by Chronbach's alpha (α) was 0.94. Respondents felt strongly that the use of the CPRG contributed to their learning. CPRG participation was perceived to especially have a positive impact on the development of professional values, examination skills, determination of outcomes, and health promotion and wellness. Discussion and Conclusion. Faculty and students perceive the use of the CPRG to be beneficial across student learning, particularly in the area of professional values. The use of the CPRG offers educators an alternative method for teaching and assessing these skills. The use of the CPRG may be helpful for educators by offering real-patient interactions on a regular basis in a cost-effective manner, especially with with neurological diagnoses. Key Words: Physical therapist education, Educational methods, Constructivist learning, Community volunteers, Standardized patients. BACKGROUND AND PURPOSE Clinical education is an important component of physical therapist education, as it provides an authentic context for learning. However, the importance of providing safe and appropriate care in an efficient manner can have a negative impact on the willingness of clinical sites to accept students for early learning experiences.1 Constructivist learning theory argues that learning best occurs within an authentic context where it can be constructed by the student through active engagement and participation.2 The relevance of this theory to physical therapist education has been supported by research investigating learning preferences of physical therapist (PT) students. Babyar3 studied student perceptions of development of clinical-reasoning skills and reported that PT students believed clinical reasoning was best developed within the clinical setting with exposure to actual patients; however, within the classroom setting, students suggested use of actual or case studies. Graham4 studied PT students as they learned concepts related to kinesiology and reported that the students used active experiences, often of their own creation, to help them understand and link concepts. …

Health-promoting Behaviors of Physical Therapy Students

[Purpose] This study aimed to evaluate the health-promoting behaviors of physical therapy students, and compare the behaviors among students in different year of study. [Subjects and Methods] The Health Promoting Lifestyle Profile-II questionnaire was distributed to 720 undergraduate students attending public physical therapy schools to evaluate their health-promoting behaviors (health responsibility, physical activity, nutritional habits, spiritual growth, interpersonal relations, and stress management). An analysis of variance followed by a post-hoc test was used to determine differences in the behaviors among students in 4 different years of study. [Results] The students scored highest on the interpersonal relations (3.28 ± 0.47) and lowest on the physical activity (2.29 ± 0.51) subscales. Comparisons of the behaviors among students in the 4 study years revealed that the first year students had the lowest score of nutritional habits, while third and fourth year students had significant lower scores than the first and second year students on the stress management subscale. [Conclusion] Physical therapy students seem to have good health-promoting behaviors in the dimensions of psychosocial well-being (spiritual growth, interpersonal relations, and stress management). These findings could be useful for the school administrators to structure curriculums as well as healthier environments, and develop activities for encouraging physical therapy students to adopt healthy lifestyles.

Mapping Patient-Specific Functional Scale (PSFS) Items to the International Classification of Functioning, Disability and Health (ICF)

The International Classification of Functioning, Disability and Health (ICF) provides a common framework for clinical outcome measurement. Because the Patient-Specific Functional Scale (PSFS) is widely used for documenting change over time in individual patients receiving musculoskeletal physical therapy, investigation of the extent to which PSFS items reflect the ICF is needed. The study objective was to investigate the extent to which patient-generated PSFS items reflect ICF domains. This investigation was an observational content validity study. A total of 2,911 PSFS items from 1,050 files for patients with musculoskeletal disorders were analyzed. The data were from a random sample of participants in the Otago Outcome Measures Project at 4 clinics of the School of Physiotherapy, University of Otago, situated in 3 New Zealand cities. Patient-nominated PSFS items were categorized and mapped with thematic analysis techniques to ICF components, chapters, and categories. Subgroup analyses were conducted for body region of injury and age ranges. All (100%) of the analyzed items could be mapped to the ICF. Most patient-nominated items mapped to the activity component (80.0%), some items mapped to the participation component (7.7%), other items were related to impairment (7.4%), and the fourth group contained items that overlapped the activity and participation components (4.9%). Similar results were found for each of the 5 body regions and across age ranges in subgroup analyses. These results are limited to individual patients seeking musculoskeletal physical therapy. Patient-generated PSFS items were investigated. The ICF activity component was most commonly represented by patient-nominated PSFS items, the participation component was moderately represented, and impairment was least represented. Hence, the PSFS would complement impairment-based clinical outcome measures.

Contemporary undergraduate physiotherapy education in terms of physical activity and exercise prescription: practice tutors’ knowledge, attitudes and beliefs

ObjectivesPractice tutors’ evaluation to (i) establish current physical activity and exercise promotion and prescription curriculum content and (ii) their knowledge, attitudes and beliefs concerning physical activity and exercise prescription in clinical education, in terms of contemporary and emerging health trends and priorities. DesignA cross sectional survey employing a questionnaire and focus groups. ParticipantsAll practice tutors delivering physiotherapy undergraduate education in four physiotherapy schools in Ireland (n=38) were invited to participate. Thirty participated giving a response rate of 79%. MethodsTwo methods of data collection were employed. Clinical content questionnaires were administered, the results of which informed follow-up focus groups. Focus group transcriptions were analysed using the ‘Framework Analysis’ method. Results66% of practice tutors were unhappy with their own knowledge and felt they required further training in the following areas: strategies for changing physical activity behaviour; exercise promotion and prescription for public health; exercise prescription for lifestyle related disease. Main themes emerging from the focus groups were (i) perceptions of the physiotherapist's role, (ii) perceptions of the practice tutor's role and (iii) facilitators and barriers to change. ConclusionIn terms of physical activity and exercise prescription education, practice tutors identified a need for further education to improve their knowledge base. However, their attitudes and beliefs relating to physiotherapists’ and educators’ role in terms of teaching contemporary and emerging health trends and priorities were mixed. Results of this study provide useful data to inform future physiotherapy curricula development in terms of physical activity and exercise content.

Investigating factors influencing 4th-year physiotherapy students' opinions of cardiorespiratory physiotherapy as a career path

Recruitment and retention issues in cardiorespiratory physiotherapy (CRP) have led to concerns for the future of this specialist area of physiotherapy. This study evaluated the career choices of student physiotherapists and elicited factors that influenced their perceptions of CRP. A postal questionnaire to two schools of physiotherapy in New Zealand and two in Australia was administered. Final year students were randomly selected and invited to complete the questionnaire. Details of respondents' clinical experience, future career intentions, and perceptions of CRP as a specialism were ascertained. A response rate of 61% (n = 149) was obtained. Although the majority of respondents had undertaken cardiorespiratory placements, only 3% of respondents reported being “extremely interested” in specializing in CRP. The variety and timing of clinical placements and educational and clinical supervision were key factors that had the potential to both positively and negatively influence students' opinions of CRP. An understanding of the role of CRP beyond that of inpatient care appeared limited. To promote uptake of CRP as a career option, clinicians, educators, and managers should strive to provide positive clinical placements and educational opportunities. The extensive scope of clinical practice of cardiorespiratory physiotherapists could be a greater focus within physiotherapy curricula.

Internet Use among Community-Based Rehabilitation Workers in Bosnia and Herzegovina: A Cross-Sectional Survey

The Internet may be one way to support and improve rehabilitation practice and service delivery in low- and middle-income countries (LMICs) such as Bosnia and Herzegovina. Little information exists on use of the Internet to enhance the practice and professional development of community-based rehabilitation (CBR) workers in LMICs. The purpose of this study was to assess the patterns of and barriers to Internet use by CBR workers in Bosnia and Herzegovina. Participants were CBR workers (physiotherapists, physiatrists, and technicians) from Bosnia and Herzegovina who attended a conference or workshop in 2005. A cross-sectional questionnaire was administered in the local language to assess Internet use. Descriptive results were summarized in tables. Bivariate and multiple logistic regressions were used to assess factors associated with Internet use. A total of 33% of respondents had never used the Internet. Common barriers to Internet use included "not enough time" (24%), "no access" (23%), and "lack of skill" (18%). Participants with higher levels of education had greater odds of using the Internet than physiotherapy school graduates (odds ratio=7.6, p=0.016) and had greater odds of using the Internet to obtain medical, rehabilitation, or health information (odds ratio=5.8, p=0.028). Improving CBR workers' access to the Internet and their proficiency in using it may enable them to obtain valuable rehabilitation-related information and enhance communication among CBR workers, potentially translating into improved rehabilitation services for people with disabilities in LMICs.

Hamstring Strains in Elite Footballers: Predicting Recovery and Recurrence

The Center for Sports Medicine, Springfield, Pennsylvania, USA Source of funding for the original study: Australian Football League, and National Health and Medical Research Council of Australia. Sponsorship for the Journal Club is provided by an unrestricted educational grant from Genzyme Canada. Correspondence about the original study: Kim L. Bennell, Centre for Health, Exercise and Sports Medicine, School of Physiotherapy, University of Melbourne, Victoria 3010, Australia ([email protected]).

Ian Colin Stuart Normand

Colin Normand was appointed to the foundation chair of child health at the new medical school of Southampton in 1971. His early years in Southampton were an exciting time as...

Medical Accident Prevention Education in Physical Therapy Schools in Japan

[Purpose] This study aimed to clarify the current status of physical therapy accident prevention education, and discover how safety education should be addressed at schools. [Subjects] The subjects of this study were 208 people holding positions in schools with a physical therapy program. [Methods] This study was conducted through an anonymous self-administered postal questionnaire. The details of the survey covered six categories including curriculum and collaboration with clinical training institutes. [Results] Regarding current curriculum, 77.3% of schools had a description relating to physical therapy accident prevention in their aims and objectives for clinical training and 54.7% indicated a need to improve teaching content so that it is arranged consistently. Regarding collaboration with clinical training institutes, 7.6% undertook collaborative initiatives in accident prevention education, 34% had opportunities for discussion, and 68.6% had arrangements in place for dealing with accidents. [Conclusion] It is evident that physical therapy schools are lagging behind in medical safety education. With regard to the future of safety education, there are expectations for the establishment of attainment objectives for graduation and consistency in teaching under a specific view, suggesting that awareness of physical therapy accident prevention education will rise.

The Actual State of Proprioceptive Neuromuscular Facilitation Education in Physical Therapy Schools in Japan

[Purpose] In this paper we examine the changes in and the actual state of proprioceptive neuromuscular facilitation (PNF) education in physical therapy (PT) training schools in the 2003 and 2008 academic years. [Subjects and Methods] The questionnaire was sent to 163 schools in 2003 and 233 schools in 2008. The contents of course were compared between the two surveys. [Results] courses were present in 90.7% of PT schools in 2003 and 87.7% in 2008. In 2008, it was a compulsory subject in 81.0% of PT schools. There has been an increase in the number of courses entitled PNF or similar. In terms of content, there was a trend toward a decrease in schools teaching special techniques and clinical application. [Conclusion] There is variation in course hours and course content across PT schools, and it appears that graduates do not attain the same level of knowledge and technique through their college education. Therefore, postgraduate education seems desirable, not only in PNF, but also in activities in various branches of PT.

Health information literacy meets evidence-based practice

Health information literacy meets evidence-based practice

Metabolic Syndrome in Patients With Ankylosing Spondylitis

Background : The objective of this study is to investigate the presence of metabolic syndrome (MS) in patients with ankylosing spondylitis (AS) and to evaluate its relationship with the clinical parameters. Methods : Fifty patients who presented to the Dicle University School of Medicine, Physical Therapy and Rehabilitation Outpatient Clinic and were diagnosed with AS according to the 1984 New York criteria were enrolled in this study. The control group consisted of 44 healthy control subjects. Assessment of the MS was made according to the diagnostic criteria specified in the National Cholesterol Education Program Adult Treatment Panel III Report (NCEP ATP III ). Functional status and disease activity were evaluated using the Bath Ankylosing Spondylitis Functional Index (BASFI) and the Bath Ankylosing Spondylitis Disease Activity Index (BASDAI) for AS. Results : MS was observed in 6 out of the 50 AS patients (12%) and in 2 out of the 44 controls (4.5%) (P > 0.05). However, the HDL cholesterol level (P = 0.006) was found as significantly lower in AS patients than the controls. No statistically significant differences were observed in the disease duration and functional and clinical activity indices between the AS patients with and without MS. Conclusion : Although the frequency of MS was observed to be higher in patients with AS than the controls in this study, the differences were statistically insignificant between the two groups. doi:10.4021/jem61e

Metabolic Syndrome in Patients With Ankylosing Spondylitis

Background : The objective of this study is to investigate the presence of metabolic syndrome (MS) in patients with ankylosing spondylitis (AS) and to evaluate its relationship with the clinical parameters. Methods : Fifty patients who presented to the Dicle University School of Medicine, Physical Therapy and Rehabilitation Outpatient Clinic and were diagnosed with AS according to the 1984 New York criteria were enrolled in this study. The control group consisted of 44 healthy control subjects. Assessment of the MS was made according to the diagnostic criteria specified in the National Cholesterol Education Program Adult Treatment Panel III Report (NCEP ATP III ). Functional status and disease activity were evaluated using the Bath Ankylosing Spondylitis Functional Index (BASFI) and the Bath Ankylosing Spondylitis Disease Activity Index (BASDAI) for AS. Results : MS was observed in 6 out of the 50 AS patients (12%) and in 2 out of the 44 controls (4.5%) (P > 0.05). However, the HDL cholesterol level (P = 0.006) was found as significantly lower in AS patients than the controls. No statistically significant differences were observed in the disease duration and functional and clinical activity indices between the AS patients with and without MS. Conclusion : Although the frequency of MS was observed to be higher in patients with AS than the controls in this study, the differences were statistically insignificant between the two groups. J Endocrinol Metab. 2011;1(5):215-219 doi: https://doi.org/10.4021/jem61e

Knowledge of occupational diseases and immunization among healthcare students

PURPOSE: To investigate the knowledge and practices of immunization against occupational diseases and its associated factors among health students. METHODS: An exploratory cross-sectional study was carried out with a random sample of 275 graduate students from the Schools of Dentistry, Physiotherapy, Pharmacy, Psychology and Nursing. During data collection we carried out individual interviews on issues related to immunization coverage, diseases and occupational accidents and sociodemographic variables. The statistical tests used were the Pearson's chi-square and Fisher's exact tests (a=0.05). RESULTS: Most students considered influenza (65.5%) and hepatitis B (58.5%) occupational diseases. Almost 30% of the students reported having attended to patients with infectious diseases, especially AIDS. Contact with body fluids or accidental exposure was reported by 12.7% being 34.3% by accident with drills; 88.2% of the students had incomplete immunization coverage due to lack of time in most cases (27%). None of the variables was significantly associated with vaccination coverage. CONCLUSION: The students' knowledge of occupational diseases and vaccination coverage was poor, which reflects the need for motivational policies through activities for clarification and expansion of vaccination coverage.