Bullying, maltreatment and uncivil faculty member behaviors at universities

Objective: Bullying and uncivil behaviors frequently happen in higher education lecture halls. This study aimed at exploring college students bullying incidents and mistreatments by faculty members, witnesses, and the type of bullying, where bullying and exploitations mostly happen. Method: A total 2646 (1493 female & 1185 male) students from a mid-size state university studying at every accessible department voluntarily participated to fill out a survey. A survey instrument and a social demographic information form is used to collect data. A chi-square test and several descriptive statistics were run to analyze the data. Results: Results revealed that 10 % of student were threatened being graded lower or being failed, 21 % stated that they did not believe in fair investigation even when they could complain to the relevant authorities in the university. Among them, 31 % of the students witnessed a faculty member threatening students' in an uncivil manner. Male faculty members were 4 times more likely to bully student or act uncivil behaviors than female faculty members. Assistant professor or younger faculty members tend to behave more negatively than higher ranking or older professors. Conclusions: Most of the incidents happen during the class. Results show that bullying is a universal phenomenon and it appears in every level and field of education. Even though there are cultural and departmental differences, and department-specific misbehaviors, it is still common in every level of education in every culture.

Objetivo: Este estudio tuvo como objetivo explorar los incidentes de intimidación y maltrato de estudiantes universitarios por parte de miembros de la facultad, testigos, el tipo de hostigamiento, dónde se producen principalmente los acosos y los maltratos, cómo se han enfrentado a estos hechos, cómo han resuelto el incidente, las razones del hostigamiento y los malos tratos, frecuencia de los mismos, el tipo observado de bullying y similitudes culturales. Diferencias en los comportamientos de bullying y características de los miembros de la facultad que realizan el bullying. Metodología: Un total de 2646 estudiantes de una universidad estatal de un tamaño mediano que estudiaban en las distintas facultades de la universidad seleccionada. Participaron voluntariamente para realizar una encuesta impulsada por el concepto de intimidación de Olweus. Resultados: Los resultados revelaron que el 10 % de los estudiantes fueron amenazados con una calificación inferior o reprobada, el 21 % dijo que no creía en una investigación justa, incluso si podían presentar una queja ante las autoridades pertinentes de la universidad. Solo el 5 % de los estudiantes mencionó haber presentado una queja verbal informal. El 18 % informó que el acoso era muy importante y muy estresante para ellos. Entre estos, el 31 % de los estudiantes fue testigo de la amenaza de un miembro de la facultad a los estudiantes de una manera poco correcta. Los varones de la facultad eran 4 veces más propensos que los miembros femeninos de la misma a intimidar a los estudiantes, o comportarse de manera no cívica. El profesor asistente o los miembros más jóvenes de la facultad tienden a comportarse de manera más negativa que los profesores de mayor rango o más antiguos. Parece que la mayoría de los incidentes ocurren durante la clase (11 %) o antes de que comience la misma (1,6 %). Conclusiones: Los resultados muestran que el acoso académico es un fenómeno universal y aparece en todos los niveles de la educación. A pesar de que existen diferencias culturales y departamentales, el acoso todavía es común en todos los niveles de educación de todas las culturas. El bullying tiene consecuencias negativas en los estudiantes; afecta perniciosamente su salud mental, integración escolar y logros académicos. Por lo tanto, los responsables de la administración escolar deben establecer pautas claras para las relaciones entre el profesorado y los estudiantes; y proporcionar ayuda de asesoramiento y acompañamiento para quienes lo necesiten.

Assessing the effectiveness of the Well-Being Through Occupational Participation (WBOP) intervention in promoting Filipino Occupational Therapy Faculty Members' Well-Being: A pilot study

Background@#Filipino occupational therapy educator emigration and limited preparedness for an academic role has resulted in high university turnovers. Remaining faculty experience decreased well-being due to increased academic role responsibilities.@*Objective@#Assess the effectiveness of an occupation-based intervention in promoting Filipino occupational therapy faculty members' well-being.@*Methodology@#This pilot study used a convergent mixed-methods design. Participants were recruited to participate through the Philippine Academy of Occupational Therapists and the University of Philippines Manila - Department of Occupational Therapy. Faculty members participated in the Well-Being through Occupational Participation (WBOP) intervention. Quantitative data was analyzed using a Wilcoxon Signed-Rank Test, comparing pre and post-test scores from four standardized measures: Self Compassion Scale Short Form (SCS-SF), Scales of General Well Being (SGWB), Engagement in Meaningful Activities Survey (EMAS), and Occupational Balance Questionnaire 11 (OBQ). Qualitative data was analyzed using a multi-level coding process resulting in three themes.@*Results@#Five faculty members participated. The SCS-SF scores (T=15, p=0.042, r=0.64) and SGWB (T=15, p=0.041, r=0.65) scores showed a significant increase post-intervention, with large effect sizes. The OBQ (T=14, p=0.078) and EMAS (T=13.5 p=0.102) post-intervention scores did not reflect a significant increase. From the qualitative data, three themes emerged: time to reflect on well-being and occupational engagement, opportunity to view well-being differently, and increased mindset and intentionality.@*Conclusion@#Results suggest the WBOP intervention was effective in promoting well-being in these Filipino occupational therapy faculty members. Future intervention implementation may be helpful in positively impacting faculty member well-being. A research study with a larger number of participants is warranted.

Formação docente para o ensino da educação interprofissional / Formación docente para la enseñanza de la educación interprofesional / Training of faculty members for interprofessional education teaching

RESUMO Objetivo: relatar experiências das autoras em relação à formação docente para o ensino da Educação Interprofissional. Desenvolvimento: relato de experiência a partir da observação direta das atividades de docentes de duas universidades públicas do estado da Bahia, entre 2014 e 2019. Os dados foram registrados em diário de campo, organizados por aproximação temática e analisados em suas partes e nas relações entre a formação docente e o ensino da Educação Interprofissional. Identificou-se três dimensões: inquietações e reflexões nos campos práticos; movimento de aproximação ao ensino da Educação Interprofissional; e movimento na pós-graduação. Conclusão: as experiências vividas na formação docente contribuíram para o ensino, tendo em vista a Educação Interprofissional, por suscitarem reflexões sobre os movimentos formativos do docente em direção à interprofissionalidade e constatações acerca das possibilidades formativas do docente. Espera-se que tais experiências sejam continuadas e aplicadas nos diferentes espaços de ensino

RESUMEN Objetivo: relatar experiencias de las autoras en lo que se refiere a la formación docente para la enseñanza de la Educación Interprofesional. Desarrollo: relato de experiencia a partir de la observación directa de las actividades de docentes de dos universidades públicas del estado de Bahía, entre 2014 y 2019. Los datos se registraron en un diario de campo, se organizaron por enfoque temático y se analizaron en sus partes y en las relaciones entre la formación docente y la enseñanza de la Educación Interprofesional. Se identificaron tres dimensiones: preocupaciones y reflexiones en los ámbitos prácticos; movimiento para abordar la enseñanza de la Educación Interprofesional; y movimiento en la formación de postgrado. Conclusión: las experiencias vividas en la formación docente han contribuido a la enseñanza, con vistas a la Educación Interprofesional, haciendo suscitar reflexiones sobre los movimientos formativos del docente hacia la interprofesionalidad y hallazgos sobre las posibilidades formativas del docente. Se espera que estas experiencias tengan continuidad y se apliquen en los diferentes espacios de enseñanza.

ABSTRACT Objective: To report the authors' experiences regarding the training of faculty members for Interprofessional Education teaching. Development: Experience report using direct observation of the activities of professors from two public universities in the state of Bahia, between 2014 and 2019. The data were recorded in a field diary, organized by thematic approach and analyzed in its parts and in the relationships between the training of faculty members and the teaching of Interprofessional Education. Three dimensions were identified: concerns and reflections in practical activities; movement towards the teaching of Interprofessional Education; and movement in postgraduate health education. Conclusion: The experiences in the training of faculty members contributed to teaching, regarding Interprofessional Education, by raising reflections on the movements for training faculty members for interprofessional education and findings on the possibilities of the training of professors. We expect that these initiatives are implemented on a permanent basis and in different teaching spaces.

Rotational Training Programme For Postgraduate Students Of Pharmacology: Our Experience.

Background: Rotational training programme for the postgraduate students of pharmacology should be planned with the aim of making them competent as pharmacologist. Thus in the present study we decided to develop a rotational duty programme and evaluate perception and attitude of postgraduate student towards it. Methodology: We developed a rotational duty programme at our department which was structured by defining objectives to be achieved, content to be learnt, weekly targets to be accomplished and assessment to provide feedback to the students. The perception and attitude were recorded using a questionnaire in which their adequacy of duration of posting; adequacy, relevance and implementation of weekly time table; adequacy and relevance of the training imparted in the posting; quality and pattern of assessment and their perceived benefit from the rotational training program were assessed. Results: Postgraduate students found the programme adequate and relevant in terms of duration, implementation of weekly targets, training imparted and quality of assessment. Students also perceived the programme as beneficial. Suggestions were given by the students in the areas they considered modification is required. Conclusion: Suggestion given by the students along with discussion by faculty members were incorporated in improving the standard and strengthening the programme. There is a need for development of such programmes to improve the standards in postgraduate teaching in pharmacology. These programmes also need to undergo relevant amendments in order to improvise them.

Employee Motivation and Job Satisfaction of Faculty Members at a Multispeciality Dental College and Hospital.

Introduction: Job satisfaction is one of the most widely discussed issues in the organisational behaviour, personnel and human resource management. Teaching as an occupation requires a great deal of thoroughness and commitment hence requiring a greater degree of loyalty and mental involvement rather than physical presence. This study was conducted to determine the level of job satisfaction and employee motivation among the faculty members of ESIC Dental College and Hospital, Delhi. An attempt was made to determine the factors that influence the satisfaction and motivation level of the faculty members. Methods: 64 faculty members agreed to be a part of the study with equal numbers from the medical and dental fraternity. The study was conducted as an opinion survey on the basis of a pre-structured questionnaire divided into two sections : section 1 socio-demographic features of the subjects and section 2 divided into 6 sub sections with total 19 statements (S1to S19) exploring different factors. The mean score was calculated for each of the statements separately for the two groups along with the mean average score and the mean difference between the two groups. Results: It can be seen that 50% of the faculty was young (<40 years of age), majority were females (62.5%) and were at the rank of assistant professors (68.75%). Based on the responses to the questionnaire around 61% of the faculty members were satisfied with their current job. The range of the mean score of the faculty members was from 2 to 4.18 (dental faculty 2.31 to 4.18 and medical faculty 2 to 4.5). The average mean score for all the statements was 3.47 whereas the mean difference was 0.27. Conclusion: Based on the results of the survey it can be concluded that the faculty seems to be most satisfied with the teamwork and interpersonal relationships within the organisation as well as the social schemes run by ESIC. They considered themselves to be well equipped in terms of knowledge and skills as per their job expectations. They seemed to be most dissatisfied with the loan facilities offered and with performance based incentives given at the college.

Medical education system. Reorganization of Chair System and Redistribution of Faculty Members at the Medical School / 医学教育

The chair system was introduced into the Japanese universities from Germany more than 100 years ago in the Meiji era. Since then, it made very little change and was preserved like antiquities in the medical schools.<BR>During the past 100 years, there had been two opportunities to change it: first in the early 1970s at the time when new medical schools had been established all over Japan and second in 1991 at the time of change of the university chartering standards law which was conducted by the Japanese Ministry of Education toward a liberalization of the past law in order to let the universities match to the change of society and to the progress of art and science.<BR>Although since the latter opportunity some change was observed mainly at graduate schools of the limited high-ranked universities, most of medical schools have neither changed their traditional chair system nor reformed their schools in spite of the ensured liberalization.<BR>In this paper, why reorganization of chair system is necessary, how it can be done and also why and how redistribution of faculty members is crucial and can be performed are explained by citing an example at the University of Tsukuba which has experienced during the past two and half decades from the beginning of its establishment in 1973.