Parents' attitudes towards the No Jab No Play legislation in Western Australia: a mixed methods study.

BACKGROUND: Mandates provide a relatively cost-effective strategy to increase vaccinate rates. Since 2014, five Australian states have implemented No Jab No Play (NJPlay) policies that require children to be fully immunised to attend early childhood education and childcare services. In Western Australia, where this study was conducted, NJNPlay legislation was enacted in 2019. While most Australian families support vaccine mandates, there are a range of complexities and unintended consequences for some families. This research explores the impact on families of the NJNPlay legislation in Western Australia (WA). METHODS: This mixed-methods study used an online parent/carer survey (n = 261) representing 427 children and in-depth interviews (n = 18) to investigate: (1) the influence of the NJNPlay legislation on decision to vaccinate; and (2) the financial and emotional impacts of NJNPlay legislation. Descriptive and bivariate tests were used to analyse the survey data and open-ended questions and interviews were analysed using reflexive thematic analysis to capture the experience and the reality of participants. RESULTS: Approximately 60% of parents intended to vaccinate their child. Parents who had decided not to vaccinate their child/ren were significantly more likely to experience financial [p < 0.001] and emotional impacts [p < 0.001], compared to those who chose to vaccinate because of the mandate. Qualitative data were divided with around half of participants supporting childhood immunisation and NJNPlay with others discussing concerns. The themes (a) belief in the importance of vaccination and ease of access, (b) individual and community protection, and (c) vaccine effectiveness, safety and alternatives help understand how parents' beliefs and access may influence vaccination uptake. Unintended impacts of NJNPlay included: (a) lack of choice, pressure and coercion to vaccinate; (b) policy and community level stigma and discrimination; (c) financial and career impacts; and (d) loss of education opportunities. CONCLUSIONS: Parents appreciation of funded immunisation programs and mandates which enhance individual and community protection was evident. However for others unintended consequences of the mandate resulted in significant social, emotional, financial and educational impacts. Long-term evidence highlights the positive impact of immunisation programs. Opinions of impacted families should be considered to alleviate mental health stressors.

COVID-19 in children: I. Epidemiology, prevention and indirect impacts.

Children globally have been profoundly impacted by the coronavirus disease 2019 (COVID-19) pandemic. This review explores the direct and indirect public health impacts of COVID-19 on children. We discuss in detail the transmission dynamics, vaccination strategies and, importantly, the 'shadow pandemic', encompassing underappreciated indirect impacts of the pandemic on children. The indirect effects of COVID-19 will have a long-term impact beyond the immediate pandemic period. These include the mental health and wellbeing risks, disruption to family income and attendant stressors including increased family violence, delayed medical attention and the critical issue of prolonged loss of face-to-face learning in a normal school environment. Amplification of existing inequities and creation of new disadvantage are likely additional sequelae, with children from vulnerable families disproportionately affected. We emphasise the responsibility of paediatricians to advocate on behalf of this vulnerable group to ensure the longer-term effects of COVID-19 public health responses on the health and wellbeing of children are fully considered.

Perceived educational impact of the medical student long case: a qualitative study.

BACKGROUND: The long case is a traditional method of clinical assessment which has fallen out of favour in certain contexts, primarily due to psychometric concerns. This study explored the long case's educational impact, an aspect which has been neglected in previous research. METHODS: Three focus groups of medical students (20 in total) and semi-structured interviews of six examiners were conducted. Cook and Lineberry's framework for exploring educational impact was used as a sensitising tool during thematic analysis of the data. RESULTS: Participants described the long case and its scoring as having influence on student learning. Engaging in the activity of a long case had an essential role in fostering students' clinical skills and served as a powerful driving force for them to spend time with patients. The long case was seen as authentic, and the only assessment to promote a holistic approach to patients. Students had concerns about inter-case variability, but there was general consensus that the long case was valuable, with allocation of marks being an important motivator for students. CONCLUSIONS: This study offers a unique focus on the traditional long case's educational consequences; the extent of its positive impact would support its place within a program of assessment.

Educational impact of Mini-Clinical Evaluation Exercise: A game changer.

BACKGROUND AND OBJECTIVE: Workplace based assessment has a strong educational impact in terms of student's clinical performance by steering their learning towards the desired learning outcomes. Educational impact is hardly measured in the sphere of medical education and this study is an attempt to measure educational impact of post graduate residents. The aim of this study was "To explore educational impact of Minicex (Mini-clinical evaluation exercise) on residents with respect to their learning". METHODS: A mixed convergent parallel method was selected, participants were identified through non-probability convenience sampling, total 10 participants were chosen for data collection, all of them experienced four minicex encounters which generated their scores (the quantitative data), after first two Minicex encounters each participant was interviewed using a structured interview technique, similarly, after 3rd and 4th Minicex encounters. Data was entered in the SPSS version -21 to calculate descriptive statistics. Inferential statistics were determined using ANOVA to calculate improvement in score over time and P-value to report statistical significance. Qualitative analysis was done using thematic analysis approach with the help of themes based on interview questions: priori theme. NVIVO was used for triangulation of themes accordingly. RESULTS: The results indicate statistically significant improvement in scores and p values were considered significant at 0.05. Also, qualitative analysis provided reasons for improvement in scores and residents' satisfaction such as feedback, motivation, self-directed learning, peer assisted learning. CONCLUSION: The study concluded that residents learning behavior and, their satisfaction from assessment method can be enhanced through work place based assessment particularly in context of minicex (mini-clinical evaluation exercise) so encouraging its use in similar situations. However, the scope for generalization of results remains limited owing to a small sample size.

Students' perceptions of the Script Concordance Test and its impact on their learning behavior: a mixed methods study.

The Script Concordance Test (SCT) is increasingly used in postgraduate and undergraduate education as a method of summative clinical assessment. It has been shown to have high validity and reliability but there is little evidence of its use in veterinary education as assessment for learning. This study investigates some students' perceptions of the SCT and its effects on their approaches to learning. Final-year undergraduates of the School of Veterinary Medicine and Science (SVMS) at the University of Nottingham participated in a mixed-methods study after completing three formative SCT assessments. A qualitative, thematic analysis was produced from transcripts of three focus group discussions. The quantitative study was a survey based on the analyses of the qualitative study. Out of 50 students who registered for the study, 18 participated in the focus groups and 28 completed the survey. Clinical experience was regarded as the most useful source of information for answering the SCT. The students also indicated that recall of facts was perceived as useful for multiple-choice questions but least useful for the SCT. Themes identified in the qualitative study related to reliability, acceptability, educational impact, and validity of the SCT. The evidence from this study shows that the SCT has high face validity among veterinary students. They reported that it encouraged them to reflect upon their clinical experience, to participate in discussions of case material, and to adopt a deeper approach to clinical learning. These findings strongly suggest that the SCT is potentially a valuable method for assessing clinical reasoning and enhancing student learning.

Insights Into the Employability of Midwifery Graduates. A Case Study of the International Hellenic University.

Background: This study examines the employability and career trajectories of International Hellenic University's (IHU) midwifery students who graduated between 2016 to 2021, with a focus on undergraduate curriculum changes. Objective: To comprehensively examine the post-graduation journey of recent IHU Midwifery graduates. This includes shedding light on their employment trajectories, satisfaction levels, and the practical application of academic knowledge. Through this exploration, the study seeks to inform educational strategies to ensure alignment with the evolving needs of midwifery professionals in Greece. Methods: Online questionnaires that explored post-graduation experiences, perspectives on the study program, and future plans. The questionnaires consisted of a mix of open and closed-ended questions and were completed by 273 recipients. The study was conducted from May to September 2023, with participant anonymity maintained. Statistical analysis was performed using SPSS. Results: This study revealed differences between graduates of the 'old' and 'new' midwifery undergraduate curriculum. There were notable variations in the perceived impact of the six-month internship on employment. The study also highlighted the impact of the COVID-19 pandemic on educational experiences, emphasizing the nuanced challenges faced during clinical practice, practical training, and simulation training. Finally, the self-employed professionals and those employed in the public sector expressed higher satisfaction with the alignment of their employment with their undergraduate studies, than their counterparts in the private sector (p=0.038). Conclusions: Our study offers valuable insights into job placement, knowledge sufficiency, and the impact of the pandemic on midwifery undergraduate education. These findings can guide tailored strategies for improved education and holistic professional development, ultimately enhancing maternal and neonatal care.

A dataset on the socioeconomic and behavioural impacts in Sri Lanka through multiple waves of COVID-19.

The impact of the COVID-19 pandemic was diverse and disproportionate among nations, and population segments. The impacts of the disease and the containment strategies adopted are broad and cut across multiple facets of life, society, and the economy, which are intimately interlinked. Therefore, a large household survey was conducted to ascertain the socioeconomic impact and human behavior changes due to the pandemic and the containment strategies covering all provinces of Sri Lanka. The ramifications on mobility and human behavior, income, economic status, food consumption, education, access to health services and information, and cultural and psychological changes were explored, and the data are reported in this paper. The survey was conducted on 3020 households, selected using a multistage clustering technique, to assess the impacts of the pandemic through three distinctly identified waves/phases of the pandemic in Sri Lanka. This dataset will enable researchers and policymakers to analyze the impact of the pandemic through a multifaceted perspective enabling a more holistic approach to decision-making.

The Impact of Script Concordance Testing on Clinical Decision-Making in Paramedic Education.

This study investigates the effectiveness of the Script Concordance Test (SCT) in enhancing clinical reasoning skills within paramedic education. Focusing on the Medical University of Lublin, we evaluated the SCT's application across two cohorts of paramedic students, aiming to understand its potential to improve decision-making skills in emergency scenarios. Our approach, informed by Van der Vleuten's assessment framework, revealed that while the SCT's correlation with traditional methods like multiple-choice questions (MCQs) was limited, its formative nature significantly contributed to improved performance in summative assessments. These findings suggest that the SCT can be an effective tool in paramedic training, particularly in strengthening cognitive abilities critical for emergency responses. The study underscores the importance of incorporating innovative assessment tools like SCTs in paramedic curricula, not only to enhance clinical reasoning but also to prepare students for effective emergency responses. Our research contributes to the ongoing efforts in refining paramedic education and highlights the need for versatile assessment strategies in preparing future healthcare professionals for diverse clinical challenges.

Empowering Futures: Intersecting Comprehensive Sexual Education for Children and Adolescents With Sustainable Development Goals.

This scoping review synthesizes the intersection of comprehensive sexual education (CSE) for children and adolescents with sustainable development goals (SDGs) to assess the potential for empowering future generations. Considering the global challenges in addressing sexual health, this review explores the potential role of CSE in contributing to the achievement of the SDGs, particularly in the context of empowering youth and ensuring their well-being. The review begins by providing a comprehensive overview of CSE, emphasizing its role in promoting informed decision-making, gender equality, and preventing sexual and reproductive health issues among young individuals. It then delves into the overarching framework of the SDGs, mainly focusing on goals related to health, education, gender equality, and sustainable development. The synthesis examines the alignment and potential synergies between CSE and various SDGs, highlighting how CSE can contribute to outcomes such as improved health and well-being, quality education, gender equality, and reduced inequalities. Furthermore, the review brings attention to potential challenges and barriers in implementing CSE programs in different cultural and socio-economic contexts. Ultimately, this scoping review provides a critical analysis of the intersection between CSE and the SDGs, offering insights into how the comprehensive education of children and adolescents in sexual and reproductive health can play a significant role in advancing sustainable development and empowering future generations worldwide.

Rheumatology nurses' perceptions of undertaking a postgraduate education programme: A phenomenological study.

BACKGROUND: The expansion of the role of the rheumatology nurse specialist led to the instigation, in 1999, of the first Masters programme in rheumatology nursing, with the aim of supporting clinical advancement with evidence-based practice. This study explored the experience of rheumatology nurses undertaking postgraduate study at Masters level. OBJECTIVES: (1) To explore the perceptions and experiences of clinical nurse specialists undertaking a Masters programme in Rheumatology Nursing, including perceptions of impact. (2) To identify future educational needs. METHODS: Ten rheumatology nurses who had completed a Masters degree in rheumatology nursing participated in a semi-structured video link or telephone interview conducted between 17th March 2021-17th May 2021. Interpretive phenomenological analysis was undertaken by two researchers and two public contributors. RESULTS: Four themes were identified: (i) Increased confidence and the development of new clinical skills. (ii) The perceived impact on the organisation; (iii) Benefits of face-to-face learning; and (iv) Continuing evolution of the rheumatology nurse specialist role. Participants reported increased confidence in clinical skills and felt that their learning had benefited their employing organisation. However, lack of time and insufficient managerial support could impede the implementation of new skills. Learning examination techniques, engagement in learning and peer support were seen as advantages of face-to-face learning. Future educational needs focused on diagnostic and prescribing skills. CONCLUSIONS: Participant learners perceived that completing a face-to-face Masters in rheumatology increased confidence in delivering new clinical skills and fostered peer networks, whilst also benefiting their employing organisations. There is a need for organisational support to apply learning to the clinical setting.

Considering the Structured Oral Examinations Beyond Its Psychometrics Properties.

Decisions to set aside Structured Oral Examinations (SOE) are, almost invariably, based on their poor psychometric properties. However, considering the perspectives of the stakeholders might help us to understand its potential contribution. To explore this, we conducted focus groups and individual interviews with stakeholders: students, assessors, and administrators. Students and assessors perceived the SOE as a window on students' clinical reasoning, as an authentic assessment, but as a subjective and stressful method. Administrators emphasized the organizational consequences such as logistical challenges. Consequences must be considered when making decisions about SOE and our results support important positive consequences.

The Utility and Educational Impact of a Virtual Webinar to Deliver an International Undergraduate Cardiovascular Conference.

Introduction: Conferences are an important avenue for dissemination of knowledge, research and provide networking opportunities for career development. The COVID-19 pandemic has prompted adoption of virtual platforms for delivery of these conferences. The aim of the study was to determine the utility and educational impact of a student-led virtual webinar to deliver an undergraduate cardiovascular conference compared to a traditional in-person conference. Methods: We conducted a two-day virtual conference using the Zoom platform in June 2021. The conference consisted of cardiology subspecialty lectures, and workshops were conducted by a junior doctor, senior cardiology trainees and consultants. The conference also outlaid a virtual poster hall and oral presentation session while networking opportunities were encouraged using breakout rooms and poster hall chat function. A 38-item self-administered online questionnaire was designed and disseminated at the end of the conference to all attending delegates. All data analysis and data visualisation strategies were conducted on R statistical programming. Results: Eight-hundred and forty students from 55 countries attended the event. Four hundred and ninety participants (58.5% response rate, 55.9% female) completed the questionnaire. Factors such as weekend conference (84.9%), student-led or organised (84.1%), environmental/sustainable (82.3%), appropriate level for me (81.5%) and comfort to present (80.8%) were deemed to be at least equal to traditional in-person conference. The conference also increased participants' interest, their core cardiology knowledge and improved their critical analysis and basic echocardiography skills [median 4 (IQR 3-5) for all parameters]. Overall, participants also found it easy to use the virtual platform [median 5 (IQR 5-5)] and easier to ask questions compared to in-person conferences [median 5 (IQR 4-5) vs median 4 (IQR 3-5), p < 0.001]. Conclusion: Our virtual conference provided opportunities to students that the COVID-19 pandemic would have otherwise affected; however, its utility and educational impact will need to be assessed within its individual context of delivery.

Self-Perceived Impact of COVID-19 Pandemic by Dental Students in Bucharest.

All social and economic systems worldwide, including the educational one have been disrupted by escalating the global COVID-19 pandemic. One of the most impacted areas were the medical and dental education fields, due to the forced break from clinical practice during the lockdown, which affected both the educational part, as well as the patients. Thus, the main goal of our research was to investigate the impact of the COVID-19 pandemic on the dental students' education as related to their perceptions and evaluations, in Carol Davila University of Medicine and Pharmacy, Bucharest, Romania. A cross-sectional study was conducted on 878 dental students who reported their perception of the psychological and educational impact of this period by completing a Google Forms questionnaire. Collected data were statistically analyzed using Stata/IC 16. There was a severe psychological impact among the respondents, the levels of stress being perceived as high and very high (33.83%, n = 297; 28.59%, n = 251), similar to high and very high anxiety feelings (26.54%, n = 233; 24.26%, n = 213). Very high educational impact from the point of view of the acquisition of practical skills (48.52%, n = 426) and future professional perspectives (38.95%, n = 342) were recorded. While online theoretical learning ability was principally low (37.93%, n = 333) despite consistently modified time allocated to the individual study (44.35%, n = 389), most of the students evaluated the efficiency of lecturers in online courses as neutral (41.12%, n = 361). New dentistry teaching programs will have to be adopted taking into account the dynamics of the pandemic and its strong impact on our students, in order to improve both their wellbeing and the sustainability of dental education.

Educational impact of the mini-Clinical Evaluation Exercise in resident standardization training: a comparative study between resident and professional degree postgraduate trainees.

OBJECTIVE: We aimed to explore differences in the educational impact of the mini-Clinical Evaluation Exercise (mini-CEX) on resident (RE) and professional degree postgraduate (PDPG) trainees, as well as influencing factors, to provide suggestions for hospital managers, trainers, and trainees. METHODS: We performed a retrospective analysis of all scores among first-year resident standardization training trainees registered during 2017 to 2019 at Xinqiao Hospital of Army Medical University, to identify differences in mini-CEX outcomes between REs and PDPGs. RESULTS: We collected data of 154 registered trainees for retrospective analysis, including 57 PDPG trainees and 97 RE trainees. The mean (standard deviation) overall performance score of PDPGs was 84.18 (4.25), which was higher than that of REs (81.48 (3.35)). In terms of domain analysis, PDPG trainees performed significantly better than REs in history taking, physical examination, clinical diagnosis/treatment regimen, and the knowledge examination; communication skills/humanistic care were comparable between the groups. CONCLUSIONS: PDPGs performed better than REs in overall competency, history taking, physical examination, clinical diagnosis/treatment regimen, and the knowledge examination. A better knowledge base, supervisor-dominated one-to-one teaching mode, higher self-esteem and learning goals, and more sophisticated responses to feedback were potential contributors to a superior educational impact of the mini-CEX.

Educational impact of assessment on medical students' learning at Tehran University of Medical Sciences: a qualitative study.

OBJECTIVES: It has been shown that assessment strongly affects students' performance. A deeper insight needs to be gained into the interplay of assessment and learning. The aim of the current study was to develop a model to explain the educational impact of assessments on students' learning, before, during and after the test. DESIGN: This study used semistructured interviews, focus group discussions and observation and collection of field notes. A qualitative methodology using the grounded theory data analysis approach was then used to generate an explanation of the process of how assessment impacts students' learning. SETTING: School of Medicine, Tehran University of Medical Sciences. PARTICIPANTS: Participants were medical students and teachers with first-hand experience or expertise in assessment as well as their willingness to participate in the study. Fifteen people (eight medical students, seven faculty members) were interviewed. One focus group discussion (with five students) was held. RESULTS: The extracted concepts from our study were classified into four main categories. These categories include elements of the assessment programme which affect learning, the mechanism through which they exert their effects, contextual factors and the impact they have on learning. These elements and their interplay occur within an environment with its antecedent characteristics. CONCLUSIONS: This study suggested a model for understanding the elements of the assessment which, within the context, affect learning, the mechanisms through which they impart their effects and the final outcomes obtained.

Hyperglycemia grand rounds: descriptive findings of outcomes from a continuing education intervention to improve glycemic control and prevent hypoglycemia in the hospital setting.

UNLABELLED: Hyperglycemia is common in the hospital in-patient setting and is associated with adverse outcomes. Healthcare professionals (HCPs) often fail to use best practices established to manage this condition or to coordinate care among team members. OBJECTIVES: The objective of the Hyperglycemia Grand Rounds (HGR) continuing education initiative was to improve knowledge levels in a team setting, leading to improved clinical competence, evidence-based behaviors, and improved patient care. METHODS: To achieve that goal, a four-module seminar series was presented to HCPs on-site in a "Grand Rounds" format at healthcare institutions across the United States. Outcomes data included satisfaction, learning, impact, and intent-to-implement measures at event time and at follow-up. At the site level, detailed questionnaires assessed skill gaps and expected outcomes from administrators at the time the modules were scheduled and the impact after modules were completed. Demographic information allowed identification of HCPs receiving maximum benefits; data on barriers to implementation are reported. RESULTS: Seventy-eight percent of participants self-reported a positive impact on competence, performance, or patient outcomes. Forty percent of learners said they intended to make specific changes in practices. Eighty-two percent of administrators confirmed expected changes in their health system. The follow-up study concurred with the initial findings. CONCLUSION: The HGR was an effective program in improving self-reported competence amongst attendees that could potentially lead to improved care. This descriptive report summarizes outcomes from 1 year of educational efforts to more than 2000 healthcare professionals.

Perceptions of Interns and General Medicine Examiners Regarding Cardiovascular Case Presentation in Practical Exams of General Medicine in Final MBBS Summative Examinations.

INTRODUCTION: Assessment of cardiovascular cases in practical exit exam is limited to simple history taking and physical examination. Standards of assessment are not uniform. This makes assessment less valid and reliable. AIM: To explore the perceptions of Internees and General Medicine Examiners about current practices in Cardio Vascular system (CVS) case presentation in final MBBS exit exams and the necessity to change some of the practices. MATERIALS AND METHODS: A set questions pertaining to the preparation for exams, validity, reliability, feasibility and educational impact were prepared to guide in obtaining the perceptions of internees and internal medicine examiners. Focus group discussions were conducted. Data Analysis was done by immersion-crystallization process. RESULTS: Most of the internees admitted to feeling concerned because of difficulty in diagnosing murmurs by auscultation. Most of the examiners felt concerned about the logistics involved in arranging practical exams. Both admitted to the lack of uniform standards in assessment. Both agreed that the present system thrived as it was relatively feasible. Some internees suggested that the exam may be conducted in two parts by splitting the syllabus instead of once. Some internees suggested incorporating a student-doctor program to improve practical skills just like the on-going student nurse program. CONCLUSION: There is a need for overhauling the assessment of cardiovascular system in final MBBS summative exams towards one aligned to the competencies as required in an Indian Medical Graduate. Blueprinting of practical assessment with due weightage assigned to epidemiologically important topics is the need of the hour.

An exploratory study into the impact and acceptability of formatively used progress testing in postgraduate obstetrics and gynaecology.

Part of recent reforms of postgraduate medical training in the Netherlands is the introduction of formatively intended knowledge testing or progress testing. We previously evaluated the construct validity and reliability of postgraduate progress testing. However, when assessment is intended to be formative, the acceptability of the test (scores) and the educational impact that is achieved are at least as important in the utility of this assessment format. We developed a questionnaire targeted at both educational supervisors and postgraduate trainees, containing questions on general acceptability, educational impact and acceptability of test content. 90 % of trainees and 84 % of educational supervisors completed the questionnaire. The general acceptability of formatively used progress testing is good; however, the self-reported educational impact is limited. Furthermore, trainees query the validity of test content. Formatively intended progress testing is well accepted; however the impact is limited. We discuss the importance of feedback quality and the effect of grading. Furthermore we start a debate on whether, for a genuine effect on learning, formative assessment should have consequences, either by entwining the assessment with the training programme or by linking the assessment to a summative standard.

Grupo de autoayuda, un factor protector para pacientes con diabetes tipo 2 / The self-help group, a protective factor in diabetes mellitus type 2 patients

Resumen Introducción México tiene la mayor contribución a la mortalidad por diabetes del continente americano y una de las más altas tasas de mortalidad del mundo por esta condición. El tratamiento y control deben ser multidisciplinarios; es fundamental la educación sobre su enfermedad. Objetivo Determinar el impacto metabólico y educacional sobre la diabetes mellitus tipo 2 en el grupo de autoayuda (GAA) para diabéticos. Material y métodos Estudio tipo cohorte, ambispectivo, en el Hospital Naval de Veracruz de octubre de 2017 a enero de 2018; GAA: 20 pacientes; consulta externa (CE): 80 pacientes; su nivel de conocimiento fue medido por el cuestionario DKQ24, el control metabólico, con Hb1Ac%; consultas a urgencias, tomadas de los expedientes de los últimos seis meses. Resultados Escolaridad: 50% nula a media en el GAA; medio superior, 44% en la CE; uso de urgencias, 12% del GAA, 88% de la CE; nivel de conocimiento: bueno en el GAA 95% y en la CE, 52%; 74% de aquéllos con buen conocimiento no fueron a urgencias en los últimos seis meses; un buen nivel de conocimiento se relacionó con mejor control de la Hb1Ac%. Conclusiones El GAA incrementa el nivel de conocimiento sobre su enfermedad -sin influir el nivel sociocultural- y aporta un factor protector para complicaciones agudas y mejor control metabólico.

Abstract Introduction Mexico has the highest contribution to mortality from diabetes in the Americas and one of the highest mortality rates in the world caused by this condition. Treatment and control should be multidisciplinary, being fundamental the education about the disease. Objective To determine the metabolic and educational impact on of a self-help group (SHG) for diabetics. Material and methods Cohort study at the Hospital Naval de Veracruz, from October 2017 to January 2018; SHG: 20 patients, outpatient consultation (EC): 80 patients; their level of knowledge was measured by the questionnaire DKQ24; their metabolic control ,with Hb1AC%; emergency room visits, taken from the records of the past six months. Results Schooling: zero to average in 50% of the SHG; higher than average in 44% of the EC; use of the emergency room: 12% of the SHG, 88% of EC; level of knowledge, good in 95% of the SHG and 52% of the EC; 74% of those with good knowledge did not go to the emergency room in the last six months; a good level of knowledge was related to better control of the Hb1Ac%. Conclusions The SHG increases the level of knowledge about their disease, regardless of the sociocultural level, providing a protective factor for acute complications and better metabolic control.

Impacto de la especialidad en bioestadística sobre su claustro y sobre la Salud Pública Cubana, 1974-2006 / Impact of biostatistics on the faculty in charge of this specialty and on the Cuban public health care, 1974-2000

Objetivo Evaluar el impacto de la Especialidad de Bioestadística sobre su claustro de profesores y sobre la Salud Pública Cubana. Métodos Se realizó un estudio descriptivo y retrospectivo. Se construyeron dos modelos de entrevista personal para la obtención de la información: uno dirigido a los profesores integrantes del claustro de la especiallidad y el otro a expertos en el área de la salud pública. Se sometió a criterio de expertos la idoneidad de ambos modelos. El procesamiento de la información proveniente de las entrevistas realizadas se efectuó manualmente a través de un análisis de contenido. Resultados Los profesores opinaron que el hecho de pertenecer al claustro de la especialidad constituye una de las fuentes más importantes en su formación y desarrollo que los obliga a mantener una elevada preparación científica, tecnológica y pedagógica, así como al perfeccionamiento de su desempeño como investigadores y docentes. Los expertos opinaron que el impacto de la Especialidad en la Salud Pública Cubana se aprecia en la calidad de la información estadística que se brinda en todos los niveles del Sistema Nacional de Salud, en el aumento de la calidad de las investigaciones y eventos científicos realizados en el sector de la salud, en la elevación de la calidad como investigadores y docentes de otros profesionales de la salud, en la creación del Comité Académico y del Grupo Nacional de la Especialidad, así como en la realización de eventos científicos propios de esta. Conclusiones La Especialidad en Bioestadística tuvo impacto positivo sobre las esferas exploradas.

Objective To evaluate the impact of Biostatistics on the faculty in charge of this specialty and on the Cuban public health. Methods A retrospective and descriptive study was conducted. Two personal interviews models were designed to gather information; one aimed at professors in this specialty and the other aimed at experts in the public health area. The suitability of both models was submitted to the expert criteria. Gathered information was manually processed on the basis of a contents analysis. Results The professors stated that being part of the faculty in charge of this specialty is one of the most important sources for their formation and development since this forces them to keep a high level of scientific, technological and teaching preparation as well as the improvement of their performance as both researchers and educators. On the other hand, the experts pointed out that the impact of this specialty on the public health in Cuba is expressed in the quality of the statistical information provided at all levels of the national health care system, in the increased quality of research works carried out and scientific events held in this sector, in the improved performance of other health professionals as researchers and professors, in the creation of the Academic Commission and the National Group of this specialty and also in the holding of scientific events in this field. Conclusions Biostatistics specialty had a positive impact on the explored spheres.